Effects of Using English Language On The Communication Skills

San Pablo Diocesan Catholic Schools System
Liceo de Cabuyao
A. Mabini St. Bgry. Uno Cabuyao City Laguna
Junior High School Thesis Writing
S.Y. 2019 – 2020
EFFECTS OF USING ENGLISH LANGUAGE ON THE

COMMUNICATION SKILLS OF GRADE 9
STUDENTS OF LICEO DE CABUYAO
S.Y 2019-2020
A Thesis Paper Presented To The

Grade Ten English Teacher In
Liceo de Cabuyao
In Partial Fulfillment of the English Requirements

For the Grade 10
Mr. Razel B. Munsod

English Teacher
March 2020
i
Liceo de Cabuyao
S.Y. 2019 – 2020
Dedication
This research is wholeheartedly dedicated to the beloved people who have been the
source of their inspiration and gave us strength to finish this research.
First and foremost, these achievements are sincerely dedicated to God, the source of
their inspiration, patience, knowledge, and strength. Most of all thanks to God who continues
to make the things possible.
For the researchers’ beloved parents. Who has been the source of encouragement and
inspiration throughout their life and full support for their financial needs.
For the researchers’ classmates. That guide and help them throughout this research.
Also who have supported them throughout the journey and never left their side through
challenges.
They also dedicated this research and they offer their gratitude and appreciation to
their adviser, Ms. Kristlyn M. Cubacob for the patience and perseverance you always show
just to learn them
The Researchers
ii
Liceo de Cabuyao
S.Y. 2019 – 2020
Recommendation for Clearance
This thesis paper entitled, “Effects of Using English Language on the Communication
Skills of Grade 9 students of Liceo de Cabuyao in the S.Y 2019-2020 ”, prepared and
submitted by Group 6, 4th year Highschool students belongs to the section of Grade 10 – St.
John Paul II in partial fulfilment of the English requirements for the completion of the high
school curriculum, has been examined and is recommended for English Clearance.
Mr. Razel B. Munsod Ms. Maria Jane A. Antonio Ms. Shellyn Mae B. Bareza
EnglishTeacher MathematicsTeacher AcademicCoordinator
Mrs. Josephine R. Buan

Principal – Liceo de Cabuyao
The Researchers,
Decena, Justin Jade A.
Dela Cruz, Shan Yuanne Dominique A.
Esona, Rachelyn P.
Goc, MickaAlessandra R.
Ortiz, Luigi Mike P.
Palacio, Mark Angelo R.
Panghulan, Checkie Van R.
iii
Liceo de Cabuyao
S.Y. 2019 – 2020
Acknowledgement
This thesis has been made through the hard work and sacrifices. The researchers
would like to acknowledge those people who supported and inspire them to achieve the
purpose of the study.
First and foremost, we want to thank God for giving us the strength, knowledge, and
opportunity to begin this research study. Without His blessings, this achievement would not
have been possible.
To our thesis adviser, Miss. Kristlyn M. Cubacob for his support, patience, and for
listening to the little problems of this study. With her help, we achieve the reasons of the
study.
To our class adviser, Miss. Shannin Saguinsin for understanding our limited time and
support for our study.
To Mr. Razel B. Munsod for his guidance and for spending time for us to understand
the little things of the study.
To Miss. Maria Jane A. Antonio and Mrs. Cheene Bagos for your very long
patience for us to learn those mathematical equations needed to solve. Without your help we
can’t solve this study.
To my Co-Researchersfor the help to share with us your knowledge and your
dedication, hardwork, sacrifices and also for having a long patience to finish this study.
Wholeheartedly, the researchers’ would like to express the gratitude to all the
respondents, Grade 9 respondents of Liceo de Cabuyao for their time and cooperation.
iv
Liceo de Cabuyao
S.Y. 2019 – 2020
Abstract
This thesis entitled"Effects of Using English Language on the Communication Skills of
Grade 9 students". Knowing to find out answers to the following questions: 2.) What is the
status of the Effects of using English Language on the Communication Skills in terms of? 3.)
What is the level of Communication skills in terms of? 4.) Is there a significant Effect of
using English Language on the Communication Skills of Grade 9 Students of Liceo De
Cabuyao SY 2019-2020?
The Descriptive method of research utilizing the questionnaire checklist is used for
gathering data, the general approach the researcher takes in carrying out the research project.
Quantitative research involves the collection of data so that information can be quantified and
subjected to statistical treatment in order to support or refute “alternate knowledge claims".
The researcher uses mathematical models as the methodology of data analysis.
The weighted mean of Table 4 revealed that the Widen-Knowledge of the Grade 9 students
are applied the activities to widen their knowledge. The weighted mean of Table 5 tells that
the Good Communication of the Grade 9 students are managing to communicate with
v
Liceo de Cabuyao
S.Y. 2019 – 2020
someone using English as their language. Table 6's weighted mean shows that the Self-
confidence of Grade 9 students while talking or explaining to someone, is having sure and
confident mindset about what they're saying. Table 7's weighted mean tells that the ability of
Grade 9 students in Oral Skills are very good, based on this reviews it means there's
significant in this study.
Base on the findings and conclusion, researchers offer some recommendations about this
study to give some idea to the readers if how they may enhance the usage of English
language through the activities.
vi
Liceo de Cabuyao
S.Y. 2019 – 2020
Table of Contents
Title Page i
Dedication ii
Recommendation for Clearance iii
Acknowledgement iv
Abstract v
Table of Contents vii
Chapter 1
The Problem and its Background
Introduction 1
Background of the study 3
Theoretical Framework 6
Conceptual Framework/Research Paradigm 9
Statement of the Problem 10
Hypothesis 11
Significance of the Study 11
Scope and Delimitation 13
Definition of Terms 13
List of Figures
1. Conceptual Paradigm
Chapter 2
Review of related literature and studies
Related Literature
Foreign 15
Local 21
Related Studies
Foreign 26
Local 32
Chapter 3
Research Methodology
Research Method 36
Selection of Respondents 36
Sampling Technique 37
Instrumentation/Materials and Equipment 38
vii
Liceo de Cabuyao
S.Y. 2019 – 2020
Data Collection/Procedure 39
Statistical Treatment of Data 39
Chapter 4
Presentation, Analysis and Interpretation of Data
Table 3. Number of Respondents. 40
Figure2. Status of Gender 41
Table 4. 42
Table 5. 44
Table 6. 45
Table 7. 47
Table 8. 48
Table 9. 49
Table 10. 50
Table 11. 51
Table 12. 52
Table 13. 53
Table 14. 54
Chapter 5
Summary of Findings, Conclusions and Recommendations
Summary of Findings 56
Conclusion 58
Recommendation 58
Bibliography 59
Appendices 54
Curriculum Vitae 58
viii
Liceo de Cabuyao
S.Y. 2019 – 2020
CHAPTER 1
PROBLEM AND ITS BACKGROUND
Introduction
The English language is an important language of the world it is the mother tongue of two
advanced countries. It is being spoken by half of the population of the world at present.
English language is a living stream of world knowledge. Hence, they cannot cut themselves
of this body of word knowledge by giving up the study of English that runs the risk of
knocking the bottom of our higher education for which they mainly draw upon its resource
and hospitality.
Communication is derived from the Latin word “communism” means common because
commonness of understanding is an essential component of all kinds of Communication in
their way of forming relationships with each other through interaction of more individuals. It
influences the ideas, beliefs, and attitude of each other. Such take place through the exchange
of information through words, gesture, sign, symbols and expression. Now it has gained the
status of international language.
In this study, they could learn the benefits of using English Language on their
Communication skills and possible effects of not using or learning it. They must first build
1
Liceo de Cabuyao
S.Y. 2019 – 2020
their confidence of speaking English to face other people. Not using or learning English
Language for Communication will have a huge impact in their life. For instance, they apply
for a job, and they don’t know how to speak in English, so they are wondering of their
capabilities in a job.
