i

REINFORCING PEDAGOGY: ENGLISH LANGUAGE

TEACHING APPROACHES OF LOWER BASIC EDUCATION TEACHERS
IN SAWANG ELEMENTARY SCHOOL

By

Mari Joy P. Vale

Dr. Francisco L. Calingasan Memorial Colleges Foundation Inc.

Nasugbu Batangas
2020
 ii

REINFORCING PEDAGOGY: ENGLISH LANGUAGE

TEACHING APPROACHES OF LOWER BASIC EDUCATION TEACHERS
IN SAWANG ELEMENTARY SCHOOL

A thesis Proposal

Presented to

DR. ANDRO M. BAUTISTA

Dr. Francisco L. Calingasan Memorial Colleges Foundation Inc.

Nasugbu Batangas

In Partial Fulfillment
of the Requirements of the Course for
Seminars in Thesis Writing

by
Mari Joy P. Vale
 iii

APPROVAL SHEET

This research paper entitled “REINFORCING PEDAGOGY: ENGLISH

LANGUAGE TEACHING APPROACHES OF LOWER BASIC EDUCATION

TEACHERS IN SAWANG ELEMENTARY SCHOOL”, prepared and submitted

by MARI JOY P. VALE in partial fulfillment of the requirements for Practical

Research 2 and Research Project, has been examined and recommended for

Oral Examination.

DR. ANDRO BAUTISTA

Research Adviser
 iv

ACKNOWLEDGEMENT

The researcher would like to extend her deepest gratitude to the following
who willingly shared their best effort, guidance, and participation to achieve the
completion of this research study.

To Dr. Andro Bautista the research adviser, for his guidance and
assistance for the completion of this study;

To the elementary advisers, Mrs. Alona V. Delgado, Mrs. Jane P.

Benemerito, Mrs. Jeanne H. Pagcaliwagan Mrs. Corazon B. Arguelles, and Mrs.
Cristina B. Ramirez, who permitted the researcher to conduct the survey on their
respective classes, willingly took part as respondents and who gave the needed
data that contributed to the success of this study;

To the select lower basic education pupils, the respondents of the study,
who willingly accomplished the survey questionnaire given to them;

And above all, to Almighty God for His relentless love and guidance. May
this research paper radiate its value to other researchers who will in due time
experience the joy and hardships of researching;

Thank you very much!

MJPV
 v

DEDICATION

This project is dedicated to the family of the researcher who served as her

strength and inspiration. The love and support gave the researcher the

perseverance needed to accomplish the goals.

MJPV
 vi

RESEARCH ABSTRACT

Title : REINFORCING PEDAGOGY:

ENGLISH LANGUAGE TEACHING

APPROACHES OF LOWER BASIC

EDUCATION TEACHERS IN

SAWANG ELEMENTARY SCHOOL

Author : Mari Joy P. Vale

Total Number Pages : 71

Type of Document :

Name and Address of Institution : Dr. Francisco L. Calingasan Memorial

Colleges Foundation Inc.
Nasugbu Batangas

Number of Respondents : 77 lower basic education pupils

including their teachers gaining a

total of 84 respondents.
 vii

Summary

This study is entitled “Reinforcing Pedagogy: English Language Teaching

Approaches of Lower Basic Education Teachers in Sawang Elementary School”

that tests 77 lower basic education pupils in “Sawang Elementary School”

including teachers gaining a total of 84 respondents.

This study aimed to answer the following questions:

1. What is the level of competency of teachers in terms of using pedagogical

approaches?

2. What is the level of competency of teachers as perceived by pupils in

terms of using pedagogical approaches?

3. Is the level of competency of teachers positively related to the perception

of pupils on their teaching approaches?

4. What method of reinforcement could be proposed on approaches that are

less productively utilized by teachers?

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Hypothesis

There is no significant relationship between the self-assessment of English

teachers on their level of competency of utilizing the suggested pedagogical

approaches and the perception of students about how they see teachers apply it

on their class discussion.

Descriptive design was used in obtaining, analysing, and interpreting the

results. A survey was conducted to gather the needed data. Other pertinent

materials such as books, journals, dictionaries, unpublished and published

theses and other electronic references were referred to as secondary sources of

data.

Findings of the Study

Based on the gathered data, the following findings were revealed in the

study.

1. Level of Competency of Teachers in terms of Using Pedagogical

Approaches

3 percent of the teachers rate themselves as having satisfactory level of

competency among all strategies intended to be used under the existing

pedagogical approaches. 27 percent claimed to be outstanding, while the

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remaining 70 percent believes that they are very satisfactory in delivering the

lesson using the appropriate strategies based on the existing pedagogical

approaches. Thus, it implies that majority are revealing a high competency rate

based on their self-assessment.

2. Level of Competency of Teachers as perceived by pupils in terms

of Using Pedagogical Approaches

2.1 Constructivist Approach

6 percent of the pupils maintains that indicates that their teachers

are outstanding in using the strategies for the said approach, 44 percent among

others shows that their teachers are very satisfactory, while the remaining 50

percent believes that their teachers are satisfactory in using constructivist

teaching.

2.2 Collaborative Approach

32 percent of the pupils believes that their teachers are very

collaborative in teaching English as the they view them outstanding, 33 percent

proves that they are satisfactory while the highest rank remains as very

satisfactory in a rate of 35 percent.

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2.3 Inquiry-based Approach

4 percent of the pupils supports that their teachers are outstanding in using

the above mentioned approach, 36 percent are very satisfactory while 60 percent

remains as satisfactory.

2.4 Integrative Approach

Among the pupils, 4 percent suggests that teachers are integrative in

teaching English, 12 percent believes that they remain very satisfactory while 84

percent perceives that their teachers are satisfactory in terms of using strategies

intended for integrative approach.

