English Movies: It’s Effect on the English Proficiency Skill of Grade 12 Students

of Laguna Senior High School

A Research Paper Presented to the Faculty of

Humanities Education and Social Sciences

Laguna Senior High School

Santa Cruz, Laguna

In Partial Fulfillment of the Research for the Subject Inquiries, Investigation, &

Immersion

CHRISTOPHER B. TOBIAS

HESS 12 – DURKHEIM

MILITH MIANO

Research Adviser

June 2022

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 APPROVAL SHEET

The research entitled “ENGLISH MOVIES: IT’S EFFECT ON THE ENGLISH

PROFICIENCY SKILL OF GRADE 12 STUDENTS OF LAGUNA SENIOR HIGH
SCHOOL.” prepared and submitted by Tobias, Christopher B. in partial fulfillment of
the requirements in Practical Research II, is hereby recommended for approval and
acceptance.

ORLY PERAZ
                                                                                           Adviser
______________________________________________________________________

Approved by the COMMITTEE ON RESEARCH PRESENTATION with a grade of

__________.

______________________
Chairman

MILITH MIANO
Thesis/Research Teacher

_____________________________                        _____________________________
Language Critic                                                               Statistician

Comprehensive Examination Grade: __________

Date:________________

          Accepted and approved in partial fulfillment of the requirements for Grade 12

Academic Track.

 
ASHER PASCO
SHS Principal

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 DEDICATION

          This study is wholeheartedly dedicated to the following who have greatly

influenced my life:

           First, to our Almighty God and Savior Jesus Christ, for the strength, wisdom,

knowledge, love and patience to finish the study;

          My parents for the inspiration to give our best in this study and for the financial

support that they provided;

          My friends for giving tireless support and encouragement to finish this study;

          And lastly to my teachers that have given me their full support in making and

finalizing this study.

“The Researchers”

          

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 ACKNOWLEDGEMENT

          The researchers would like to express their sincerest gratitude and appreciation

to the following persons who generously shared their time, effort love and moral support

for, making this study a successful one.

          Above all the Almighty God, for strength, wisdom, knowledge, love, care and

blessings;

         Mr. Asher Pasco, Dean of (LSHS) Laguna Senior High School for his moral

support, advice, comments and suggestions in the preparation of the study;

          Mrs. Milith Miano, Thesis/Research Project Teacher, for her moral support and

sharing his knowledge in the preparation of this study;

          Mr. Orly Peraz, Adviser, for his support and guidance in the preparation of this

study.

Our Teacher and Instructors, for the knowledge and experience shared.

Thank you very much.

“The Researchers”

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 ABSTRACT

          This study entitled English Movies: Its effect on the English Proficiency skill of

Grade 12 Students of Laguna Senior High School sought answers of the following

questions: (1) How many hours do the students read a textbook? (2) How many hours

do the students watch English movies? (3) What is the impact of reading English

textbooks in terms of reading comprehension and vocabulary? (4) Does English

speaking have a significant effect on the academic performance of the students?

          As for the research design, this study used a descriptive method. The research

product was evaluated by using a formulated questionnaire given to different strand

respondents, twenty (20) grade 12 students of (LSHS) Laguna Senior High School. It

was made in this Academic Year 2021-2022. Out of this data gathering instrument, the

data gathered were statistically treated using weighted mean and standard deviation.

After which result were tabulated, analyzed and interpreted.

          Based on the research made on English Movies: Its effect on the English

Proficiency skill of Grade 12 Students of Laguna Senior High School, the gathered data

on the formulated questionnaire, the findings were the following: The respondents

strongly agreed that they can understand conversation better through watching English

movies. Most respondents strongly agreed that they could learn correct pronunciation

and acquire new vocabulary from English movies. A large group of the respondents also

strongly agreed that they can better understand unfamiliar accents, dialects, proverbs,

and slangs. They also believed that watching English movies can be beneficial for using

English in daily life. English movies are also an appropriate tool for effective language

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teaching. Respondents agreed that they do not worry about making mistakes in English

class. Most respondents get trembled when being called in English class.

          Therefore, the researchers concluded that watching English movies can be

beneficial for their daily use of English. It also improves English proficiency skills on the

opinions and academic performance of students. Furthermore, it is suggested for future

researchers that when watching English movies, students should try to understand the

conversation more by listing and searching for unfamiliar words or by pronouncing each

word/sentence from the movie to help them improve their English skills and learn new

words that they can use in class. It is recommended for future researchers that students

have free time, watch more English movies and practice how they use each word in a

sentence so that they would not have to worry or feel anxious when speaking the

English language at school. For further research, it is recommended to follow up these

findings by conducting similar research with further researchers who might have another

research or another aspect of watching English movies towards English proficiency.

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 TABLE OF CONTENTS

Preliminaries                                                                                                                      

Page

TITLE PAGE                                                                                                                          

APPROVAL SHEET                                                                                                             

ii

DEDICATION                                                                                                                        

iii

AKNOWLEDGEMENT                                                                                                         

iv

ABSTRACT                                                                                                                           

TABLE OF CONTENTS                                                                                                      

vii

LIST OF TABLES                                                                                                                 

ix

Chapter 1          THE PROBLEM AND ITS BACKGROUND

                            Introduction                                                                                                 

11

                            Background of the Study                                                                            

12

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                            Theoretical Framework                                                                               

15

                            Conceptual Framework                                                                               

16

                            Research Hypothesis                                                                                  

16

                            Statement of the Problem                                                                           

17

                            Scope and Delimitation                                                                               

17

                            Significance of the Study                                                                            

18

                            Definition of Terms                                                                                      

18

Chapter 2           REVIEW OF RELATED LITERATURE AND STUDIES

                            Related Literature                                                                                      

20

                            Related Studies                                                                                          

21

                            Local                                                                                                           

21

                            Foreign                                                                                                      

22

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Chapter 3           RESEARCH METHODOLOGY 

                            Research Design                                                                                         

24

                            Sampling Technique                                                                                    

24

                            Research Instrument                                                                                    

25

                            Data Collection Technique                                                                           

25

                            Statistical Treatment                                                                                     

25

Chapter 4     PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA        

26

Chapter 5     SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

                            Summary                                                                                                      

43

                            Findings                                                                                                        

43

                            Conclusions                                                                                                  

44

                            Recommendations                                                                                        

45

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BIBLIOGRAPHY                                                                                                                       

46

APPENDICES

A. Questionnaires for English Movies:                                                         

53

Its effect on the English Proficiency

Skill of Grade 12 AVM students

B. Letters Used                                                                                          

57

C. Curriculum Vitae                                                                                      

58

List of Tables

                  Table                                                                                               Page