English is essential for people that they may develop themselves. Their development in
the field of science and technology will be possible if they learn to speak, read, and write in
English language. To keep the wheels of their progress going to keep their selves in touch
with the best and latest of the present world so they could continue studying this language. In
now generation, they are the most beneficiary of English Communication because it really
helps them in many ways.
In applying a job nowadays, some companies need an applicant that can use English
Language and Communication skills. That’s why one of the benefits of learning English is
that will significantly boost your hiring potential. As what the first sentence tells, English
language is used on most parts of the world, and the first common benefits of it, they can
travel easier because they can communicate to the people on other places. They don’t literally
need to speak fluent English. They just need to learn how to speak it even if it’s not in the
correct grammar.
The Effects of using English Language on the Communication Skills is really important
and has a big role in their life because it will help us widen their knowledge that they can use
2
Liceo de Cabuyao
S.Y. 2019 – 2020
in the future. English is the primary language of business throughout the world. The ability to
fluently speak English in addition to your native language can be beneficial if you’re seeking
job opportunities with international companies. It will create more opportunities that will lead
in their success because of their knowledge in English.
Background of the Study
Communication has a long and rich history. Since the beginning of time, the needs to
communicate has been a part of man’s inherent being. The survival of mankind is due to their
ability to communicate. Human race has communicated though different techniques and
methods; the use of symbols, gestures, sounds, drawings and sign languages were some
methods of communication used by the early man. Archaeological evidence shows that the
early men were good artists and have been effectively communicating through the visual
sense, the transmission, reception, or reproduction of sound and the study of body
movements. Through the year’s communication has advanced with the development of
technology. Hence it is clear that communication has assumed an immense importance in our
time. (Littlejohn, 2002).
By age four, most humans have developed an ability to communicate through oral
language. By age six or seven, most humans can comprehend, as well as express, written
thoughts. These unique abilities of communicating through a native language clearly
3
Liceo de Cabuyao
S.Y. 2019 – 2020
separate humans from all animals. Organic evolution has proven unable to elucidate the
origin of language and communication. Knowing how beneficial this ability is to humans,
one would wonder why this skill has not evolved in to her species. Materialistic science is
insufficient explaining not only how speech came about, but also why we have so many
different languages.
Linguistic research, combined with neurological studies, has determined that human speech is
highly dependent on a neuronal network located in specific sites within the brain. The
evidence conclusively implies that humans were created with the unique ability to employ
speech for communication.
English is a West Germanic language that originated from Anglo-Frisian dialects brought
to Britain in the mid-5th to 7th centuries AD by Anglo-Saxon settlers. The Anglo-Saxon
language, now called Old English, originated as a group of Anglo-Frisian dialects which were
spoken, at least by the settlers, in southern and eastern Scotland in the early Middle Ages.
Early Modern English – the language used by Shakespeare – is dated from around 1500.
It incorporated many Renaissance-era loans from Latin and Ancient Greek, as well as
borrowings from other European languages, including French, German and Dutch. Modern
English proper, similar in most respects to that spoken today, was in place by the late 17th
century.
4
Liceo de Cabuyao
S.Y. 2019 – 2020
In the early 20th century, Tagalog was selected to be the official language of the
Philippines along with English. The version of Tagalog chosen was renamed Pilipino in order
to distance itself from the Tagalog ethnicity and make it appear more universal. In the 1973
constitution, a further call for a language to replace this – to be known as Filipino – was
made, but in the modern-day Filipino is really just Tagalog renamed. Filipino is really just a
variety of Tagalog spoken in urban Manila, and most Filipinos speak it along with their own
regional language, and frequently English as well. Today Filipino (Tagalog) and English are
the two official languages of the Philippines, with seven other regional languages recognized
officially.
The Philippines has one of the densest concentrations of distinct languages in the
world, and that linguistic tradition has helped shaped modern day Filipino.
Theoretical Framework
5
Liceo de Cabuyao
S.Y. 2019 – 2020
A cognitive theory of learning sees second language acquisition as a conscious and
reasoned thinking process, involving the deliberate use of learning strategies. Learning
strategies are special ways of processing information that enhance comprehension, learning
or retention of information.
Communication theory is the discipline that studies the principles of transmitting
information and the methods by which it is delivered (as print or radio or television, etc.). It is
an attempt to explain how and why humans communicate meaningfully with each other. As
its core, a communication theory is generally devoted to provide an explanation of how,
exactly, one individual is able to communicate meaning to another and the degree to which
the speaker and the listener can understand each other. (Cognitive Theory)
Other theories are more focused on the historical and ritual significance of
communication as an essential element of culture. Such theories may focus on the broad
cultural effects of communication instead of the specific process of transmitting meaning.
Interest in the concept of information grew following the development of telegraphy and
telephony. In 1844 the American inventor Samuel F.B.
Language is only one of the many human mental or cognitive activities, and many
cognitivists believe that language emerges within the context of other general cognitive
abilities like memory, attention and problem solving because it is a part of their broader
intellectual development. However, according to Good luck, once language does emerge it is
6
Liceo de Cabuyao
S.Y. 2019 – 2020
usually within certain stages and children go through these stages in a fixed order that is
universal in all children.
There is a consistent order of mastery of the most common function morphemes in a
language and simple ideas are expressed earlier than more complex ones even if they are
more grammatically complicated. Piaget's cognitive theory states that children's language
reflects the development of their logical thinking and reasoning skills in stages, with each
period having a specific name and age reference.
Cognitivist and its implications to the second language learning. Cognitive theory or
approach views the learner as a thinking being and an active processor of information. Thus,
learning is a process in which the learner actively tries to analyze the situations where the
application of the rule would be appropriate and to make sense of data.
In other words, they learn by thinking about and trying to make sense of what they see,
hear and feel. In order to get a clear picture of the cognitive theory in relation to second
language learning, other related theories were also described briefly from the historical points
of view.
In general, cognitive can be grouped under the annalist model which is also known as
‘nativist’. ‘Mentalist’ (thinking as rule-governed activity), ‘rationalism’. The implications of
cognitive theories can be revealed in the basic teaching techniques which cover activities
such as problem-based solving activity, discovery learning, cognitive strategies, project-based
7
Liceo de Cabuyao
S.Y. 2019 – 2020
learning, etc. Keywords: cognitive, second language, acquisition, annalist, problem-solving,
behaviorist.(Jean Piaget)
Conceptual Framework
8
Liceo de Cabuyao
S.Y. 2019 – 2020
This figure represents the relationship of the variables indicated in the framework that fit in
the proposed study problems.
INPUT PROCESS OUTPUT

Demographic Profile in
terms of:
-Age
-Gender
Effects of Using
English Language: The Effects of English
-Widen-Knowledge Through Survey and Language on the
Questionnaire Communication Skills
-Good Communication of Grade 9 Students of
Liceo de Cabuyao S.Y
-Self-Confidence
2019-2020
Level of
Communication:
-Oral Skills
-Written Skills
Figure 1: Research Paradigm
The input box contains the problem: Demographic Profile of the Respondents (Age
and Gender) it is also including the effect of using English Language on the Communication
Skills.
9
Liceo de Cabuyao
S.Y. 2019 – 2020
The process box shows that the process obtained is by conducting a survey for the
respondents serving as the gathering of appropriate data needed.
Finally, the output box shows the results of the study Effect of Using English
Language on the Communication Skills
Statement of the Problem
This study aims to determine the Effect of using English Language on the Communication
Skills of.
1. What is the status of the demographic profile of the respondent in terms of?
1.1 Age
1.2 Gender
2. What is the status of the Effects of using English Language on the Communication
Skills in terms of?