2.5 Reflective Approach

26 percent of the pupils demonstrates that their teachers are outstanding

on being reflective in teaching English, 27 percent remains to believe that they

are satisfactory while 47 percent shows that their teachers are very satisfactory.

The results among the perception of the pupils towards the level of

competency of their teachers on using the existing pedagogical approaches

contradicts the teachers’ self-assessment. These implies that improvement of

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competency should consider the views of the pupils thus giving them time to

assess their teachers.

3. Common Strategies Intended to be Used by Teachers in Applying

Existing Pedagogical Approaches

Among all pupil respondents, 100 percent proves that their teachers use

media, 91 percent shows that their teachers set student learning in pair or group,

91 percent suggests that their teachers are using fluent English in their lessons,

percent believes that their teachers give understandable instructions, 70 percent

supports that their teachers give feedback and correction, 65 percent indicates

that their teachers give appropriate tasks, 57 percent confirms that their teachers

transform their English lessons contextually while 35 percent of pupils illustrates

that their teachers vary pupils’ activities in teaching and learning process.

The results revealed suggests that three of the basic strategies applied in

using the pre-existing pedagogical approaches are least exercised. Thus, calls

for emphasis and reinforcement.

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Conclusions

Based on the findings, the following conclusions were drawn:

1. The self-assessment of the teachers revealed their very satisfactory level

of competency on using the existing pedagogical approaches in teaching

English.

2. On the view of the pupils, their teachers are satisfactory in using

constructivist approach, very satisfactory in using collaborative approach,

satisfactory in using inquiry-based approach and integrative approach,

while they show to be very satisfactory on using reflective approach.

3. The level of competency of the teachers based on their self-assessment

contradicts the pupil’s point of view.

4. The proposed reinforcement is the use of reminder scale that contains the

sub-strategies revealed from the foreign study to help teachers assess the

level of their competency and review what activities they fail to use within

the week to gradually help in varying their lesson activities.

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Recommendations

After the conclusions have been drawn, the following recommendations

are worth considering:

1. Pupil should be given time to make random assessment on their teachers’

competency.

2. The existing pedagogical approaches has a wide array of sub-strategies.

To reinforce the use of the approaches, teachers can focus on enhancing

their competency on contextualizing their topics and varying their activities

congruent to the lessons’ needs and pupils’ learning capacity to avoid

boredom and stagnation that lowers pupils’ interest in absorbing the

concept of the lesson.

3. The proposed action plan may be implemented.

4. Similar studies to further validate the results of this study may be

conducted.
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TABLE OF CONTENTS

Pages

Title ---------------------------------------------------------------------------- i
Acknowledgement ----------------------------------------------------------- ii
Dedication --------------------------------------------------------------------- iii

CHAPTER 1. THE PROBLEM AND ITS BACKGROUND

Introduction --------------------------------------------------- 1
Background of the study ----------------------------------
Statement of the Problem --------------------------------
Theoretical Framework ------------------------------------
Research Paradigm ----------------------------------------
Conceptual Framework ------------------------------------
Scope, and Delimitation of the Study ------------------
Definition of Terms ------------------------------------------

CHAPTER 2. REVIEW OF RELATED LITERATURE AND STUDIES

A. Related Literature
Local ---------------------------------------------------
Foreign ------------------------------------------------
 xv

B. Related Studies
Local ---------------------------------------------------
Foreign ------------------------------------------------

C. Synthesis --------------------------------------------------

CHAPTER 3. REVIEW METHODOLOGY

Research Method to be Used ------------------------------

Respondents of the Study -----------------------------------
Research Instrument ------------------------------------------
Data Gathering Procedures ----------------------------------
Statistical Treatment of the Data ----------------------------

BIBLIOGRAPHY ----------------------------------------------------------------

CURRICULUM VITAE ---------------------------------------------------------

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

An education for globalization should therefore nurture the higher-

order cognitive and interpersonal skills required for problem finding,

problem-solving, articulating arguments, and deploying verifiable facts or

artifacts. These skills should be required of children and youth who will as

adults, fully engage the larger world and master its greatest challenges,

transforming it for the betterment of humanity – regardless of national

origin or cultural upbringing.

Education, pedagogy and change are watchwords of twenty-first

century educators and researchers. They are interrelated on theoretical, as

well as practical levels. The renewed attention given to pedagogical

changes in the education sphere is propelled by globalization and its

knowledge economy forces. As the need to engage with these ‘forces’

arises, so does the need for communication in a ‘global language’. This

 50

gives rise to this question: which language is a global language? As

indicated by the work of ‘scholars’ who have an interest in linguistics, that

global language is English (Raine, 2012; Rosen, 2010; Crystal, 2010)

Philippines reflects high regards in Education emphasizing the

crucial roles of school in the society: to teach basic cognitive skills; to

inculcate allegiance to the existing political order; to socialize children into

the various roles, behaviors and values of the society; to contribute to the

technical or economic development and needs of the individual, local and

international community; and, to survive and compete in a modern society

or a competitive economy. These are holistic skills that are essential in

honing globally competitive individuals marking one of the most important

qualities of a competent 21st century learner – global language literacy.

Ability to communicate your knowledge, ideas and goals in the global

community is an edge that cannot be grasp but rather need to be

enhanced starting from a classroom setting or integrated in early childhood

development.
 51

As respond to this, the Department of Education in the Philippines is

considering the innovative ways of enhancing literacy through upskilling

teaching approaches by using 2C-2I-1R (Constructivist, Collaborative,

Inquiry-based, Integrative, and Reflective) pedagogy as indicated in

Regional Memorandum No.11, s. 2015, entitled “The 2C-2I-1R

Pedagogical Approaches” and as mandated by R.A. 10533. These are

measures weighed to suffice the gap in literacy.