Table 1.1 The Number and Percentage of the Respondents 

Categorized by Age                                                                                              26

Table 1.2 The Number and Percentage of the Respondents 

Categorized by Sex                                                                                              27

Table 1.3 The Number and Percentage of the Respondents 

Categorized by Track/Grade/Section                                                                   28

Table 2.1 Pre-Test in English Reading Comprehension 

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Multiple-Choice Questionnaires                                                                            29

Table 2.2 Post Test in English Reading Comprehension 

True or False Questionnaires                                                                                29

Table 2.3 Data Gathered from the Pre-Test and Post Test 

in English Reading Comprehension                                                                      30        

Table 3.1 Pre-Test in English Vocabulary Multiple-Choice 

Questionnaires                                                                                                      31   

Table 3.2 Post Test in English Vocabulary Multiple-Choice 

Questionnaires                                                                                                    

31          

Table 3.3 Data Gathered from the Pre-Test and Post Test in 

English Vocabulary Quiz                                                                                    

32          

Table 4.1 Opinion and Gratification Level Obtained from 

Watching English Movies Questionnaires                                                            

34          

Table 4.2 Data Gathered from Opinion and Gratification Level 

Obtained from Watching English Movies                                                              35        

Table 5.1 English Proficiency Skills towards Academic 

Performances Questionnaires                                                                             37       

Table 5.2 Data Gathered from English Proficiency skills towards 

Academic Performances                                                                                       38     

Table 6 Summary Level of English Movies: Its effect on the 

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English Proficiency skill of Grade 12 AVM Students in terms of 

Opinion and Gratification Level Obtained from Watching English Movies            39          

Table 7 Summary Level of English Movies: Its effect on the 

English Proficiency skill of Grade 12 AVM Students in terms of 

English Proficiency Skills towards Academic Performances                                40  

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

       The English language, which is the closest thing to a lingua franca around the

world, is another means for us to join the stream of world culture. This is where English

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proficiency becomes vital in today’s world and country. English proficiency is the ability

to speak, read and write in English.

       In the Philippine education system, senior high school students with the ages of 16-

19 are expected to already have basic knowledge of English and the four

communication skills which will enable them to function satisfactorily in certain English

communication situations.

       The basic goal of senior high English is to enhance the student’s knowledge and

skills so that they can function effectively in any situation which requires the use of

English particularly in a classroom setting that challenges their academic performance.

They need to be able to express their ideas and opinions in speech and writing. They

need to think independently, critically, and creatively. Hence, they should be given

opportunities to enhance higher order thinking skills like analysis and evaluation

(Proficiency English 1, 2010)

       To realize English proficiency among the students, they should take some advice

under the four (4) learning skills which are reading, listening, speaking and writing. The

most important thing that they should bear in mind is that reading and listening are

inputs whereas speaking and writing are outputs. Since English is one of the most

widely spoken languages in the world, gaining English proficiency can be an important

aspect of education in many fields from business to aviation to science. 

       These realities will be faced by the students later on. Therefore, the students need

to prepare to become ready and independent in facing the world of competition. They

should instill their minds the value of English proficiency especially when they immerse

themselves in the wider professional community.   

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Background of the Study

       The 21 century demands people to know how to adapt to the changes of the world
st

(Aquino et al., 2016), and how to survive with the demands and trends of society. It was

also mentioned in the article of Chambers (2010) that the 21 century demands a people
st

with a global perspective and who can handle problems from simple to more difficult

ones. At this time and age, society in the state of globalization requires a high level of

English proficiency (Paakki, 2013). In fact, according to Haydon (2010), people with a

high level of English proficiency have the advantage and big opportunity in the

developing economy. This has led many second language speakers in English to aspire

and pass the standardized tests which determine their competencies in reading, writing,

speaking and listening in English as their second language (eg. IELTS). Through having

English as the university level’s medium of instruction (Srikrai et al,.2016), Filipinos are

considered to be Second Language Acquirers’ (SLA) in the world (Summers, 2012).

Filipinos were even known as ‘highly literate individuals’ (Labelitblank, 2013). However,

the Philippines was also labelled as a ‘nation of non-readers’ (Luz, 2007 cited in

Labelitblank, 2013). This issue can be viewed in the daily lives of Filipinos wherein, they

gather daily information from radio or Television and there are only small percentages of

Newspaper or Magazines reader (Labelitlblank, 2013). According to Luz (2007),

Filipinos, despite being regarded as highly literate individuals, the quality of literacy and

being literate is relatively low. The result of the Philippine government 2013 survey even

pointed out that both rural and urban students have a low literacy rate. It means that

Filipinos may have poor reading skills which correlate to the poor language proficiency

of public school teachers, be it English or Filipino (Wilson, 2009).

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       The important contributions of the English language to the Filipinos cannot be

underestimated. This importance is reflected in the Philippine Constitution where Article

XIV Section 7 states “for purposes of communication and instruction, the official

languages of the Philippines are Filipino and, until otherwise provided by law, English”

(De Leon 2008). 

       Named as one of the largest English-speaking nations in the world, the Philippines

has a 90% literacy rate (Hernandez 2015) with most of its population proficient in

speaking Basic English. However, recent data in Common European Framework of

Reference of Language (CEFR) show Filipino university graduates having an average

of B1 in language proficiency (Enerio 2018), and having an average of 631.4 in Test of

English for International Communication as reported by Hopkin’s International Partners

(Morallo 2018). These scores attained by Filipino graduates are comparable to 5th or

6th grade students in the United States and United Kingdom. Because of these

alarming reports, the Senate Committee on Education prompted by Resolution 622 filed

by Senator Grace Poe looked into the matter as the decline in English proficiency may

pose problems in the country’s labor force amidst the competitive global market

(Romero, 2018). Some reasons for the decline include: quality of English textbooks

(Wilson, 2009), bad attitude toward the language, lack of practice, (Diaz, 2018), and

even the use of Filipino and other local languages in the English classroom (Mclean,

2010).

       Though they have long been bilingual since the American regime with English as

the medium of instruction in schools (Aquino et al,.2016), still, a number of Filipino

Generation Z learners are still having a hard time in reading, writing and speaking in

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English, and this has been a prevalent problem. This is due to some factors inside and

outside the classrooms like cultural differences

(such as intercultural barriers, different classroom interaction, lack of knowledge of

academic academic standards, insufficient learning) (Phakiti and Li, 2012), and negative

academic experiences (Horwitz et al., 2010) related to the language difficulties and

create anxiety and fear in performing second foreign languages (Horwitz et al., 1986).