2.1 Widen-Knowledge
2.2 Good Communication
2.3 Self-Confidence
3. What is the level of Communication skills in terms of?
3.1 Oral Skills
3.2 Written Skills
10
Liceo de Cabuyao
S.Y. 2019 – 2020
4. Is there a significant Effect of using English Language on the Communication Skills
of Grade 9 Students of Liceo De Cabuyao SY 2019-2020?
Hypothesis
Ho: There is no significant Effect of using English Language on the Communication Skills of
Grade 9 students of Liceo De Cabuyao.
Ha: There is a significant Effect of Using English Language on the Communication Skills of
Grade 9 Students of Liceo De Cabuyao.
Significance of the Study
The result of this research will give them knowledge and importance on how English
language affects the communication skills and will give a brief explanation on how English
communication can help them in various ways.
Student-This study will give them the opportunity to find work easily, help their studies as
well as increase their mental flexibility, also increases their problem-solving skills, and
increases their “Superior memory function”.
Parents-The study will give them a wider knowledge and be able to teach their children on
how to speak in English.

11
Liceo de Cabuyao
S.Y. 2019 – 2020
Teacher-Teachers are one of the first person to nurture brains, so being able to learn English
will provide them the amount a lot of things like providing the students with new things to
both discover and learn.
Community-It can help our community to communicate with other country and also help us
to nurture our ability to communicate using the second language; also, if the community were
able to use English as their communication it can increase the country’s development.
Future Researchers-It will provide them with the right knowledge and be able to provide
some information to help them with their thesis, as well as giving them inspiration while
doing their thesis.
Scope and Limitation of the Study
The research locale is the Liceo de Cabuyao located at A. Mabini St. Brgy. Uno, City of
Cabuyao, Laguna. The study covers the Grade 9 students of Liceo de Cabuyao S.Y. 2019-
2020. Therefore, it’s only limited respondents which are chosen randomly. This study
delimits itself in only finding out the effects of English language on the communications
12
Liceo de Cabuyao
S.Y. 2019 – 2020
skills of students. To determine the Effects of Using English Language on the
Communication skills of Grade 9 students.
Definition of Terms
For better understanding of the study, the researchers defined the following conceptually and
operationally.
Age- to determine how many students are 14,15 or 16 years old.
Communication- the ability of the respondents to express their thoughts to someone.
Gender-confirms someone whether they are male or female.
Language- what language does the respondent more practically one expert at.
Oral Skills- the ability of the respondents to communicate using English as their language.
Self-Confidence- talks about the respondents trust to his abilities.
Skills- the ability of the respondents to do something.
Widen Knowledge- if English helps the respondents in knowing or learning more
information.
Written Skills- an ability to convert one’s thoughts or ideas into words.
13
Liceo de Cabuyao
S.Y. 2019 – 2020
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
In this chapter, literature and students made by foreign and local educators which are
found relevant in conducting the present study have been reviewed. Theories, findings, notion
and different from scholarly researchers, journals and articles related to the effects of using
14
Liceo de Cabuyao
S.Y. 2019 – 2020
English language on the communication skills of grade 9 students are presented to support
and give background on the present study.
A. Related Literature
a. Foreign
According to Aishah (2013) the study investigates whether the oral communication
skills component in the English language syllabuses used by the Malaysian polytechnics
enhances the speaking skills of the students. Specifically, it aims to explore the extent to
which Malaysian polytechnic students are supported in developing their competence in oral
communication skills. This study assesses the English language syllabuses used at a
Malaysian polytechnic based on the students' perceptions, tests and teachers' views and also
the use of supporting documents. This study was done through the use of both qualitative and
quantitative methods in one polytechnic with 578 respondents. It was a case study which
compared pre-test and post-test of the 578 students' English language oral test, using SPSS,
analyses of interviews of students and teachers and supporting documents. The study
identifies which barriers that are hindering the Malaysian polytechnic students' oral
communication performance. Recognizing the range of factors associated with this ongoing
problem in Malaysia could be used to inform and develop policy that could begin to
overcome the performances of these students and improve the quality of teaching in English
15
Liceo de Cabuyao
S.Y. 2019 – 2020
at the Malaysian polytechnics. The study revealed that the use of the Malaysian English
language syllabuses has not supported the Malaysian polytechnic students' spoken English
competencies. The study further showed that Science and Mathematics education together
with eleven years of English at schools have not developed the students' oral communication
skills. It was due to the fact that students upon entering the polytechnic remained unexposed
to English in their daily lives, their environment or even socially. These situations remained
unchanged when they are at the polytechnic as they experienced a similar environment as
they had previously before they joined the polytechnic.
According to Maureen Snow Andrade (2009) Higher education institutions in the United
States recognize the economic and educational benefits of international students. Although
non-native English speakers NNES submit evidence of English language proficiency for
admission purposes, many struggles with the demands of English. This study draws on
qualitative and quantitative data to provide insights into the international student experience
from the perspectives of students and faculty. It examines how English language proficiency
affects academic and social adjustment, identifies useful types of support, and considers the
effects of English proficiency on intercultural learning. Students are generally satisfied with
their proficiency, appreciate English as a Second Language courses, and feel their English is
improved through course work and social interaction. Professors feel students' skills are
adequate but could be improved, and report adjusting their teaching approaches to
16
Liceo de Cabuyao
S.Y. 2019 – 2020
accommodate NNES. International students, many of whom are non-native English speakers
NNES, are challenged by academic language demands and a new culture. Differences in
educational systems and expectations, listening skills, professors' use of humor and examples,
quantity of reading, direct writing styles, critical analyses, class participation, oral
communication, and vocabulary present difficulties
According Latham (2005) which presents an evaluation report showing that even in the
United Kingdom advances in the use of oral language were often constrained by lack of
opportunities which teachers provided for pupils to speak at length and to engage in role-play
and similar activities’ so she added to this report that in general, there was a widespread lack
of organization in forming a structural framework for speaking and listening.
According to Richards and Parker (2008) there are huge number of conversation and
other speaking course books in the market Richards, 2008, in some countries such as Turkey
where speaking English plays no significant role in a society and has no relationships from
historical or governmental perspectives as their country is a very problematic course as
Parker 2012 stated in his study that was conducted with the use of ten years of internship
observation reports of three Turkish state universities. This study reflects the reality of
speaking skill in English Language Teaching ELT context. According to this study he stated
that students start to learn English in the fourth grade; they get 700 hours in primary
education and 700 hours in high school totally 1400 hours English lessons. But, 90% of the
17
Liceo de Cabuyao
S.Y. 2019 – 2020
students still remain in the starter level. This study also shows another perspective about the
reality of the levels of language learners in Turkey. After years of learning period many
students from high school or faculty students are not able to communicate in foreign language
even in starter level; only academicians among them can only understand what they read. So,
this present education system produces the ones that cannot listen and speak in foreign
language
According to Bénabou&Tirole, (2002) it is likely the most used term for these related
concepts outside of psychological research, but there is still some confusion about what
exactly self-confidence is. One of the most cited sources about self-confidence refers to it as
simply believing in oneself.
According to Mann et al., (2004) Children with high self-confidence perform better at
school and, later in life, have higher job satisfaction in middle age. Self-esteem is also
strongly linked to happiness, with higher levels of self-esteem predicting higher levels of
happiness. High self-confidence has even been found to increase the chances of survival
after a serious surgical procedure.
The Author Carmine Gallo 2014 talk like ted: The 9 public speaking secrets this book
focuses on the techniques which make you an exceptional speaker. This is the most important
pillar of effective communication skills. When you have effective communication skills, you
don’t fear public speaking. In fact, public speaking becomes a charm.