Despite the effort, it is still a concern that study shows that from

being 13th in 2016 in the proficiency trend of the English Proficiency Index,

Philippines fall to 20th in 2020. Though the country remains highly

proficient, there is still a staggering number of children in the country who

face literacy challenges. The remaining gap reflected in the study shows

that more work must be done to address this pressing issue. 

Therefore, this paper looks at English Language teaching

approaches for learners whose Mother Tongue is not English and aims to

revisit or evaluate the effectiveness of the existing pedagogy to understand

 52

ways of reinforcing teaching techniques to meet the competent skills

needed to increase English literacy among pupils.

Background of the Study

Learning is dependent on the pedagogical approaches teachers use

in the classroom. A variety of pedagogical approaches are common in

schools, but some strategies are more effective and appropriate than

others. The effectiveness of pedagogy often depends on the subject matter

to be taught, on understanding the diverse needs of different learners, and

on adapting to the on-the-ground conditions in the classroom and the

surrounding context. In general, the best teachers believe in the capacity

of their students to learn, and carefully utilize a range of pedagogical

approaches to ensure this learning occurs.

While the Philippines’ score of 60.14 out of 100 countries still falls

under the “high proficiency” level, its sliding to 20th place in the English

Proficiency Index (EPI) since 2019 shows that other countries have been

improving faster as global competitiveness becomes tighter. Last 2018, the

 53

country’s score was 61.84, which ranked it 14th among 88 countries. The

EPI result is significant because the Philippines has been known as one of

the best English-speaking countries in Asia, and English proficiency is one

of its strengths that has helped drive the economy and even made the

country the top voice outsourcing destinations in the world, surpassing

India in 2012. If the slide in ranking continues from 13th in 2016 to 14th in

2018 and further down to 20th in 2019 and an unchanging rate in 2020, it

would have negative consequences for the competitiveness of Filipinos in

the global arena. Hence, the Department of Education (DepEd) and other

stakeholders should step up efforts to improve the teaching and learning of

English and develop it as a vital skill of the workforce.

Filipinos have been known to be highly educated. The country’s

literacy rate is high at 94 percent, and 70 percent of the population are

fluent in English, making the Philippines one of the largest English-

speaking countries in the world but as other countries are progressing,

Philippines should work harder to keep its competitive edge. Thus, a

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continuing effort of reinforcing pedagogical approaches in teaching English

is highly considered.

Statement of the Problem

The purpose of the study is to reinforce the pedagogical approaches

in Teaching English in Sawang Elementary School

Specifically, this study also aimed to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Teacher Respondents

1.1.1 Degree of Teaching Profession;

1.1.2 Length in Service;

1.1.3 Age

1.2 Pupil-respondents

1.2.1 sex;

1.2.2 age

2. What is the level of competency of teachers in terms of using:

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2.1 Constructivist approach;

2.2 Collaborative Approach;

2.3 Inquiry-based Approach;

2.4 Integrative Approach; and,

2.5 Reflective Approach

3. What is the level of competency of teachers as perceived by pupils

in terms of teaching using:

3.1 Constructivist approach;

3.2 Collaborative Approach;

3.3 Inquiry-based Approach;

3.4 Integrative Approach; and,

3.5 Reflective Approach

4. Is the level of competency of teachers directly proportional to the

perception of pupils on their teaching approaches?

5. What method of reinforcement could be proposed on approaches

that are less productively utilized by teachers?

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Hypothesis

The study had tested the null hypothesis:

There is no significant relationship between the self-assessment of

English teachers on their level of competency of utilizing the suggested

pedagogical approaches and the perception of students about how they

see teachers apply it on their class discussion.

Assumptions

The researcher believes that in teaching English, teachers use

approaches they are highly familiar with while pupils expect other

innovative techniques to enjoy learning the subject matter.

Theoretical Framework
 57

In this study, pedagogical approaches are the essential factors in

enhancing English language fluency of learners. Theories laid out that it

has a positive relationship in developing holistic components of the subject

matter.

Combining five significant pedagogical approaches (Constructivist,

Collaborative, Inquiry-based, Integrative, Reflective) to develop a direct

orientation of learning the subject matter would be very efficient if teachers

are all equipped with the up to date knowledge of expressing the lesson

through various techniques offered by certain approaches. Hence,

underlying flaws could be revealed if the gap will start from the educator

himself. Thus, it is imperative to delve into the effectivity of the pedagogical

approaches being used and the competency of the educators on knowing

where and when to use it and how to vary its use to make a lesson

consistently interesting.

Therefore, considering and understanding the underlying flaws from

the approaches, teachers can draw reinforcement on how to make use of

all strategies that are more relatable to pupils yet remains engaging.
 58

Comprehensively, these accentuates how to break educators from

their comfort zone and work on manipulating all innovative strategies

offered by existing pedagogy at the right lesson phase resulting to

improved practice of teaching English.

Constructivist

Collaborative
Underlying Flaws
Pedagogical
Approaches in Inquiry-based
Teaching English
Integrative

Reflective Reinforcement

Improved Practice

Figure 1.1

Theoretical Framework

Conceptual Framework
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The research paradigm illustrates teaching approaches of teachers

in Sawang Elementary School on English language. The main objective of
this study is to evaluate the effectiveness of the existing pedagogical
approaches used in teaching English generate reinforcement on certain
drawbacks.

Based on the concept cited, the researchers come up with the paradigm of
the study as shown in Figure 1.2

Input Process Output

 Demographic  Gathering
Profile of the data
Respondents through
- Teacher related
(degree of
studies and
teaching Reinforcement
literature,
profession,
length in
interviews
service, and survey
age) forms
- Pupils
(age, sex,
grade)

 Teachers’ level
of competency in
using Figure 1.2
pedagogical
approaches

 Level of
competency of
teachers as
 60

Conceptual Framework

Figure 1.2 reveals the input that involves the independent variables

namely: teachers’ profile (degree of teaching profession, length in service,

age) and pupils’ profile (age, grade level) and the dependent variables

including level of competency of teachers in terms of using pedagogical

approaches in teaching English and level competency of teachers as

perceived by the learners. The process uses survey to ensure a statistical

outcome and interview to be an on-hand basis for the study. The output

will be reinforcements based on the drawbacks to be unveiled.