Oxford (1999) stated that language anxiety ranks high in the streets and the

classrooms. In particular events or situations, such anxiety can be a major major

character trait later on. From passing state to episodic modes, fear of the situation

arises. However, Gardner and MacIntyre (1993) pointed out that “if repeated

occurrences cause students to associate anxiety with language performance, anxiety

becomes a trait rather than state.” The effects of the anxiety will eventually be pervasive

on language learning and language performance.

       The purpose of this study is to help students who have low English proficiency by

providing intervention for such problems.

Theoretical framework 

          Krashen‟s (1985) theory of Second Language Learning-Language Acquisition

informed the study. In this theory, Krashen argues that language acquisition requires

neither extensive use of conscious grammatical rule nor tedious drill. However, it

requires meaningful interaction in the target language in which speakers are concerned

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with the messages they are conveying and understand rather than the form of their

utterances. Krashen therefore suggests that the best methods to be used in order to

acquire a language are those that supply „comprehensible input‟ in low anxiety

situations and those that contain messages that students really want to hear.

Comprehensible input is the language input that can be understood by listeners despite

them not understanding all the words and structures in the language. It is described as

one level above that of the learners if it can only be understood (i+1). Krashen (1985)

further points out that, these methods should not force early production in the L2, but to

allow students to produce when they are „ready‟, recognizing that improvement comes

from supplying communicative and comprehensible input, and not forcing and correcting

production. In this theory, emphasis is laid on silent period in the production of

language. It also focuses on exposure to input instead of grammar practice and on

emotional preparedness (anxiety) for acquisition to take place. The author in this

approach regards „communication‟ as the main function of language, thus the focus on

teaching „communicative abilities.‟In that respect, superiority of „meaning‟ is given

prominence. According to Krashen (1985), „acquisition‟ can take place only when

people comprehend messages in the TL.

Conceptual Framework

The effect of watching English movie towards English proficiency on the academic

performance of the students is shown in the paradigm below:

Independent Variable Dependent Variable

Parental Reading Academic Performance

 
Socialization Grades

Page | 17 Demographic Profile

Hours of Reading English

Textbook

Hours of Watching English

 Figure 1. The Research Paradigm

Figure 1 shows the relation of the variables of the study. The researchers believe that

English proficiency has an effect on students through watching English movies. 

Research Hypothesis

Alternate Hypothesis: 

1. There are significant factors affecting the English movies towards English

proficiency on the opinions and gratification of the students from Laguna Senior

High School.

2. There is significant relationship between the different factors affecting the English

movies towards English proficiency on the academic performance of the students

of Laguna Senior High School.

Statement of the Problem

This study aimed to investigate the effect of watching English movies towards

English proficiency on the opinions and academic performance of the students from

Laguna Senior High School, Sta. Cruz, Laguna. Specifically, the study sought to answer

the following questions:

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1. What is the demographic profile of the students in terms of:

1.1 Gender

1.2 Age

                      1.3 Track/Grade/Section

           2. How many hours do the students read a textbook?

           3. How many hours do you watch English movies?

4. What is the impact of reading English textbooks in terms of:

                      2.1 Behavior in terms of reading comprehension

                      2.2 Behavior in terms of vocabulary

          5. Does English speaking have a significant effect on the academic

             performance of the students? 

Scope and Delimitation

This study focused on the effect of watching English movies towards English proficiency

on the opinions and academic performance of the students from Laguna Senior High

School, Sta. Cruz, Laguna. This study also focused on finding the English proficiency of

senior high school students who enrolled in the Laguna Senior High School from 2021-

2022. It would look into the proficiency of the students in the English language as to

vocabulary and reading comprehension.

Significance of the Study

This study will prove useful to the following entities:

Parents. Having the idea on how to associate with their children and help them to

improve their English speaking skills. 

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English Teachers. Knowing that students have different skills in speaking English. It

needs to help the students to gain proficiency in English particularly in their

communicative competence.

Students. This study may help the students to understand and study their English

proficiency and to realize how much impact English proficiency has on academic

performance.

Definition of Terms 

The following terminologies are defined based on the use in this study.

Conceptual Definition Operational Definition

Acquisition. Refers to using language for real English. This refers to the

communication. second language used in the

Comprehensible input. Comprehensible input is Philippines and as a medium

the language input that can be understood by of instruction in Philippine

listeners despite them not understanding all the education.

words and structures in the language. It is described Language. It refers to the

as one level above that of the learners if it can only English words used by the

be understood (i+1). respondents both in oral and

English Proficiency. It is the ability of the students written communication.

to read, speak and write in English. To be

considered truly proficient, one should have

advanced abilities in all skills of communication.

Lingua Franca. Language of wide communication.

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 Second Language Acquirer’s. Or sequential

language acquisition, is learning a second language

after a first language is already established.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature, related studies and relevant concepts

pertaining to the variables used in this study.

Related Literature

Page | 21
           Tarone (2005) argues that speaking English is usually viewed as the most

complex and difficult skill to master. In a recent study, Bygate (2009) agreed with the

aforementioned statement by claiming that learners with reading and writing proficiency

do not always have fine speaking skills.

          As affirmed by Domingo (2016), a certain mastery of the English language

has to precede the understanding of the subject. On top of that Racca and Lasaten

(2016), argued that students need to be proficient in English for a better grasp of

knowledge in Technology, Science and Mathematics. The mastery of the target

language seems to be prevalent since it functions as the crucial element in the learning

of Science and Mathematics in English. All of these language skills play a pivotal role in

assisting the students' learning process. Racca and Lasaten (2016) described students

with high English language proficiency tend to perform well in Science, Mathematics

and English subjects. Similar to learning English, writing and speaking skills are

deemed essential as it involves students to produce outcomes based on their

capabilities as a means to test their understanding. This is concurrent to Pramila et al.

(2018) stating that students' future ambition and their highest education goal motivate

them to study hard and ultimately opens up to better career prospects. Racca and

Lasaten (2016) conducted a study involving 216 students in Philippines with the aim to

determine the relationship between English language proficiency and the academic

performance. It was disclosed that students' academic performance in Science subject

has significantly been impacted by their English language proficiency.