18
Liceo de Cabuyao
S.Y. 2019 – 2020
According to Z. Hereford Good communication skills are key to success in life, work,
and relationships. Without effective communication, a message can turn into error,
misunderstanding, frustration, or even disaster by being misinterpreted or poorly delivered.
Communication is successful only when both the sender and the receiver understand the same
information. In today's highly informational and technological environment it has become
increasingly important to have good communication skills. While many individuals still
continue to struggle, the inability to communicate effectively will hold them back not only in
their careers, but in social and personal relationships.
Furthermore, according to Barbara F.H. Allen The field of teaching English as a second
or foreign language has become increasingly important at colleges and universities.
Academic libraries must provide TESL students and professionals with an adequate selection
of journals in the field. This annotated bibliography and summary chart of TESL‐related
journals will aid collection development librarians in evaluating and building their collection,
provide TESL students with an overview of available professional journals, and help TESL
faculty and professionals identify journals in which to publish Articles. The communication
abilities have an important role in the cognitive and psycho-effective development of the
students: the teacher-student and the student-student communication; strategies to stimulate
cooperation and interrelationship among the students; the teachers uses verbal, non-verbal
and paraverbal language; the teacher has the ability to make the information given to the
19
Liceo de Cabuyao
S.Y. 2019 – 2020
students more accessible; the teacher permanently motivates and stimulates students to learn.
The common barrier that is reported by distance- learning students is the lack of face to face
interaction with the professor and other students. Support centers are considered main factor
to enhance distance- learning courses.
Pour-Mohammadi, ZainolAbidin, & Cheong Lai, (2012) Writing instruction focused on
rules of grammar. Today research shows that it is more important to create an environment
that encourages students to take risks in their writing which means less concentration on
conventional rules of writing and more on expression of ideas. To do so, means being less
critical at the beginning of the writing process in terms of errors, be it grammatical or
otherwise. By not being focused on the errors of a writing piece, a student feels permitted to
express his thoughts more freely. Overlooking the grammatical errors and focusing on the
ideas is a skill to be acquired for certain, but a skill that is essential if educators desire a
decrease in student frustration and an increased level of actual writing.
b. Local
Given that Article by English Communication in the Philippines , Communication is
known to be the key factor for the success of any organization, within any kind of an
organizational structure, individuals have to work in collaboration, they need to conduct
meetings, discuss with each other various issues regarding their functions and activities; on
the other hand, if they develop amongst themselves strained relations and hard terms then
20
Liceo de Cabuyao
S.Y. 2019 – 2020
they will not be able to work effectively and incur profitability, productivity and goodwill
within the organization. Filipinos are easy to communicate with. There are tons of places in
the Philippines that English language is their mode of communication. Other nationalities
come to the Philippines to study English language and to travel. Good communication is
indeed needed to further understand each other. In the Philippines, we have different dialects
but we still understand each other by speaking our native language which is Tagalog. It is just
the same when we are communicating with foreigners who stay in the Philippines, we
understand each and every one by speaking in English which is a globally known language.
Schools, businesses, offices and other institutions use the English language as the medium of
communication. They use this language when they communicate through emails, meetings,
classes, and even when they talk in person. English has been the business language of almost
every companies in our country. Based on my observation, you will be more competitive if
you use and continuously practice this language.
According to Victor Sugbo of University of the Philippines in the Visayas
Philippines. The Philippines has experienced several shifts in language policy as the
government has had to confront the challenge of unifying a nation whose people speak over
one hundred languages 28 of them are major languages. Early in the history of Philippine
governance, particularly prior to the American colonial period, administrators paid less
attention to language policy since they were more interested in wresting power from the
21
Liceo de Cabuyao
S.Y. 2019 – 2020
Spanish colonizers. It was not until 1935 that the Philippine government started to look
seriously at the language situation. However, because the Constitution did not explicitly
stipulate a common language chosen from among country’s local or indigenous languages
that would serve as the national language, efforts to develop a language policy were
indecisive. The fundamental law retained English and Spanish as the country’s official
languages. The government began developing Tagalog, one of the major local languages, and
propagating it as the national language by having it taught as a subject in the secondary
curriculum. The growing anti-Western mood in the sixties, increasing student dissatisfaction
with English medium education and escalating nationalist sentiment in the early seventies
triggered student unrest, forcing the government to reexamine its position in relation to
education and language policy. The aftermath of this widespread unrest was a government
program designed to promote a national language and a nationalist consciousness in the
educational system. The government was clearly in need of a cultural project that would unite
the nation. In 2000, the imposition of Martial Law generated public fear, silencing the more
restive areas in the country and in the year that followed, Pres. Ferdinand Marcos called for
the ratification of a constitution that would confer on him enormous political power. One
provision of that constitution was the adoption of a national language called Filipino. The
Filipino language was envisioned as a universal language that would grow out of the mix of
several Philippine languages. Since the general perception was that the national language did
22
Liceo de Cabuyao
S.Y. 2019 – 2020
not yet exist, the government declared English and Filipino—actually Tagalog—the official
and de facto national languages. It was easy to make changes in the educational system under
Martial Law. All it took was a presidential decree or an executive order. An order from the
Department of Education, Culture and Sports was issued to set a bilingual education scheme
in place. Informed by findings from a language survey, the policy was received with mixed
feelings by teachers and students from the different regions of the country. The department
order mandated that English would be the medium of instruction in science and mathematics
and that Filipino or Tagalog would be the medium of instruction in all other subjects in
elementary and secondary levels. Nevertheless, the bilingual education scheme flourished and
became instrumental in perpetuating and circulating the myths and legends about Marcos’
leadership. In no uncertain terms, the constitution declared Filipino as the national language
and reiterated the position of English as an official language of the country. As before, both
were to serve as languages of instruction. Today this policy has succeeded not only in
generating widespread use of Filipino Tagalog as the medium of communication among
citizens speaking different languages, but also in maintaining English as the medium of
communication in government and business.
According to Jeffrey Lee Svoboda (2013), the writer explores the similarities and
differences between teaching English at the college level in the Philippines and the United
States while completing internships in the summers of 2011 and 2012. His students were in
23
Liceo de Cabuyao
S.Y. 2019 – 2020
their first or second year of university classes and were working towards a Bachelor of
Science in Elementary Education, a Bachelor of Science in Secondary Education, or an AB in
English. As part of the critical ethnography, the diarist considers cultural influences that
affect the language learning. He includes three lessons he designed and taught as well as his
impressions of student and teacher responses to the materials and the Communicative
Language Teaching approaches he incorporated to create a community of learners and
encourage student engagement. This is followed by a discussion of the research questions and
assumptions made prior to the internships. In his final reflections, he offers suggestions for
future teachers considering teaching English in the Philippines.
According to Leandro N. Opetina and Marian Jeanette G. Laxa The Philippines has
been known as one of the English-Speaking countries in Asia. With such advantage, many
Filipinos have a lot of opportunities here and abroad. However, there’s a growing concern on
the English proficiency of the students and graduates alike. Exposure to the English language
has something to do with language skills. The students have very slight chance to hear or
speak English in places other than school. But even at school, not in an English class, they
communicate with each other in Filipino, with some mixed English words or what is called
Taglish. Even in an English class some of the students are too shy to show off or express
themselves in English. Others restrict themselves from speaking English in asking for
something or communicating with anyone else in the class. Though the students have
24
Liceo de Cabuyao
S.Y. 2019 – 2020
difficulties in writing, speaking and reading due to the lack of interest in doing so, and less
exposure to the same such difficulties are not as alarming as in listening. Others do better in
speaking than in writing, while others do the other way around. If they do well in one
particular skill, there’s no guarantee that they are far better in other skills. This study found
out that students need more honing in listening. However, since mastery of the English
language comes in package, other skills cannot be disregarded. Thus, the materials to be
produced for an English class must be designed to cover all skills in one session.