Scope, Limitation, and Delimitation of the Study

The study focuses on the evaluating the effectiveness of using

pedagogical approaches in teaching English to reveal underlying flaws that

 61

can be reinforced. The researcher limited the study to all teachers and

selected 77 pupils enrolled in Sawang Elementary School. Each of the

respondents was given a questionnaire to answer. Pupils from all grade

levels are randomly selected to prevent bias and get objective perceptions.

Significance of the Study

This study was made to determine the effectivity of the pedagogical

approaches in teaching English and to suggest ways to reinforce such

approaches that are not properly utilized. Therefore, the researcher believe

that this study may help the following individuals:

Lower Basic Education Pupils. To enhance their 21st century skills

by being given English learning activities congruent to their learning

capacity.

Teachers. To serve as a basis of their self-assessment for further

reinforcement of their existing pedagogical approaches and underlying

teaching strategies and practices.

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School Administration. To serve as their guide in coaching and

mentoring teachers in accordance with the concern of the outcome of the

study.

Future Researchers. To serve as a reference for further studies

concerning parenting styles and pupils' academic performance.

Definition of Terms

To better understand this study, the researchers defined the

following terms:

Collaborative Approach. It requires learners to work together

towards a common goal.

Constructivist Approach. It shows learners to be active in the

process of constructing meaning and knowledge rather than passively

receiving information.
 63

English Proficiency Index. It measures the average level of

English language skills based on an online Standard English Test (SET).

Globalization. It interconnects methods of teaching from worldwide

systems to encourage the international development of environmental

sustainability, as well as contribution toward fortifying global industries.

Global Language. It refers to a language that is learned and spoken

internationally and is characterized not only by the number of its native and

second language speakers, but also by its geographical distribution and its

use in international organizations and in diplomatic relations.

Global Language Literacy. It refers to a higher level of

understanding of global language where one can use it in both formal and

casual conversations fluently.

Integrative Approach. It is a learning theory that describes a

movement toward integrated lessons helping students make connections

across curricula; making connections with a major, between curriculum,

co-curriculum, or between academic knowledge and practice.

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Inquiry-based Approach. It is an approach of acquiring or obtaining

information thru investigation carried out by the learners who are eager to

know the phenomenon in question.

Learner. It pertains to all level of students attending and exercising

rights of a student.

Learning Skills. It refers to the combination of critical thinking,

creativity, collaboration, & communication skills.

Life Skills. It refers to the combination of flexibility, leadership,

initiative, productivity & social skills

Literacy Skills. It refers to the combination of information, media, &

technology skills.

Lower Basic Education Pupils. They pertain to pupils who attend

to primary education or elementary education.

Mother Tongue. The language which a person has grown up

speaking from early childhood.

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Pedagogical Approach.

This refers to how teachers and students relate together as well as

the instructional methods implemented in the classroom. (Conceptual)

This refers to the approaches such as constructivist, collaborative,

inquiry-based, integrative, and reflective intended to be used in the K-12

curriculum in the Philippines. (Operational)

Pedagogy. Interactions between teachers, students, and the

learning environment and the learning tasks.

Pupils. They pertain to all learners attending primary education or

elementary education.

Teachers.

They pertain to all individuals who helps students to acquire

knowledge, competence or virtue. (Conceptual)

They pertain to all individuals who received a bachelor’s degree in

teaching and has obtain a licensure to teach learners. (Operational)

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Twenty-first Century Learners. They pertained to learners in the

21st Century that are honed to be holistically developed and globally

competitive embodying all essential learning, life and literacy skills.

Reflective Approach. A teaching and learning approach which

means looking at what the teacher and learners do in classroom, thinking

about why they do ii, and analyzing about it if it works.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents conceptual literature and research studies on

pedagogical approaches in teaching English. Theoretical and conceptual

framework, synthesis and hypothesis drawn from literature reviewed are

also included in this chapter. Some information is drawn from electronic

sources such as websites. Documents like books, journals, theses and

dissertations are the chief sources of concepts that significantly

substantiated this study.

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Related Literature

Local

When English arrived in the Philippines, a substantial number of

Philippine languages were already in vibrant use. When English arrived,

the Philippines was already a multilingual society. Why then do Filipinos

teach and learn the language as if no other Philippine language existed?

English behaves like any other language -- it changes. English has already

change and continues to change. Anyone who does not accept the reality

of language variation should not teach English. This is because teaching a

changing language can be very challenging. Variation occurs at many

levels -- as registers, functions, features, conventions, etc. There is a

variation in sound, word meanings, and grammar rules. What is considered

as appropriate in one situation may not apply in another. Variation, which

is the natural behavior of any language, must inform education policy and

practice. (Martin, 2018)

 68

This brief introduction serves to show how complex the seemingly

simple notion of 'variety of English' is and how important it is to take

sociolinguistic and demographic issues into account when analysing or

describing the use of English in these contexts (Mahboob and Liang 2014)

When educators effectively collaborate, they share a common goal of

empowering English learners in their academic, linguistic and social-

emotional development; they share ownership of the challenges and joy of

educating all children and believe that together they can do better than

they would alone; they transform each classroom and the entire school

community to be a positive, highly supportive learning environment ; and

finally they seek out to engage with diverse members of the larger school

and neighborhood community. (Calderon, et.al. 2019)

Silence is a natural outcome when the norm is as Nystrand (2006)

observed in secondary language classrooms -- an average of 14 to 52

seconds discussion time per instructional period. A shift from silence to

conversation benefits all students (Hattie, 2012), and structured talk with

intentional equitable practices to increase English learners' active learning

 69

of rigorous academic content and language (Bunch, Kibler, & Pimentel,

2013) is an imperative to break down the wall to English Language

success.