          The English language is foremost in its importance as to the acquisition of

education not only because this is a universal language but because this is used in

Page | 22
almost all types of instruction and in national and international examinations. Although

we in the Philippines recognize the need to establish the national language, Filipino,

English has remained an absolutely popular language in our country (Martin, 2008). An

idea that may lead other educators like Lourdes Villanueva (2007) to say that learning to

speak and write in English in this age of globalization is necessary especially if we

would want to compete in the knowledge-based world. But in the age of globalization,

we also have to be pragmatic and see the advantages of improving our English

proficiency. Knowledge is power, and English is still the lingua franca of the Information

Age. Our people are missing out on a mountain of invaluable information when they lack

the requisite language proficiency (Pamintuan, 2007).

Related Studies

Local

          Tupas  (2002)  introduced  the  concept  of  the  culture  of  inferiority  in

the Philippines which makes learners feel that their knowledge and skills in English are

not enough compared to the native speakers, thus making them feel insecure ofarner

which may lead to anxiety. How they perceive the contexts of speaking can attribute to

the ESL learners past experiences with similar situations. Pearson, Nelson, Titsworth,

and Harter (2008) referred to this idea as perceptual constancy. A learner’s initial

perceptions and past experiences tend to become persistent and influence the current

understanding. 

          Lo, Wong, Pang, Jin, and Chen (2018) found that the stress level of L2

speakers of English is the same in real and virtual situations of tests. Kelsen, (2019) has

categorized. The source of stress for speakers into four public speaking anxiety factors

Page | 23
that are: (1) positive mindset; (2) physical symptoms; (3) preparation anxiety; and (4)

performance anxiety. If the cause of the public speaking anxiety of students can be

determined, it would be possible to create a more consistent pedagogical approach to

the shaping of contexts in teaching that can build self-efficacy of students (LeFebvre,

LeFebvre, & Allen, 2018).

          A study on Malaysian ESL learners revealed that those with low self-

esteem, low motivation, and high apprehensions experience hardships in speaking skill

though they have acceptable language skills (Leong & Ahmadi, 2017). Nazir, Bashir,

and Raja (2014) found among Pakistan ESL learners the awareness of the impacts of

not being able to express oneself in English and even in committing errors during

communicative tasks. This anxiety is often evident from the ESL learners when they

have made an explanation in the classroom using the English language.

Foreign

          Khamkhien (2011) conducted a study to find out the factors which affected

Thai learners’ development of oral proficiency. The result indicated that the participants

had positive attitudes toward English language, teachers and English instructions.

Therefore, these variables enabled could improve their English speaking proficiency.

Boonkit (2010) conducted a qualitative research which aimed to investigate the factors

enhancing the development of speaking skill of Thai undergraduate students. As a

result, the researcher found that building up confidence in speaking was a main factor to

enhance speaking performance. In addition, more exposure to the language in authentic

situations could improve their speaking abilities. Several studies have revealed that

anxiety is a factor affecting speaking ability. A study investigated psychological factors

Page | 24
that hinder students from speaking English (Juhana, 2012) found that anxiety was one

problem for the participants that reduce their ability in speaking English in the class.

This is also congruent with Xiuqin (2006) who stated that anxiety caused learners to

unlikely to speak the target language. 

          Although there are several studies investigating factors affecting English

speaking ability, there are not many studies which find the factors enhancing learners’

English speaking ability from the outstanding students in detail. Therefore, this present

study will employ qualitative methodology to reveal the insight information regarding

factors that enhance the students’ English speaking ability.

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research discussion of the research methodology of

study. This includes the research design, sampling techniques, data collection

technique, and data analysis.

Page | 25
 Research design

Quantitative research is the process of collecting and analyzing numerical data. It

can be used to find patterns and averages, make predictions, test causal relationships,

and generalize results to wider populations (Bhandari, 2020).

This study determines the factors of watching English movies and Its Effect on

Students' English Proficiency in Grade 12 Students of Laguna Senior High School. The

researchers will use descriptive research design to gather information about the present

existing condition. Descriptive research aims to accurately and systematically describe

a population, situation or phenomenon (McCombes, 2020).

Sampling Technique

Non-Probability sampling is a sampling technique where the sample is gathered

in process and does not give all individuals in the population equal chances of being

selected. Under non-probability sampling, the researcher will use a convenient

sampling. Convenient sampling is a specific type of non-probability sampling method

that relies on data collection from population members who are conveniently available

to participate in study (Saunders, Lewis, & Thornhill, 2012).

Research Instrument

             The main tool used in this study was a survey questionnaire. The

questionnaire aims to answer the corresponding statement of the problem in this study. 

Data Collection Technique

Page | 26
 The researchers will use questionnaires in gathering information from the

respondents. The data gathered were arranged using quantitative method.

Questionnaires will be given to thirty (20) respondents.

Statistical Treatment 

The data gathered from the respondents were correspondingly examined using specific

statistical analysis. Descriptive statistics such as frequency and mean were considered. 

CHAPTER 4

INTERPRETATION AND DATA ANALYSIS METHOD

Interpretation of Data

Page | 27
The interpretations of the collected data from the Grade 12 students of (LSHS) Laguna

Senior High School are stated in this part of the research. This part is used to analyze

the data collected to identify the 

Background of the Respondents

The respondents in this study were twenty Grade 12 Senior High School

students of (LSHS) Laguna Senior High School.

1.1 Age

According to the result, most of the respondents' ages are eighteen (55%), next

to that are seventeen (30%), after that is nineteen (10%), and the last is twenty

(5%).

Age Frequency Percentage (%)

(N)
17 6 30
18 11 55
19 2 10
20 1 5
Total 20 100
 

Table 1.1 (The Number and Percentage of the Respondents Categorized by Age)

2. Sex

Page | 28
 According to the result, most of the respondents were female (70%) and the

rest were males (30%).

Sex Frequency (N) Percentage

(%)
Femal 14 70
e
Table 1.2 (The Male 6 30 Number and

Percentage of the Total 20 100 Respondents

Categorized by Sex)

3. Track/Grade/Section

According to the result, most of the respondents were in Humanities and

Social Sciences section B (25%), next to that were in Humanities and Social

Sciences section A (20%). After that both in Cookery, section A and Science,

Technology, Engineering, and Mathematics section A get a percentage of

(15%), Accountancy, Business, and Management section A and General

Academic Strand section A also get the same (10%), and lastly, Animation

section A (5%).

Track/Grade/ Frequency (N) Percentage

Section (%)

Page | 29
 ABM12A 2 10
ANIMA12A 1 5

COOK12A 3 15
GAS12A 2 10
HUMSS12A 4 20
HUMSS12B 5 25
STEM12A 3 15
TOTAL 20 100
Table 1.3 (The Number and Percentage of the Respondents Categorized by

Track/Grade/Section)

English Movies: Its effect on the English Proficiency skill of Grade 12 (LSHS)

Laguna Senior High School in terms of English Reading Comprehension Pre-Test

and Post Test. 