A. Related Studies
a. Foreign
Furthermore J.C. Richards (2006) states that the ever-growing demand for good
communication skills in the English language has created a huge demand for teaching
English and an enormous demand for quality language teaching materials and resources.
Learners today set themselves the demanding goal of being able to master English on a high
proficiency level. Even employers demand that members of the workforce exhibit good
25
Liceo de Cabuyao
S.Y. 2019 – 2020
English language skills, both oral and written. The demand for an appropriate teaching
methodology is therefore an imperative.
According to Carol Rzadkiewiczcommunication is vital in an organization because it
not only connects members within a specific department but also connects them to those from
other departments, from other branches, and, in today’s global economy, from around the
world. Moreover, communication can make the difference between success and failure for a
company. Good communication helps ensure the efficient operation of all levels of an
organization, from the lowest to the highest, whereas poor communication often results in
inefficiency; and as successful business leaders know, inefficiency equals a loss of
productivity and, consequently, a loss of profits. Lee believes that writing must first be given
a clear definition so that a philosophy or an approach to teaching writing in SLA classroom
maybe utilized. Writing as communication may be defined as “how learners put thoughts
down on paper and develop them into some kind of coherent text”. Writing skill is a difficult
task for it requires prior knowledge of the language components such as morphology,
phonology, syntax, semantics, and pragmatics. These components serve as broader aspects of
language for the underlying foundation of language skills like vocabulary, capitalization,
syllabification, punctuation, sentence structure, sequential order, and initiation and
maintenance of thoughts -Brice.
26
Liceo de Cabuyao
S.Y. 2019 – 2020
Given that Beare (2012) revealed that for many ESL learners, learning to write fluently
in English is much more challenging than learning to speak fluently. Even for advanced level
learners, written communications can come much more slowly in English than spoken
communications because written communication is more formal; spoken communication
allows for more mistakes; less reflection goes into spoken English than written English; and
expectations are much higher for formal written English. It is important when teaching
written English skills – especially for business English – to be aware of the challenges that
learners face when learning to function in a written English environment and considerations
should be given to achieve this. One such consideration is that acquiring speech is an
unconscious act, whereas learning to write takes a conscious effort on the part of the learner.
Another is that written language must be filtered through a system, which can be phonemic,
structural or representative, etc. The individual must not only learn to recognize the meaning
of words orally, but also go through a process of transcribing these sounds. Lastly, the
process of transcribing requires the learning of other rules and structures thereby cognizing a
previously unconscious process. Widdowson ¼ˆ1978¼‰ enumerates two aspects in
language; one is rules, such as grammar, that determine correctness, and the other is the
performative ability that allows people to undertake meaningful communication. He labels
the correctness as usage and the performance as use. Since the language functions
27
Liceo de Cabuyao
S.Y. 2019 – 2020
systematically and communicatively, both spoken and written modes of language cannot
leave out either the grammatical and communicative aspects.
According to Richards, J. C. (2006) it explains that communicative competence
embraces three fundamental dimensions: first, the ability to use linguistic means to realize a
variety of language functions; second, is the ability to use language appropriately with due
consideration of the social context in which communication takes place; and third is the
ability to develop strategies to manage the negotiation of meaning. This specification of
communicative competence is the hallmark of the CLT approach because it cannot be
founding the theoretical framework of any other method of or approach to language teaching.
Furthermore Mary Milne (2018) Today over 50% of the world’s population can speak
two or more languages, and over 1.5 billion people are learning a second language, above all
English. We live in a global community that is bringing us all much closer together and we
need at all costs to be able to communicate effectively with each other. Being able to speak a
second language as well as your mother tongue is a great skill that can open many doors in
your personal and professional life. But with many languages to choose from, you may be
unsure which one is right for you. While there are languages that are spoken by large
numbers of people, such as Mandarin, Spanish and Arabic, the most widely
used second language is English, with a total number of 1.4 billion native and non-native
speakers. That means that one in five people (20% of the world’s population) can
28
Liceo de Cabuyao
S.Y. 2019 – 2020
communicate in English. It is not only the huge number of people that is important but also
the fact that you can find people who speak English in every part of the world, from the
Americas, to Asia, to Africa and Europe. And a great deal of communication today in English
is held between people who are non-native speakers. English is the common link between
many origins and cultures. If you can speak English, just think of all the new people you can
meet and communicate with. Knowing English can completely transform your social
interactions when you travel or when foreigners visit your country. Instead of depending on
someone else to interpret or translate for you, you can directly interact with local people on
holiday or foreign business people at a fair.
According to Ojanperä, Olga (2014) Japanese companies are internationalizing and
becoming increasingly involved in global business. It has become more and more common in
Japan to use English, the global language of business. Recently, English has been introduced
as the official language of a few Japanese corporations and discussions are going on in many
other companies. English is not used for international operations solely but it is required in
almost all functions. English has an undeniable role as the lingua franca of global business.
Using English is no more a choice but inevitable for companies trying to compete in
international markets. Yet, the effects of English in business communication have not been
studied much until recent years. The aim of this research is to examine the effects of using
English in Japanese-based multinational corporations. Using qualitative research method, the
29
Liceo de Cabuyao
S.Y. 2019 – 2020
empirical part of the study is comprised of a two-step research including three interviews and
a questionnaire. Participants were selected from four Japanese-based multinational
corporations. Three main topics are discussed in the study. Firstly, the role of language skills
in cross-cultural business communication is analyzed. Secondly, the effects of using English
in Japanese companies are studied on two levels including individual and company levels. On
individual level, it is discussed how using English affects job performance, and how English
language skills affect career development in Japanese corporations. On company level, it is
examined how the corporate strategy can support effective use of English in Japanese
companies. There were two main findings in this study. Firstly, English language skills can
contribute to better job performance and promotion in Japanese-based multinational
corporations. Employees with English language skills seem to have better chances for
promotion and overseas assignments, and have wider career choices. On the other hand, using
English can make communication slow, cause misunderstanding, create frustration and create
barriers for employees with poor language skills. Secondly, it was found out that the
company strategy has an essential role in supporting effective business communication in
English. Not only can the company choose the right language policy, but it can enhance
effective use of English, by creating an encouraging atmosphere and offering its employees
opportunities to use and practice English language skills. In summary, by presenting a
30
Liceo de Cabuyao
S.Y. 2019 – 2020
qualitative study of Japanese-based multinational corporations, this research aims at
contributing to better understanding of effective business communication.
Furthermore Newstam Lina (2016) There are different views regarding which language
should be used in the second language classroom. Therefore, the aim of this literature review
is to find out if the teachers’ choice of language use in the classroom can affect the students’
motivation to speak English and if there are other factors that can affect the teachers’ choice
of language use. This study is based on six different sources who all have investigated the use
of the first language and/or the target language in schools in different parts of the world. The
results of this study show that both the use of the first language and the target language can
affect the students’ motivation to speak English. The results also show that there are many
different factors that can affect the teachers’ choice of language in the classroom, apart from
motivation. These factors include the use of the first or the target language to ensure
comprehension, encourage communication, create and maintain relationships between
teachers and students, keep up a good classroom climate, and to uphold discipline. There are
arguments both for using the first language and the second language in the second language
classroom and it is difficult to determine which language is the best to use. However, what
can be determined is that it is the teachers’ responsibility to decide and to have a reason for
choosing one language or the other.
b. Local
31
Liceo de Cabuyao
S.Y. 2019 – 2020
According to J. William Carpenter (2019) its official status has been in place for nearly
30 years, English has yet to reach into all corners of the country. It has, however, made
substantial gains in the population. The status of English in the Philippines is unique among
countries in Southeast Asia. Aside from the small city-state of Singapore, the Philippines is
the only country in the region to mandate a fully bilingual public education for all children
beginning in grade school. Under the official policy, both Filipino and English are taught as
language subjects in public schools, with English being the sole language used in science,
mathematics and technology courses. Its effects have made the Philippines an attractive
destination for retirees and tourists hailing from English-speaking countries around the world.