If all classrooms actively engage all students in versations that value

all voices, schools will realize deep shifts in student learning motivation,

and capacity for collaboration in a global world. A collective focus on how

our classroom conversation practices impact English learners is imperative

to transforming teaching for equity.

In our globalized world we can do better. In a world economy that

prioritizes collaboration, communication, and problem solving, we must do

better to prepare all students to engage in active, collaborative

conversations. We must prepare students to listen to people with

perspectives different from their own and collaborative across differences

of language, race and culture. Transform English language silence

conversations with a single shift: instead of calling on individuals, use

strategies to structure student-to-student discourse in every classroom

every day. Lead the change by building a shared vision for dynamic peer
 70

conversations in every lesson, building teacher capacity to facilitate

conversations, and using observation data strategically in your collective

efforts to amplify active participation and dynamic discourse among

English learners, and all learners in every lesson every day. (Calderon

et.al. , 2019)

Foreign

The widespread use of English in the world today has also given rise

to the emergence ofnew varieties of English. Thus, in addition to the more

familiar varieties of English spoken in inner circle coutries (e.g., the US and

UK), there are other varieties spoken in outer circle (e.g., Singapore and

the Philippines) and expanding circle (e.g., China, Indonesia and Japan)

countries. The question of whether these newer varieties have an equal

sociolinguistic status as the more established ones (e.g., American

English) and the extent to which these newer varieties should be

incorporated in the second language classroom is still being debated, but it

has become increasingly clear that in order to prepare second language

learners to become effective speakers of English as an International

 71

Language, they will need to understand these new varieties and be

understood by speakers of these varieties (Mckay 2012)

McKay (2012) considers how the notion that English is now the

major international world language is changing the way the field must think

about its pedagogical principles. She points out that although in terms of

quantity of native speakers, English is not predominant, its effects are

widespread. The numbers of second-language speakers of English far

outweigh the numbers of native speakers, and the desire to learn and

speak English is pervasive. English is perceived as a language to which

those beyond the "inner circle" must aspire to have access to international

education and employment.

According to Burns and Richards (2012) Probably, the main

motivation for change comes from dissatisfaction with the present state of

affairs. Despite the resources expended on second and foreign language

teaching worldwide, in almost every country, results normally do not match

expectations, hence the constant pressure to adopt new curriculum,

teaching methods, materials, and forms of assessment.

 72

Schools has to respond to new challenges. They have to prepare

young people for future work that at present is hard to imagine, give them

tools to construct civic identities in increasingly complex and plural

multicultural societies, and make education a comprehensive and

continuing lifelong experience (Cavero & Calvet, 2018)

Shin and Crandall (2019) examine reading and writing with young

learners. They explore the links between literacy and learning to read and

write in a second language and highlight the benefits that can be gained as

children develop literacy in two languages. They uncover the skills learners

must develop to read successfully and suggest five stages learners go

through when learning to write. The cultural aspects of reading and writing

are both emphasized before they suggest a comprehensive set of

recommendations for practice. Many students prefer to avoid the

responsibility that accompanies learner autonomy. Thus, it may be best to

introduce autonomy in a gradual manner. For instance, students can be

given choices in areas such as sub-topics to study, what extensive

listening or extensive reading materials to use, which post-listening or

 73

post-reading activities to do, what name to give to their group, which extra

question to ask their partner or who the beneficiaries of their service

learning activity should be (Billig and Waterman 2014).

It may seem that childhood might be the best time to start learning

the second language. After all, first language development happens in

childhood, so it appears natural to assume that children are better

equipped to acquire languages than their seniors and therefore acquire a

second language more effortlessly, more successfully and faster.

Observation of children and adults getting to grips with a new language

appears to confirm the notion that in the learning of additional languages,

younger equals better. (Lambelet and Berthele 2015)

Different philosophies at the level of approach may be reflected both

in the use of different kind s of activities and in different uses for particular

activity types (Rogers, T.S. 2014). For example, interactive games are

often used in audiolingual courses for motivation and to provide a change

of phase from pattern-practice drills. In communicative language teaching,

the same games may be used to introduce or provide practice for

 74

particular types of interactive changes. Differences in activity types in

methods may also involve different arrangements and groupings of

learners. A method that stresses oral chorus drilling will require different

groupings of learners in the classroom (Dudney, G. 2014) from a method

that uses problem-solving/ information exchange activities involving pair

work. Activity types in methods thus include primary categories of learning

and teaching activity the method advocates such as dialogues, responding

to commands, group problem-solving, information-exchange activities,

improvisations, question and answer or drills. (Copland, F. 2019)

Because of the different assumptions they make about learning

processes, syllabuses, and learning activities, methods also attribute

different roles and functions on learners, teachers and instructional

materials within the instructional process.

The objectives of a method whether defined primarily in terms of

product or process, are attained through the instructional process, through

the organized and directed interaction of teachers, learners and materials

in the classroom. Differences among methods at the level of approach

 75

manifest themselves in the choice of different kinds of learning and

teaching activities in the classroom. Teaching activities that focus on

grammatical accuracy be quite different from those that focus on

communicative skills. Activities designed to focus on the development of

specific psycholinguistic processes in language acquisition will differ from

those directed toward mastery of particular features of grammar. The

activity types that a method advocates -- the third component in the level of

design in method analysis -- often serve to distinguish methods.