The data gathered of the Effect of watching English Movies and English Proficiency skill

of Grade 12 Students in terms of English Reading Comprehension Pre-Test and Post

Test as gouged out by the Grade 12 students of (LSHS) Laguna Senior High School.

Table 2.1 shows the Pre-Test in English Reading Comprehension Multiple-Choice

Questionnaires, while Table 2.2 shows the Post Test in English Reading

Comprehension True or False Questionnaires. 

Table 2.3 shows the English Reading Comprehension Pre-Test and Post Test by Grade

12 students of (LSHS) Laguna Senior High School in terms of answering the questions.

The results revealed that answering the Pre-Test: Multiple-Choice Comprehension

Page | 30
Question gathered a mean score of 4.2 and a standard deviation of 1.06. While

answering Post Test: (True or False) Comprehension Question gathered a mean score

of 3.9 and a standard deviation of 0.81.

Pre-Test: Multiple-Choice Comprehension

Questions

1. Where is Peter from?

2. Where is his wife from?

3. Where are they now?

4. Where is her family?

5. How many languages does the family speak?

Table 2.1 (Pre-Test in English Reading Comprehension Multiple-Choice

Questionnaires)

Post Test: (True or False) Comprehension Questions

1. Jane is Canadian.

2. Peter is Dutch.

3. There are many children from different countries at the

school.

4. There are children from Australia at the school.

5. Their daughter has friends from Portugal.

Table 2.2 (Post Test in English Reading Comprehension True or False

Questionnaires)

Page | 31
 READING COMPREHENSION
STUDENTS PRE-TEST POST TEST
1 5 5
2 3 5
3 4 4
4 4 3
5 5 5
6 5 4
7 4 4
8 5 4
9 1 2
10 5 4
11 5 5
12 5 4
13 4 3
14 4 4
15 5 3
16 5 4
17 5 4
18 3 4
19 4 3
20 3 3
MEAN 4.2 3.9
STANDARD DEVIATION 1.0563093 0.8127277
6
Table 2.3 (Pre-Test and Post Test in English Reading Comprehension)

English Movies: Its effect on the English Proficiency skill of Grade 12 (LSHS)

Laguna Senior High School in terms of English Vocabulary Pre-Test and Post

Test. 

The data gathered of the Effect of watching English Movies and English Proficiency skill

of Grade 12 Students in terms of English Vocabulary Pre-Test and Post Test as gouged

out by the Grade 12 students of (LSHS) Laguna Senior High School.

Page | 32
Table 3.1 shows the Pre-Test in English Vocabulary Multiple-Choice Questionnaires,

while Table 3.2 shows the Post Test in English Vocabulary Multiple-Choice

Questionnaires. 

Table 3.3 shows the English Vocabulary Pre-Test and Post Test by Grade 12 students

of (LSHS) Laguna Senior High School in terms of answering the questions. The results

revealed that answering the Pre-Test: Vocabulary Multiple-Choice Question gathered a

mean score of 3.8 and a standard deviation of 1. While answering Post Test:

Vocabulary Multiple-Choice Question gathered a mean score of 3.7 and a standard

deviation of 1.42.

Pre-Test: (The Winepress) Vocabulary Quiz

1. The _______ in the kitchen was of garlic and onion.

2. My Dad lies about his taxes because he has _______ for the

government.

3. The host of the party _______ the guests by playing the piano.

4. All of the men stared at the _______ woman who walked into the room.

5. The _______ of the problem is that we only have one car.

Table 3.1 (Pre-Test in English Vocabulary Multiple-Choice Questionnaires)

Post Test: (The Winepress) Vocabulary Quiz

1. My mother _______ my father's sisters because they made her feel like a

child.

2. We didn't have any brown sugar, so I _______ to using cinnamon.

3. My aunt _______ her cheeks with a tissue during the sad movie.

Page | 33
 4. The nation was grief-_______ when the President died.

5. You can get a work permit from the _______ department.

Table 3.2 (Post Test in English Vocabulary Multiple-Choice Questionnaires)

VOCABULARY
STUDENTS PRE-TEST POST TEST
1 5 5
2 4 3
3 4 5
4 4 2
5 4 3
6 5 5
7 5 5
8 2 5
9 4 2
10 5 2
11 3 5
12 4 4
13 2 2
14 4 5
15 3 2
16 5 5
17 4 5
18 4 4
19 2 3
20 3 1
MEAN 3.8 3.65
STANDARD DEVIATION 1.0052494 1.4244112

Table 3.3 (Pre-Test and Post Test in English Vocabulary Quiz)

English Movies: Its effect on the English Proficiency skill of Grade 12 (LSHS)

Laguna Senior High School in terms of Opinion and Gratification Level Obtained

from Watching English Movies.

Page | 34
The data gathered of the Effect of English Proficiency skill of Grade 12 Students in

terms of Opinion and Gratification Level Obtained from Watching English Movies,

gathering data gouged out by the Grade 12 students of (LSHS) Laguna Senior High

School.

Table 4.1 shows the Questionnaires of the Effect of English Proficiency skill of Grade 12

Students in terms of Opinion and Gratification Level Obtained from Watching English

Movies.

Table 4.2 shows the Opinion and Gratification Level Obtained from Watching English

Movies in terms of answering the questions. The results revealed that watching English

movies can help the students understand the conversation in the movies better,

gathered a mean score of 4.7 and standard deviation of 0.59. Through watching English

movies, the students learn to pronounce correctly, got a mean of 4.3 and a standard

deviation of 0.91, In terms of unfamiliar accents and dialects the student can understand

it better, got a mean of 4.3 and a standard deviation of 0.72. The students learn new

vocabulary, in terms of watching English movies, gathered a mean of 4.3 and a

standard deviation of 0.85, In terms of unfamiliar idioms, proverbs, and slangs the

students understand it better, it got a mean of 4.3 and a standard deviation of 0.80. In

watching the movies, the motion pictures help the students to understand the

conversation better, results revealed a mean of 4.4 and a standard deviation of 0.88, in

terms of watching English movies in everyday life, it can be more beneficial to students,

it gathered a mean of 4.5 and a standard deviation of 0.61. The students enhance their

vocabulary when watching English movies, it got a mean of 4.4 and a standard

Page | 35
deviation of 0.68, In terms of teaching, movies are useful to enhance English

vocabulary, it revealed a mean of 4.4 and a standard deviation of 0.99. Lastly, when it

comes to watching English movies, the students expand their English vocabulary,

gathered a mean of 4.4 and a standard deviation of 0.75.