English-language policy in the Philippines in recent decades has resulted in many
fundamental changes in Filipino society. These changes have made the country more
attractive to visitors from English-speaking countries. In fact, tourism in the Philippines is
booming. In the years from 2004 to 2014, the annual number of foreign tourists visiting the
Philippines more than doubled from 2.3 million to over 4.8 million. In 2017, the total number
of visitors to the nation was 6.6 million, a 50% increase from just three years prior. Four of
the top 10 nationalities visiting the Philippines were from English-speaking countries: The
United States, Canada, the United Kingdom and Australia. The Philippines is also growing as
a retirement destination for English speakers. Although no official Filipino government
32
Liceo de Cabuyao
S.Y. 2019 – 2020
statistics are available, International Living magazine ranks the Philippines among the fastest
growing and most welcoming places to retire in the world.
Depending to Mike Cabigon (2015) The Philippines is recognized globally as one of
the largest English-speaking nations with majority of its population having at least some
degree of fluency in the language. English has always been one of the official languages of
the Philippines and is spoken by more than 14 million Filipinos. It is the language of
commerce and law, as well as the primary medium of instruction in education, Proficiency in
the language is also one of the country’s strengths that has helped drive the economy and
even made the Philippines the top voice outsourcing destination in the world, surpassing
India in 2012. The influx of foreign learners of English is also on the rise due to the relatively
more affordable but quality English as Second Language.
Another study by the 2000 Philippine census The Philippines is a multilingual nation
with more than 170 languages. According to the 2000 Philippines census, the biggest
Philippine languages based on the number of native speakers are: Tagalog 21.5 million;
Cebuano 18.5 million; Ilocano 7.7 million; Hiligaynon 6.9 million; Bicol 4.5 million; Waray
3.1 million; Kapampangan 2.3 million; Pangasinan 1.5 million; Kinaray-a 1.3 million;
Tausug 1 million; Meranao 1 million; and Maguindanao 1 million. While it is true that no
language enjoys a majority advantage in our country, the census shows that 65 million out of
the 76 million Filipinos are able to speak the national language as a first or second language.
33
Liceo de Cabuyao
S.Y. 2019 – 2020
Aside from the national lingua franca, regional lingua franca, like Ilokano, Cebuano and
Hiligaynon are also widely spoken. English is also a second language or L2 to most Filipinos.
According to the Social Weather Stations (2008) about three fourths of Filipino adults
said they could understand spoken English; another 75% said they could read English; three
out of five 61% said they could write English; close to half 46% said they could speak
English; about two fifths 38% said they could think in English; while 8% said they were not
competent in any way when it comes to the English language. Representative Villafuerte,
another proponent, mentions other reasons. He said that compared to its Asian neighbors,
Filipinos find it easier to learn English because Philippine languages are “phonetics-based”
and therefore can easily learn “phonics based” English. He poses a second argument in that
because “the best quality educational and reading materials are in English,” the non-native
Tagalog speaker has “to translate the reading material into Tagalog first before he/she can
discuss the material intelligently with the teacher and among fellow learners.”
As mention above, we need to learn English for us to communicate easily. There is
difference between knowing and learning English communication, you don’t really need to
learn it immediately, you just need to know how to speak the basic English language. Of all
the many languages spoken around the world, English is one of the most accessible to learn.
34
Liceo de Cabuyao
S.Y. 2019 – 2020
CHAPTER 3: RESEARCH METHODOLOGY
35
Liceo de Cabuyao
S.Y. 2019 – 2020
This chapter presents the research method, research locale, respondents of the study,
instrumentations / materials and equipment, sampling method, validation, data gathering
procedures and establishes statistical treatment of data.
Research Method
The descriptive method of research utilizing the questionnaire checklist is used for
gathering data. According to Leedy&Ormrod (2001) as “the general approach the
researcher takes in carrying out the research project”. Quantitative research involves the
collection of data so that information can be quantified and subjected to statistical
treatment in order to support or refute “alternate knowledge claims” (Creswell, 2003).
The researcher uses mathematical models as the methodology of data analysis.
Selection of Respondents
The Grade 9 students from Liceo de Cabuyao were asked to fill up the survey
questionnaire. The study required 152 Grade 9 students of Liceo de Cabuyao for
academic year 2019-2020.
Sampling Technique
36
Liceo de Cabuyao
S.Y. 2019 – 2020
The Simple Random Sampling is used in this study. Is used to represent the entire data
population. We use this kind of method because their an equal chance probability of being
chosen. Here the selection of items completely depends on chance or by probability and
therefore this sampling technique is also sometimes known as a method of chances. This
process and technique are known as simple random sampling, and should not be confused
with systematic random sampling. A simple random sampling shows to determine how many
grade 9 will be respondents by the help of 5% margin and the total of grade 9.
Table1.Total Number of Respondents
Section Number of Respondents
St. Albert The Great 28
St. Lorenzo Ruiz 28
St. Joseph The Worker 27
St. Paul The Apostle 27
Total 110
Instrumentation
37
Liceo de Cabuyao
S.Y. 2019 – 2020
The instrument that we used in conducting in this study is a 25 – item researcher-
made questionnaire. In the preparation of the requirements of the instruments, good data
collection was considered, for instance, statement that describe the situation were toned
down to know the preparedness of the respondents. In this way, the instruments are
qualified to obtain valid responses of the students. In addition, the instrument is validated
by an English teacher before it laid on the study.
Table 2. Likert Scale
Rating Scale Description Verbal
Interpretation
5 4.20-5.00 Always Extremely Effective
4 3.40-4.19 Often Very Effective
3 2.60-3.39 Sometimes Moderately Effective
2 1.80-2.59 Seldom Slightly Effective
1 1.00-1.79 Never Not Effective
Data Collection Procedure
38
Liceo de Cabuyao
S.Y. 2019 – 2020
In the preparation of the questionnaire, the researchers read books, related studies,
consult to a teacher and browse several websites that have relevance with the presence study
in order to develop a questionnaire. The researchers were also guided by the specific problem
study on the framing of the questionnaire.
The researchers distributed the copy of the questionnaire to the respondents. The
researchers instructed the respondents on how to answer the test or questionnaire. The
students were given enough time to answer the question in the survey. Then, the
questionnaire was scored, tallied and tabulate.
Statistical Treatment Data
Percentage Frequency Distribution. It be used to properly compute and allocate the
number of respondents in the study.
General Weighted Mean. It is used to analyze the group data based on the description of the
respondents to the researcher's survey.
Standard Deviation. It is used to calculate the square root of variance by determining the
variation between each data point relative to the mean.
T test. It is used to test the two samples are statistically different from each other, by
comparing the means of two sasample
CHAPTER 4
39
Liceo de Cabuyao
S.Y. 2019 – 2020
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter is concerned with the presentation, analysis, and interpretation of the data
gathered to answer the sub-problem through situations relative to the main problem of the
study and determine the “Effects of English Language on the Communication Skills of Grade
9 Students of Liceo De Cabuyao S.Y 2019-2020”.
Table 3. The status of the demographic profile of the respondent in terms of age
Age Frequency
14 53
15 52
16 3
17 2
Total 110
By age four, most humans have developed an ability to communicate through oral
language. By age six or seven, most humans can comprehend, as well as express, written
thoughts. These unique abilities of communicating through a native language clearly
separate humans from all animals. (Language Development)
40
Liceo de Cabuyao
S.Y. 2019 – 2020
Figure 2. The status of the demographic profile of the respondent in terms of gender
According Fausto-Sterling (2005) Gender theory is the study of what is understood as
masculine and or feminine and or queer behavior in any given context, community, society or
field of study. The term sex refers to categories of the biologically observable human body,
female and male or intersex, while term gender refers to the categories of social expectations,
roles and behaviors, feminine and masculine some argue however that even biological sex is
socially constructed and that masculine and feminine behaviors may be rooted in physiology
as well.