Audiolingualism, for example, uses dialogue and pattern practice

extensively. Some topics employ problem-solving activities that involve the

use of special charts and colored rods. Communicative language teaching

theoreticians have advocated the use of the tasks that involve an

"information gap" and "information transfer”; that is, learners work on the

same task , but each learner has different information needed to complete

the task. (Richards, J.C. 2001)

 76

Related Studies

Local

The perpetual use of English resulted in the propagation of a local

variety, and its conception has the inevitable outcome of a confluence of

several elements. It is imperative to be cognizant of Philippine Education

(PhE) studies, for they attest that in the Philippines, a nativized variety of

English characterized by a distinct lexicon, phonology, and variations in

grammar has emerged and has thrived since English was initially diffused

in the different parts of the country and used in various domains such as

politics, education, economics, and trade. These past investigations would

show that the presence of a localized variety of English in the Philippines is

a glaring and an incontestable reality.

The studies of PhE (cf. Bautista, 2011a; Bolton & Bautista, 2008) are

useful in revealing the phonological, morphological, and syntactic

variations in where the findings clearly show that PhE has its own unique

structures and features propagated by the circle of educated Filipino

speakers. The authoritative conclusions of both local and foreign

 77

researchers who devoted their time to studying PhE imply that there is a

localized and indigenized variety of English that aptly mirrors the

sociolinguistic and sociocultural realities in Filipino speech communities.

It is, therefore, untenable to say that the English presently used in

the country is exactly the same English transported and transplanted

decades ago and the same English spoken elsewhere. While it is possible

that PhE has gradually gained formal and social acceptance, the next

question, however, pertains to the potency of PhE to be an acceptable,

appropriate, and intelligible instructional blueprint that mirrors the local

speakers’ sociolinguistic character and realities. It must be

(re)emphasized, however, that the variety named PhE is not the pejorative

“Taglish” or “Broken English” or “Carabao English” but the “educated

Philippine English,” i.e., the English used by competent Filipino speakers

of the language in formal settings (Bautista,2000a).

In his commentary, Borlongan (2011b) notes that while the existence

of Philippine English cannot be contested, the establishment of a standard,

endonormative model that can be used in teaching and recognized as

 78

being on the same level as other established varieties, such as American,

British, and Australian Englishes, remains a challenge. After his analysis of

the Philippine component of the International Corpus of English (ICE),

Borlongan arrived at two important points: that PhE is a variety with

distinctive features and is self-

regulating and that it has achieved what Schneider (2003, 2007) describes

as endonormative stabilization.

Additionally, reports have it that Philippines has been leading in

Asia’s literacy rate. It gathered 97.95 percent among Southeast Asian

countries such as Singapore, Brunei and Indonesia. Specifically, the

literacy rate is 98.9 percent among females and 97 percent among males

aged 15-24 (United Nations, 2020) yet, a couple of years ago, a study by

the Hopkins International Partners showed that the level of English

proficiency of college graduates from the Philippines was lower than the

target English proficiency of high school students in Thailand. Hopkins

International Partners was the official representative of the Philippines to

the Test of English for International Communication (TOEIC), an

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international standardized test of English language proficiency for non-

native speakers that is designed to measure the everyday English skills of

people working in an international environment. The same study showed

that Filipino graduates’ English skills were lower than the target for cab

drivers in Dubai. Cab drivers in Dubai, the largest city in the United Arab

Emirates, are expected to have a TOEIC proficiency score of 650,

compared to the 631.4 proficiency score of a Filipino college graduate.

(Valderama, T.C. 2019)

Based on the Trading Economics (2018) report, there are 93.78%

net of primary school pupils enrolled, 3.25% are children out of school and

among 482,743 primary education, 100% are trained. Looking at the

statistics, there is no other setting where children can hone and enhance

the staggering results on English literacy but the school, especially the

primary level for research shows that learning a second language boosts

problem-solving, critical-thinking, and listening skills, in addition to

improving memory, concentration, and the ability to multitask. Children

proficient in other languages also show signs of enhanced creativity and

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mental flexibility (Lead with Languages n.d.) and young learners learn new

things easily. A hundred percent of trained teachers would be enough to

meet the challenges of improving the learners’ English literacy and

efficiency.

It is with the greatest effort of Department of Education that they

introduced and gave emphasis on the use pedagogical approaches in

teaching public school learners to strengthen its curriculum under R.A.

10533 (AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION

SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING

THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING

FUNDS THEREFOR AND FOR OTHER PURPOSES) where as the law

reads on Section 5 (e) The curriculum shall use pedagogical approaches

that are constructivist, inquiry-based, reflective, collaborative and

integrative. Thus, the release of DepEd Calabarzon’s Regional Memo No.

233 s.2016 (IMPLEMENTATION OF THE PEDAGOGICAL APPROACHES

MANDATED BY R.A. 10533) introducing the use of 2C-2I-1R

(Constructivist, Collaborative, Inquiry-based, Integrative, and Refective).

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The combination of such approaches is sought to develop child’s

learning and comprehension in the K-12 curriculum. But, after succeeding

the implementation, Philippines’ English Proficiency Trend though

remaining high, has started to decline from being 13 th on 2016 to being 20th

(English Proficiency Index) on consecutive years of 2019 and 2020. This is

an alarming view on how the 100% trained teachers hone their learners

using the pre-existing pedagogical approaches. Hence, there is a huge

need to revisit and reinforce teacher’s capacity and evaluate their struggles

and difficulties to help them enhance their teaching competencies to meet

with the child’s holistic needs.

Foreign

Putcha (2019) begins his chapter by examining the role of grammar

in teaching English to children, specifically those in the 5-9 age bracket

where cognitive function is not yet fully developed. He points to the

interconnectedness of grammar and vocabulary and calls for both to be

integrated into other activities such as storytelling. Through responding to

a series of questions, such as " Does explicit grammar work facilitate

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language use?" Putcha examines effective approaches to grammar

teaching to young learners, approaches which he puts into practice in the

activities he introduces for use in the classroom.