1. Watching English movies help you understand conversation in the movies

better.
2. Learn correct pronunciation through movies.
3. Understand unfamiliar accent and dialects better.
4. Learn new vocabularies.
5. Understand unfamiliar idioms, proverbs, and slangs better.

6. The motion pictures in the movies help you understand the conversation better.

7. Watching English movies can be beneficial for English use in everyday life.

8. It enhances my vocabulary through watching English movies.

9. Movies are useful resources for teaching English Vocabulary. 

10. Watching English movies has the effect of further expanding my vocabulary.

Table 4.1 (Opinion and Gratification Level Obtained from Watching English

Movies Questionnaires)

Page | 36
 Opinion and Gratification Level Obtained from Watching English Movies
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
4 4 4 4 4 4 4 4 4 4
5 4 4 4 5 5 5 5 5 5
4 5 5 5 5 5 5 5 5 5
3 4 4 5 3 4 4 4 5 5
4 3 3 3 3 3 4 4 4 3
5 5 5 5 5 5 5 5 5 5
5 5 5 5 5 5 5 5 5 5
5 5 4 4 4 5 4 5 5 5
5 4 4 3 4 3 4 3 5 4
5 3 4 4 4 4 4 4 2 4
5 5 5 5 4 5 5 5 5 5
5 5 5 5 5 5 5 5 5 5
5 4 4 4 3 4 4 4 4 4
4 2 3 5 5 5 5 5 5 5
5 5 4 4 4 4 4 3 3 3
5 5 5 4 5 5 5 5 5 5
4 3 4 5 5 5 5 4 5 4
5 5 5 5 5 5 5 5 5 5
5 4 3 2 3 2 3 4 2 3
5 5 5 4 5 4 5 4 4 4

MEAN 4.7 4.3 4.3 4.3 4.3 4.4 4.5 4.4 4.4 4.4
STANDARD 0.59 0.91 0.72 0.8 0.80 0.88 0.61 0.6 0.99 0.75
DEVIATION 5 8
Table 4.2 (Opinion and Gratification Level Obtained from Watching English

Movies)

English Movies: Its effect on the English Proficiency skill of Grade 12 (LSHS)

Laguna Senior High School in terms of English Proficiency Skills towards

Academic Performances.

Page | 37
The data gathered of the Effect of English Proficiency skill of Grade 12 Students in

terms of English Proficiency Skills towards Academic Performances, gathering data

gouged out by the Grade 12 students of (LSHS) Laguna Senior High School.

Table 5.1 shows the data gathered of the Effect of English Proficiency skill of Grade 12

Students in terms of the data gathered of the Effect of English Proficiency skill of Grade

12 Students in terms of English Proficiency Skills towards Academic Performances as

gouged out by the Grade 12 students of (LSHS) Laguna Senior High School.

Table 5.2 shows the data gathered from English Proficiency skills towards Academic

Performances in terms of answering questions. The results revealed that the students

feel moderately sure of themselves when speaking in English class, got a mean of 3.2

and a standard deviation of 1.06. When making mistakes in English class, students did

not worry about it, it got a mean of 3.6 and a standard deviation of 0.94, in terms of

being called in English class, most of the students get tremble, it got a mean of 2.9 and

a standard deviation of 1.27. Most of students did not understand what the teacher is

saying while teaching, gathered a mean of 3.3 and a standard deviation of 1.0, in terms

of during English test, most of the students feel at ease in class got a mean of 3.6 and a

standard deviation of 0.94. When students are not prepared when speaking in class,

most of them start to panic; it gathered a mean of 3.1 and a standard deviation of 1.07.

Most of the students always think that other students are better at English than

themselves, gathered a mean of 3.4 and a standard deviation of 1.14. Most of the

students did not worry about the consequences of failing in their English class, got a

mean of 3 and a standard deviation 1.26. When students get nervous in English class,

Page | 38
most of them forgot things they know, gathered a mean of 3.5 and a standard deviation

of 1.32. Lastly, most of the students feels anxious even they are well prepared for

English class got a mean of 3.7 and a standard deviation of 0.93.

1. I never feel quite sure of myself when I am speaking in English in my class. 

2. I do not worry about making mistakes in the English class.

3. I tremble when I know that I am going to be called on in the English class.

4. It frightens me when I do not understand what the teacher is saying in

English.
5. I am usually at ease during English tests in my class.
6. I start to panic when I have to speak without preparation in the English class.

7. I keep thinking that the other students are better at English than I am.

8. I worry about the consequences of failing my English class.

9. In the English class, I can get so nervous I forget things I know.

10. Even if I am well prepared for the English class, I feel anxious about it.

Table 5.1 (English Proficiency Skills towards Academic Performances

Questionnaires)

English Proficiency Skills Towards Academic Performances

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

Page | 39
 3 3 2 3 3 2 3 3 4 4

1 5 1 1 1 3 2 2 5 5

3 5 3 5 4 3 2 2 3 3

5 3 1 4 4 4 3 4 5 5

3 2 4 4 3 3 4 3 2 3

1 3 1 3 4 2 3 1 3 2

3 3 3 5 4 5 5 5 5 5

3 4 3 4 3 3 3 4 3 4

5 4 4 4 5 4 4 5 5 4

4 5 2 2 4 2 2 2 2 2

4 4 5 3 5 4 4 4 3 3

3 4 3 3 3 4 3 3 4 4

3 3 4 3 3 3 3 3 3 4

4 2 3 2 5 2 5 1 1 3

3 3 3 3 3 3 3 3 3 3

4 5 5 3 4 4 5 4 5 5

4 4 4 4 4 3 5 4 4 4

3 3 1 2 3 1 1 1 1 3

2 3 2 3 3 2 3 2 5 3

3 3 3 4 3 5 4 4 4 4

MEAN 3.2 3.6 2.9 3.3 3.6 3.1 3.4 3 3.5 3.7

STANDARD 1.06 0.94 1.27 1.0 0.94 1.07 1.14 1.2 1.32 0.93

Page | 40
 DEVIATION 2 6

Table 5.2 (English Proficiency Skills towards Academic Performances)

Table 6. (English Movies: Its effect on the English Proficiency skill of Grade

(LSHS) Laguna Senior High School in terms of Opinion and Gratification Level

Obtained from Watching English Movies.)