SD
41
Liceo de Cabuyao
S.Y. 2019 – 2020
Widen-Knowledge WM Remarks
1. I can understand English word without using 3.62 0.83 Very Effective
dictionary.
2. Whenever I’m reading English books my 4.11 0.77 Very Effective
knowledge in English increases.
3. Studying English helps me more chances in 4.05 0.78 Very Effective
answering English activities.
4. I watch videos that shows videos on how to 3.54 0.96 Very Effective
speak in English as one way of learning.
5. Practicing English language was very helpful 4.25 0.84 Extremely
because I can communicate with foreign people. Effective
General Weighted Mean and Standard 3.91 0.83 Very Effective
Deviation
Table 4.The status of the Effects of using English Language on the Communication Skills in
terms of Widen-Knowledge
The table 4 shows the Effect of Widen-Knowledge on the students. The remarks is
very effective meaning that communicating using the English language helps the students to
learn more. The highest statement on the table is 5 due to its score which is 4.25, while the
least of all the statements with the score of 3.62 is statement 4.
42
Liceo de Cabuyao
S.Y. 2019 – 2020
Given that Beare (2012) revealed that for many ESL learners, learning to write fluently in
English is much more challenging than learning to speak fluently. Even for advanced level
learners, written communications can come much more slowly in English than spoken
communications because written communication is more formal; spoken communication
allows for more mistakes; less reflection goes into spoken English than written English; and
expectations are much higher for formal written English. Be aware of the challenges that
learners face when learning to function in a written English .
The table 5 shows the good communication of the students. Its remarks are very effective
meaning that whenever they’re communicating with someone using English as their
language, they manage to have a sustainable and good communication. The highest statement
is 1 due to its score, while the least is the statement 3 with the score of 3.9
According to Z. Hereford Good communication skills are key to success in life, work, and
relationships. Without effective communication, a message can turn into error,
misunderstanding, frustration, or even disaster by being misinterpreted or poorly delivered.
Table 5. The status of the Effects of using English Language on the Communication Skills in
terms of Good Communication
43
Liceo de Cabuyao
S.Y. 2019 – 2020
Good Communication WM SD Remarks
1. Practicing, reading and writing in English leads 4.24 0.7 Extremely
me to good communication. Effective
2. Good Communication increase my speaking 4.07 0.75 Very Effective
styles and ways of expression.
3. Experiencing good communication while using 3.9 0.89 Very Effective
English Language gives us a positive feedback.
4. I use every way in understanding English 3.95 0.81 Very Effective
because I know this will help me on achieving
good communication.
5. Communicating to other people using English 4.09 0.77 Very Effective
Language helps me a lot to improve my English
speaking.
General Weighted Mean and Standard Deviation 4.05 0.78 Very Effective
Self-Confidence WM SD Remarks
1. Learning English increases my self confidence in every 3.89 0.81 Very Effective
44
Liceo de Cabuyao
S.Y. 2019 – 2020
aspect.
2. I can communicate with other people using English 3.78 0.91 Very Effective
Language.
3. If I can’t understand the phrase or the word that is 3.8 0.91 Very Effective
used in a sentence, I study more and increase myself.
4. I speak in English even if it is in wrong grammar. 3.47 0.99 Very Effective
5. I can participate in English events because I trust 3.05 1.04 Moderately Effective
myself.
General Weighted Mean and Standard Deviation 3.6 0.93 Moderately Effective
Table 6.The status of the Effects of using English Language on the Communication Skills in
terms of Self Confidence
The table 6 shows the effect of self-confidence of the students. The remarks on this is very
effective, meaning that whenever they’re talking or explaining with someone, they are sure
and confident of what they’re saying. The highest general weighted mean would be the
45
Liceo de Cabuyao
S.Y. 2019 – 2020
statement 1 with the score of 3.89, while the lowest general weighted mean is the statement 3
with the score of 3.8.
According to Mann et al., (2004) Children with high self-confidence perform better at
school and, later in life, have higher job satisfaction in middle age. Self-esteem is also
strongly linked to happiness, with higher levels of self-esteem predicting higher levels of
happiness. High self-confidence has even been found to increase the chances of survival
after a serious surgical procedure.
The tables 7 shows the effect of the oral skills of the students. The remarks for this
category are very effective, needless to say that the ability of the students to speak in English
is very good. In statement 5 it shows the highest general weighted mean while on the
statement 3 shows the lowest general weighted mean.
According Latham (2005) which presents an evaluation report showing that even in the
United Kingdom advances in the use of oral language were often constrained by lack of
opportunities which teachers provided for pupils to speak at length and to engage in role-play
and similar activities’ so she added to this report that in general, there was a widespread lack
of organization in forming a structural framework for speaking and listening.
Table 7. The level of Communication skills in terms of Oral Skills
SD
46
Liceo de Cabuyao
S.Y. 2019 – 2020
Oral Skills WM Remarks
1. I often use English Language when 3.35 0.88 Moderately Effective
explaining things.
2. I love reading books specially if they are 3.35 0.99 Moderately Effective
written in English.
3. I can recite in English without any 2.97 1 Moderately Effective
struggle.
4. Reading news and articles improves my 3.55 0.93 Very Effective
communication.
5.Watching English shows helps me to learn 4.05 0.88 Very Effective
and improve my communication skills.
General Weighted Mean and Standard 3.45 0.94 Very Effective
Deviation
Table 8.The level of Communication skills in terms of Written Skills
Written Skills WM SD Remarks
47
Liceo de Cabuyao
S.Y. 2019 – 2020
1. Making story using English Language 3.65 1.01 Very
helps my writing skills. Effective
2. I can write a clear sentence structure 3.45 0.81 Very
using English language. Effective
3. Writing in English Language became my 2.91 1.05 Moderately
hobby when I’m bored. Effective
4. I can show my feelings in creating poems 3.05 1.04 Moderately
that is in English Language. Effective
5. Writing essays, poems, etc. helps me to 3.46 1.01 Very
know more advanced English words. Effective
General Weighted Mean and Standard 3.30 0.98 Moderately
Deviation Effective
The table 8 shows the Written skills of the students. The remarks in this category is
moderately good meaning that in terms of the written ability of the students, most of them
have or has the ability. 3.65 is the score of the first statement giving it the highest general
48
Liceo de Cabuyao
S.Y. 2019 – 2020
weighted mean whiles on the statement three it shows the least amount of score making it the
least general weighted mean.
According to Carol Rzadkiewicz Writing skill is a difficult task for it requires prior
knowledge of the language components such as morphology, phonology, syntax, semantics,
and pragmatics. These components serve as broader aspects of language for the underlying
foundation of language skills like vocabulary, capitalization, syllabification, punctuation,
sentence structure, sequential order, and initiation and maintenance of thoughts -Brice.
Table 9. Test of significant effect of using English Language on the Communication Skills of
Grade 9 Students in terms of Widen Knowledge and Oral Skill
Computed t- Critical t-
Criteria Mean Df value value Remarks
Widen-knowledge 3.9145 Significan

109 8.7684 1.6589
Oral skill 3.4547 t
Table 9 shows a significant remark because the computed-t value (8.7684) is greater
than the critical value (1.6589). The df is 109 because n-1 is 109 n stands for the number of
respondents. The gwm of widen-knowledge is 3.9145 while orals skills is 3.4547. It means
that the widen-knowledge is significant when it comes to oral communication.