Hestaeret (2019) discussses the need for young learners to develop

a large vocabulary through focusing on the form, meaning and use of

words. She considers research around word frequency and vocabulary

size, which have been developed with adult learners in mind, and

addresses the need for age-appropriate vocabulary. Going on to explore

approaches to vocabulary teaching and learning, she recommends that

teachers should aim for a balanced approach that includes both explicit

and implicit approaches. As well as suggesting resources such as the use

of word cards, graded readers, picture books, oral storytelling, and

Reader's Theatre, she also discusses the links between vocabulary

learning and task-based learning and the use of technology.

In language teaching, unfortunately, not all English teachers

succeed to achieve curriculum goals. Huang (2010) affirm that some

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English teachers are found less succesful than others. Therefore, to be

regarded as more succesful ones, they are required to be able to create

interesting classes to have their students motivated to learn English since

motivation has undeniable influence toward students’ achievement as

Lifrieri (2005) points out that learners’ success in learning the target

language is crucially influenced by their motivation.

Broadly speaking, to make the teaching process become interesting,

English teachers must understand English language correctly as well as to

speak English fluently. In other words, they have to be so proficient in

English language that they can use English to teach the materials, to

interact with students, to give instructions, corrections, and feedbacks on

learner language. Furthermore, to raise students’ interest to learn English,

the teachers should teach contextually that is by relating the topic to

students’ daily activities. In order to avoid a boring class, English teachers

need to vary students’ activities in teaching and learning

process.
 84

Abiola (2013) claims that there was undeniable relationship between

a teacher’s strategy of teaching and students’ attitude to the teaching and

learning of English language. This implies that expected performance of

students in English language is based on teachers’ strategies of teaching

the subject and attitude. Similarly, Brown (2007) proposes that teachers

should concern about the use of resource in terms of time, space, and

equipment, the interactional pattern observed in lesson, and the tactic and

strategy used by a teacher and learners when the method is being used.

From the explanations above, it can be suggested that all teachers

for each subject are required to find appropriate strategies of presenting

new learning content in ways which engage learners, which make

connections with previous learning, which present content at a

comprehensible and learnable rate, and which provide opportunities for

learners to master lesson content through processes such as analysis,

reflection, application, and practice.

 85

Furthermore, the broader explanation on strategies needed to be

applied by an English teacher to be successful in teaching English will be

discussed below:

1. Teachers use English

English teachers should teach and interact with students in English.

Therefore, they are required to be proficient in English language first.

Richard and Farrel (2011) insist that many important aspects of teachers’

teaching, such as their ability to become a good language model for their

students, to maintain the use of English in their class, to explain the

contents and to instruct in English, as well as to correct learners’ language

and to give feedback for each material are influenced by both English

teachers’ proficiency and their English language use in teaching.

2. Teachers teach contextually

Chitravelu, et al. (2005) propose that successful classes carried by

teachers often depends on their skills in getting students’ interest and

involvement at the start of the lesson by using the strategies such as

relating the topic to something of great interest of the students in class,

 86

using pictures, models, diagrams, or real objects to draw attention and

invite comment, and drawing students’ previous experiences.

3. Teachers use media

Arsyad (2014) affirms that in teaching and learning process, there

are two important aspects related to each other, they are teaching

strategies and media. The use of certain teaching strategy will influence

the media needed, although there are still other aspects that need to be

considered in choosing media such as the objective of study, the kind of

task and response that students need to achieve after the teaching and

learning process, teaching context, and students’ characteristic. Therefore,

teachers have to consider the medium through which message is to be

conveyed for the material to be effectively delivered. Media are used as

tool in teaching that influence classroom’s atmosphere, situation, and

environment created by a teacher. Moreover, in deciding what instructional

media should be used, a teacher needs to consider the interest, ability,

proficiency level, and sociocultural background of students, the content of

the lesson
 87

to be taught, and the availability, cost, and effectiveness of the media.

4. Teachers vary students’ activities in teaching and learning

process.

Although there are many ways suggested to be applied in English

language teaching to help students learn better, it is wrong to assume that

there is a method that can fully ensure the success of teaching and

learning. Therefore, teachers should vary students’ activities in teaching

and learning process to motivate their students to learn and create

interesting English language class. Paul (2003) affirms that English

teachers must have ability to arrange instructional process in teaching

English by choosing and applying strategy appropriately to deliver English

materials to students. They should have this ability since all methods have

strong and weak points. In other words, those standard teaching methods

may not fit their particular teaching situations, so teachers needs to draw

on ideas from a number of different stategies and approaches and add

ideas that come from their own experiences.

5. Teachers give understandable instructions.

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Chitravelu, et al. (2005) explain that students must know exactly

what they have to do and how to do instructions given by teachers in

teaching and learning process. Therefore, it is good for teachers to give

instructions or explanations with words which are familiar to students so

that they will understand them better.

6. Teachers give appropriate task

According to Richards and Renandya (2002), definition of a task in

teaching and learning process is an activity related to the content given

and designed by teachers for their students who need to finish it by using

their previous knowledge of the target language. Commonly, task leads to

a real outcome such as playing game, solving a problem, or sharing and

comparing experiences. In addition, Jenson (1998) in Tileston (2000)

believes that enriched environment in the classroom comes primarily from

task challenge. He warns that if teachers give too little challenge in theur

classes, their students will get bored but if they give too much, their
 89

students will be intimidated. Thus, teachers should filter and arrange the

task so carefully that it provides stimulating and fun experiences that

match the ability level of students without causing frustation.

7. Teachers set students learning in pairs or group

Richard and Farrel (2011) acknowledge that in language class,

group-based learning can help promote self-esteem, increase student’s

talking time and motivation by creating a comfortable circumstance for

language practice.