Opinion and Gratification Level

Mea Standard Verbal
Obtained from Watching English
n Deviation Interpretation
Movies
1. Watching English movies help you
understand conversation in the movies 4.7 0.59 Strongly Agree
better.
2. Learn correct pronunciation through
movies. 4.3 0.91 Strongly Agree

3. Understand unfamiliar accent and

dialects better. 4.3 0.72 Strongly Agree

4. Learn new vocabularies. 4.3 0.85 Strongly Agree

5. Understand unfamiliar idioms,
proverbs, and slangs better. 4.3 0.80 Strongly Agree

6. The motion pictures in the movies

help you understand the conversation 4.4 0.88 Strongly Agree
better.
7. Watching English movies can be
beneficial for English use in everyday 4.5 0.61 Strongly Agree
life.
8. It enhances my vocabulary through
watching English movies. 4.4 0.68 Strongly Agree

9. Movies are useful resources for

teaching English Vocabulary.  4.4 0.99 Strongly Agree

10. Watching English movies has the

effect of further expanding my 4.4 0.75 Strongly Agree
vocabulary.

Average Weighted Mean 5.63 Strongly Agree

Page | 41
 Legend    Range Verbal Interpretation

Scale

5  4.20-5.00 Strongly Agree

4 3.40-4.19  Agree

3 2.60-3.39  Neutral

2 1.80-2.59  Disagree

1 1.00-1.7  Strongly Disagree

Table 6 proves that the English Movies: Its effect on the English Proficiency skill of

Grade 12 (LSHS) Laguna Senior High School in terms of Opinion and Gratification

Level Obtained from Watching English Movies was strongly agreed as rated by twenty

(20) grade twelve (12) students of (LSHS) Laguna Senior High School. In terms of

Opinion and Gratification Level Obtained from Watching English Movies, the overall

average weighted mean equates to 5.63 with a verbal interpretation of strongly agree.

Table 7. (English Movies: Its effect on the English Proficiency skill of Grade 12

(LSHS) Laguna Senior High School in terms of English Proficiency Skills towards

Academic Performances.)

English Proficiency Skills towards Mea Standard Verbal

Academic Performances n Deviation Interpretation
1. I never feel quite sure of myself
when I am speaking in English in my 3.2 1.06 Neutral
class. 

Page | 42
 2. I do not worry about making
mistakes in the English class. 3.6 0.94 Agree

3. I tremble when I know that I am

going to be called on in the English 2.9 1.27 Neutral
class.
4. It frightens me when I do not
understand what the teacher is saying 3.3 1.02 Neutral
in English.
5. I am usually at ease during English
tests in my class. 3.6 0.94 Agree

6. I start to panic when I have to speak

without preparation in the English 3.1 1.07 Neutral
class.
7. I keep thinking that the other
students are better at English than I 3.4 1.14 Agree
am.
8. I worry about the consequences of
failing my English class. 3 1.26 Neutral

9. In the English class, I can get so

nervous I forget things I know. 3.5 1.32 Agree

10. Even if I am well prepared for the

English class, I feel anxious about it.  3.7 0.93 Agree

Average Weighted Mean

3.01 Neutral

Legend    Range Verbal Interpretation

Scale

5  4.20-5.00 Strongly Agree

4 3.40-4.19  Agree

3 2.60-3.39  Neutral

2 1.80-2.59  Disagree

Page | 43
 1 1.00-1.7  Strongly Disagree

Table 7 proves that the English Movies: Its effect on the English Proficiency skill of

Grade 12 (LSHS) Laguna Senior High School in terms of English Proficiency Skills

towards Academic Performances was neutral as rated by twenty (20) grade twelve (12)

students of (LSHS) Laguna Senior High School. In terms of English Proficiency Skills

towards Academic Performances, the overall average weighted mean equates to 3.01

with a verbal interpretation of neutral.

Data Analysis Method

The study utilized the concept of measures of central tendency to get the weighted

mean. In addition, we used descriptive statistics such as frequency and mean and

standard deviation to determine the effect of watching English Movies and English

Proficiency skill of Grade 12 Students of (LSHS) Laguna Senior High School.

Page | 44
 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

          This chapter presents (1) summary, (2) findings, (3) conclusions, and (4)

recommendations.

Summary

          This study consisted of twenty (20) senior high school students of Laguna Senior

High School, from whom the data shared resolved (2) Pre-Test and Post Test and (2)

basic problems namely; (1) Pre-Test and Post-test of Reading Comprehension (2) Pre-

test and Post-test of Vocabulary, and (1) Opinion and Gratification Level Obtained from

Watching English Movies (2) English Proficiency Skills Towards Academic

Performances. The researcher used a Web Based questionnaire of a Likert scale type

to solve foregoing problem areas of investigation.

          Mean and standard deviation formulas were used to determine the weight of

centrality of responses variability of data around the weighted average respectively and

subsequently subjected to empirical testing of hypothesis. The procedures recapitulated

above the basic problem raised were elicited with finality. 

Findings

          Based on the data gathered in the study it brought out the following findings.

Page | 45
 1. Respondents strongly agreed that they can understand conversation better

through watching English movies.

2. Most respondents strongly agreed that they could learn correct pronunciation and

acquire new vocabulary from English movies.

3. A large group of the respondents also strongly agreed that they can better

understand unfamiliar accents, dialects, proverbs, and slangs.

4. They also believed that watching English movies can be beneficial for using

English in daily life.

5. English movies are an appropriate tool for effective language teaching.

6. Respondents agreed that they do not worry about making mistakes in English

class.

7. Most respondents get trembled when being called in English class.

Conclusion

          Based on the above findings, the following conclusion arrived:

1.  English movies can increase their understanding of conversation better.

2. The English movies were chosen because it has visual support such as videos,

pictures, gestures, facial expressions, and body language that can increase

audiences’ comprehension.

3. Students should coordinate the oral, visual, and textual information together to

learn new words, proverbs, and slangs, and movies give examples of how those

expressions are used in real life conversation.

Page | 46
 4. English movies are beneficial and they can definitely improve their English

proficiency skills.

Recommendation

          Based on the above findings and conclusions the following are recommended.

1. Suggestions: When watching English movies, students should try to understand

the conversation more by listing and searching for unfamiliar words or by

pronouncing each word/sentence from the movie to help them improve their

English skills and learn new words that they can use in class.

Recommendation: If students have free time, watch more English movies and

practice how they use each word in a sentence so that they would not have to

worry or feel anxious when speaking the English language at school.

2. For further research, it is recommended to follow up these findings by conducting

similar research with further researchers who might have another research or another

aspect of watching English-movies towards English proficiency.

Page | 47
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 APPENDICES

APPENDIX A

Questionnaires for English Movies: Its effect on the English

Proficiency skill of Grade 12 Students of Laguna Senior High School

Demographic Profile of the Respondents:

Name: (OPTIONAL) _______________________ Age: ____ Sex: ____

Religion: _____________________ Track/Grade/Section: _______________
Address: ____________________________________________________

Semi-structured Questionnaire for the Respondents

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INSTRUCTION: Please rate honestly the following items by putting a check mark ( )
on the column that describes the level of ENGLISH MOVIES: IT’S EFFECT ON THE
ENGLISH PROFICIENCY SKILL OF GRADE 12 Students of Laguna Senior
High School.

LIKERT SCALE:
5 – Strongly Agree 4 – Agree 3 – Neutral 2 – Disagree 1 – Strongly Disagree

Pre-Test: Multiple-Choice Comprehension

1. Where is Peter from?

a. Germany b. Holland c. Spain d. Canada
2. Where is his wife from?
a. New York b. Switzerland c. Boston d. Italy
3. Where are they now?
a. Madrid b. Boston c. Milan d. Sweden
4. Where is her family?
a. United States b. England c. Holland d. Italy
5. How many languages does the family speak?
a. 3 b. 4 c. 5 d. 6
Post-Test: (True or False) Comprehension

1. Jane is Canadian. [True / False]

2. Peter is Dutch. [True / False]
3. There are many children from different countries at the school. [True /
False]
4. There are children from Australia at the school. [True / False]
5. Their daughter has friends from Portugal. [True / False]

Pre-Test: (The Winepress) Vocabulary

1. The _______ in the kitchen was of garlic and onion.
 Aroma
 Harvest
 Vintage
2. My Dad lies about his taxes because he has _______ for the
government.
 Fumes
 Contempt
 Cask
3. The host of the party _______ the guests by playing the piano.

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  Gazed
 Entertained
 Flung
4. All of the men stared at the _______ woman who walked into the room.
 Ravishing
 Decent
 Gazing
5. The _______ of the problem is that we only have one car.
 Harvest
 Intention
 Root

Post Test: (The Winepress) Vocabulary

1. My mother _______ my father's sisters because they made her feel like a
child.
 Loathed
 Poised
 Dabbed
2. We didn't have any brown sugar, so I _______ to using cinnamon.
 Resorted
 Shuddered
 Gazed
3. My aunt _______ her cheeks with a tissue during the sad movie.
 Rooted
 Dabbed
 Loathed
4. The nation was grief-_______ when the President died.
 Poised
 Stricken
 Rooted
5. You can get a work permit from the _______ department.
 Vintage
 Game
 Immigration

Page | 57
ENGLISH MOVIES: IT’S EFFECT ON THE ENGLISH PROFICIENCY SKILL OF

GRADE 12 Students of Laguna Senior High School / (OPINION AND

GRATIFICATION LEVEL OBTAINED FROM WATCHING ENGLISH MOVIES)

OPINION AND GRATIFICATION LEVEL OBTAINED FROM

5 4 3 2 1
WATCHING ENGLISH MOVIES
1. Watching English movies help you understand conversation in the
movies better.
2. Learn correct pronunciation through movies.
3. Understand unfamiliar accent and dialects better.
4. Learn new vocabularies.
5. Understand unfamiliar idioms, proverbs, and slangs better.
6. The motion pictures in the movies help you understand the
conversation better.
7. Watching English movies can be beneficial for English use in
everyday life.
8. It enhances my vocabulary through watching English movies.
9. Movies are useful resources for teaching English Vocabulary.
10. Watching English movies has the effect of further expanding my
vocabulary.

ENGLISH MOVIES: IT’S EFFECT ON THE ENGLISH PROFICIENCY SKILL OF

GRADE 12 Students of Laguna Senior High School / (ENGLISH

PROFICIENCY SKILLS TOWARDS ACADEMIC PERFORMANCES)

ENGLISH PROFICIENCY SKILLS TOWARDS

5 4 3 2 1
ACADEMIC PERFORMANCES
1. I never feel quite sure of myself when I am speaking in English in
my class. 

Page | 58
 2. I do not worry about making mistakes in the English class.
3. I tremble when I know that I am going to be called on in the
English class.
4. It frightens me when I do not understand what the teacher is
saying in English.
5. I am usually at ease during English tests in my class.
6. I start to panic when I have to speak without prepration in the
English class.
7. I keep thinking that the other students are better at English than I
am.
8. I worry about the consequences of failing my English class.
9. In the English class, I can get so nervous I forget things I know.
10. Even if I am well prepared for the English class, I feel anxious
about it.

APPENDIX B

LETTER USED

To the Respondents,

I am a Grade 12 student of Laguna Senior High School and presently conducting

a research study entitled ENGLISH MOVIES: IT’S EFFECT ON THE ENGLISH
PROFICIENCY SKILL OF GRADE 12 STUDENTS OF LAGUNA SENIOR HIGH
SCHOOL in partial fulfillment of the requirements in Inquiries, Investigation, &
Immersion (Triple I) for the specialization of HUMANITIES AND SOCIAL SCIENCES
(HUMSS12-DURKHEIM).

Page | 59
 Rest assured that all the information that you will give will be treated with at most
confidentiality.

Thank you for your kind consideration and cooperation.

                                                                     CHRISTOPHER B. TOBIAS

APPENDIX D
CURRICULUM VITAE

Christopher B. Tobias 
Buboy Pagsanjan, Laguna
Contact#: 09302585738
Christophertobias.humss@gmail.com

Educational Attainment

Page | 60
______________________________________________________________________
Senior High School: Laguna Senior High School.,
Santa Cruz, Laguna
S.Y. 2022-Present
                   Junior High School: Unson National High School.,
                                                      Brgy. Cabanbanan Pagsanjan, Laguna 4008
                                                      S.Y. 2016-2020
                   Elementary: Mario Lanuza Elementary School.,
                                         Brgy. Buboy Pagsanjan, Laguna 4008
                                         S.Y. 2009-2016

Personal Information
______________________________________________________________________
Name: Christopher B. Tobias
Birthdate: September 28, 2003
Age: 18
Height: 5’5
Weight: 55
Citizenship: Filipino
Civil Status: Single
Religion: Catholic
Language Spoken: Filipino
Father’s Name: Arturo Tobias
Mother’s Name: Elvira Tobias
Special Skills: Teamwork, Hardworking, and Listener

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