8. Teachers provide time to practice

Richard and Farrel (2011) require English teachers to always

provide opportunity for students to develop and extend their linguistic

resources, both grammatical and discoursal, and for interactive and

collaborative use of language among students. Teachers are also required

to manage who gets the chance to speak, what they speak about, what

each participant does with the different opportunities to speak. It is

important for teachers to observe the interaction within the classroom

because it can determine learning opportunities students get. Teachers

 90

also needs to remind themselves that in most state schools, each class

has about 30 to 40 students and English subject has only about 180

minutes in a week, which means that students have limited practicing time

in English class. In this circumstance, it is not surprising if most students

are not good in spoken English. However, to overcome this problem,

teachers are expected to plan their teaching effectively and to arrange

activities for instructional process providing much time for students to

practice such as oral work, pair work, and group work.

9. Teachers give feedback and correction

Jenson (1998) in Tileston (2000) add that feedback is a crucial factor

enriching environment in the classroom. It should be a part of the learning

about every 30 minutes. Feedback, however, is not always from the

teacher. It takes on many forms including peer evaluation, journal writing,

predicting activities, group presentations, and rubrics.

Synthesis
 91

This section provides the discussion of the significance of the

concepts mentioned in the conceptual literature and the findings presented

in various studies related to this paper. This also includes a comparison

between the said studies and the present study – Reinforcing Pedagogy:

English Language Teaching Approaches of Grade Two Teachers in

Sawang Elementary School

The statistics revealed from the English Proficiency Index revealed

shows that improvement is still needed in the implementation of the new

curriculum. More so, on the approaches for its implementation.

Studies conducted by Richard & Farrel, Chitrevalu, et.al., Paul,

Arsyad, Richards & Renandya emphasized that consecutive to the pre-

existing pedagogical approaches, specific sub-elements of teaching

English should be mindfully and responsibly applied by an English Teacher

such as teachers use English, teacher use media, teachers teach

contextually, teachers vary students’ activities in teaching and learning

process, teachers give understandable instructions and teachers give

appropriate task among others. These studies relate to the present study
 92

because the study being conducted sought to understand the underlying

principles of English, its drawbacks as a second language and the reason

behind the sudden decline of English Proficiency Index of Filipino learners.

In this view of literature, it can be stated that the present study does

not copy or duplicate rather aims to enhance and develop the previous

works related to it. It is unique among all related studies because the

objective of the study is only to examine and evaluate the pre-existing

pedagogical approaches used by teachers in Sawang Elementary School

for appropriate reinforcement measures. Moreover, the corresponding

questionnaire to be used only includes questions that are relevant to what

the study aims to seek. For this reason, the researchers claim originality in

the study of reinforcing pedagogical approaches of the English Teachers in

Sawang Elementary School.

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CHAPTER III

RESEARCH METHODOLOGY AND PROCEDURES

This chapter presents the research design, the subjects of the study data

gathering instrument, data gathering procedure and statistical measures

employed in the treatment of the data gathered.

Research Design

The researchers made use of descriptive research design to obtain

information concerning the current status of the utilization of the suggested

 94

pedagogical approaches in teaching English mainly focused on Sawang

Elementary School and describe the emerging concerns with respect to variables

or conditions in the situation. It was used to efficiently present results for the

data gathered. According to Faltado III, et.al. (2016), descriptive normative

survey approach attempts to establish norms or standards based on a wide class

of survey data. Its results may be used in correlational research studies which

contains two or more quantitative variables.

Respondents

The respondents of the study included a sample of 77 selected Lower

Basic Education pupils and 7 teachers in Sawang Elementary School.

The Slovin’s formula at 0.05 level of significance was applied to determine

the sample size of the respondents the selected Lower Basic Education pupils

and their teachers, stratified sampling was used.

Data Gathering Instrument

The main instruments used in this study was a survey questionnaire. By

using these instruments, the researchers were able to obtain accurate results
 95

along with supporting details coming from interviews that are necessary in

determining the effectiveness of the pedagogical approaches used in teaching

English in Sawang Elementary School as support for reinforcement.

Questionnaire. The most common and practical way of gathering data. It

is the basis of validity or invalidity of the hypothesis. The questionnaire serves as

the most appropriate and useful data gathering device in any type of research. In

this study, it was used to identify the effectiveness of the pedagogical

approaches used in teaching English in Sawang Elementary School for basis of

reinforcement.

Construction of Questionnaire. The instrument was developed based

on the statement of the problem, personal experiences and some concepts found

after understanding some related literature and related studies that effectiveness

of the pedagogical approaches used in teaching English.

Validation of Questionnaire. The researcher’s thesis adviser has

checked the first draft questionnaire prepared by the researchers for correction

and improvement. The corrections and suggestions on the first draft were

developed on the next draft. The corrected questionnaires were then submitted

to an individual who shares his expertise in validating.

 96

After the corrections and revisions, the questionnaires were approved for

reproduction and distribution to the intended respondents in Sawang Elementary

School.

Data Gathering Procedure

The researchers sought permission from their research adviser before

conducting the questionnaires. Questionnaires were distributed to the chosen

respondents as soon as their approval have been obtained. A short orientation

about the questionnaire was conducted for the respondents to be guided. Data

gathering was done on the time and date that the research adviser has allotted.

Statistical Treatment of Data

The data gathered was computed with the use of the following statistical

tools, techniques and procedures.

Percentage. This statistical tool was used to describe the responses of

selected Lower Basic Education pupils in Sawang Elementary School well as

their teachers.

Frequency. This statistical tool was used to tally the answers of the

respondents in the questionnaire.

 97

Ranking. This was used to arrange the obtained data from highest to

lowest.

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 99

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Fajriah, N., et.al. (2017). Students’ Perception Toward Teacher’s Teaching
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Philippine-English- based-pedagogic-model.pdf
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CURRICULUM VITAE

NAME
ADDRESS
Birthdate:
- PHOTO HERE -
Place of Birth:

Age:

Nationality:

Religion:

Parents:

Education:
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College

High School:

Elementary:
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103
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