Maureen Snow Andrade (2009) Differences in educational systems and expectations,
listening skills, professors' use of humor and examples, quantity of reading, direct writing
49
Liceo de Cabuyao
S.Y. 2019 – 2020
styles, critical analyses, class participation, oral communication, and vocabulary present
difficulties
Table 10. Test of Significant effect of using English Language on the Communication Skills
of Grade 9 Students in terms of Good Communication and Oral Skill
Criteria Mean Df Computed t- Critical t-value Remarks
value
Good Communication 4.0490

109 10.5601 1.6589 Significant
Oral skills 3.4547
respondents. The gwm of good communication is 4.0490 while oral skills is 3.4547. It means
communication has a big impact when it comes to oral skills.
According to Aishah (2013) the study investigates whether the oral communication
skills component in the English language syllabuses used by the Malaysian polytechnics
enhances the speaking skills of the students. Specifically, it aims to explore the extent to
which Malaysian polytechnic students are supported in developing their competence in oral
communication skills.
50
Liceo de Cabuyao
S.Y. 2019 – 2020
of Grade 9 Students in terms of Self-Confidence and Oral Skill
Criteria Mean Df Computed t-value Critical t-value Remarks
Self-Confidence 3.6
109 2.7797 1.6589 Significant
Oral Skills 3.4547
respondents. The gwm of self-confidence is 3.6 while oral skills is 3.4547. The Author
Carmine Gallo 2014 talk like ted: The 9 public speaking secrets this book focuses on the
techniques which make you an exceptional speaker. This is the most important pillar of
effective communication skills. When you have effective communication skills, you don’t
fear public speaking. In fact, public speaking becomes a charm
of Grade 9 Students in terms of Widen-Knowledge and Written Skill
Criteria Mean df Computed-t Critical t-value Remarks
value
Widen-Knowledge 3.9145 109 9.0308 1.6589 Significant
Written Skills 3.3036
51
Liceo de Cabuyao
S.Y. 2019 – 2020
respondents. The gwm of widen-knowledge is 3.9145 while writtenskill is 3.3036. It means
the widen-knowledge affects our written skills examples are poems,essay,etc.
Pour-Mohammadi, ZainolAbidin, & Cheong Lai, (2012) Writing instruction focused on
rules of grammar. Today research shows that it is more important to create an environment
that encourages students to take risks in their writing which means less concentration on
conventional rules of writing and more on expression of ideas. To do so, means being less
critical at the beginning of the writing process in terms of errors, be it grammatical or
otherwise. By not being focused on the errors of a writing piece, a student feels permitted to
express his thoughts more freely. Overlooking the grammatical errors and focusing on the
ideas is a skill to be acquired for certain, but a skill that is essential if educators desire a
decrease in student frustration and an increased level of actual writing.
of Grade 9 Students in terms of Good Communication and Written Skill
Criteria Mean Df Computed-t value Critical t-value Remarks
52
Liceo de Cabuyao
S.Y. 2019 – 2020
Good Communication 4.0490

109 11.1500 1.6589 Significant
Table 13 shows a significant remarks which the good communication really connected to
written skills, because the computed-t value (11.1500) is greater than the critical value
(1.6589). The df is 109 because n-1 is 109 n stands for the number of respondents. The gwm
of good communication is 4.0490 while written skills is 3.3036.
Given that Article by English Communication in the Philippines , Communication is
known to be the key factor for the success of any organization, within any kind of an
organizational structure, individuals have to work in collaboration, they need to conduct
meetings, discuss with each other various issues regarding their functions and activities; on
the other hand, if they develop amongst themselves strained relations and hard terms then
they will not be able to work effectively and incur profitability, productivity and goodwill
within the organization. Filipinos are easy to communicate with.
of Grade 9 Students in terms of Self-Confidence and Written Skill
Criteria Mean Df Computed-t value Critical t-value Remarks
Self-Confidence 3.6 109 4.3750 1.6589 Significant
53
Liceo de Cabuyao
S.Y. 2019 – 2020
Table 14 shows a significant remarks because the computed-t value (4.3750) is greater
respondents. The gwm of self-confidence is 3.6 while written skills is 3.3036 which connects
them.
Newstam Lima (2016) Therefore, the aim of this literature review is to find out if the
teachers’ choice of language use in the classroom can affect the students’ motivation to speak
English and if there are other factors that can affect the teachers’ choice of language use. The
results also show that there are many different factors that can affect the teachers’ choice of
language in the classroom, apart from motivation. These factors include the use of the first or
the target language to ensure comprehension, encourage communication, create and maintain
relationships between teachers and students, keep up a good classroom climate, and to uphold
discipline.
Given by the results that are presented, the study revealed that Using English Language on
Communication affects the students effectively whenever they’re using it on communicating.
It all has positive effect.
54
Liceo de Cabuyao
S.Y. 2019 – 2020
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary of findings, corresponding conclusions, and
recommendations.The purpose of this study is to know the effect of using English language
55
Liceo de Cabuyao
S.Y. 2019 – 2020
on the communication skills of Grade 9 students of Liceo de Cabuyao in the school year
2019-2020 to the importance of using English language.
Summary
The effect of English language on the communication skills of grade 9 students. The
main goal of this study is to know the effectiveness and if there’s a significant. The study is
conducted in Liceo de Cabuyao. By the help of age and gender we found out the
demographic profile of the respondents. To know the effect of English language as
communication in terms of widen-knowledge, good communication, self-confidence, oral and
written skills. The total respondents is 110 students of grade 9. We use the descriptive
method to know the effect of English as a communication. The statistical treatment we use is
PFD, SD, GWM and T-TEST.
Findings
Based on the data gathered, the following were the findings of the study:
1.The main objective of our research is to know the effectiveness of using English language
on the communication skills of the Grade 9 students.
56
Liceo de Cabuyao
S.Y. 2019 – 2020
2.It aims to the effects of English language in the communication of the students. The status
of the demographic profile of the students are both age and gender. The age is being
answered by counting all the female and male to get the total percentage of gender. The status
of effect of using english language on the communication skills in terms of widen-
knowledge, good communication, self-confidence and the level of communication skills in
terms of oral and written. All factors for this study is being answered through the survey
taken by the respondents.
3.The number of Grade 9 is 152 students we use a Slovin’s formula with the margin of 5% to
know the respondents .
4.It presented the use of descriptive method on the study. The researchers takes on carrying
out
the research project.
5.The procedures that we conducted on our research is through survey to get the effects of all
the factors given on the SOP, the treatment for the data that we used are PFD,GWM,SD and
t-test.
Conclusion
1.The main objective is to know if there’s a significant effect of using English language on
the communication skills of the student. The study showed that English language has a huge
significant effect on the communication skills.
57
Liceo de Cabuyao
S.Y. 2019 – 2020
2.The result showed that a lot of the students are good at communication as well as widen-
knowledge, while having a rough time on developing their oral and written skill, but many of
students lack when it comes to confidence regarding or when it comes to English language.
3.The number of the students are a total of 110 students to help us got the total we use the
slovin’s formula.
4.With the used of the descriptive method we found out that English language has an effect
on the communication skills of the students, as well as most of them has the ability in good
communication but lack when it comes to oral, written, and confidence.
5.We found out that the study has alternative hypothesis it means it has significant. We knew
at where the students are good at as well as where they’re not good at should practice more.
Recommendation
With the findings and conclusions, the researchers would like to offer the following
recommendations:
1.Students must know the importance of speaking English Language. Because they think
speaking English language is just part of their subject.
2.It would be better if the school add more creative English activities that the students surely
learn and enjoy.
3.Further more research the students must boost their self confidence and face their fear
especially in speaking English.
58
Liceo de Cabuyao
S.Y. 2019 – 2020
4.The students should start learning basic English language because it really has big impact
and it will help their life and future.
5.Further research in this field would be a great help if the English teacher practice their
students to speak English in the class even it is not correct grammar at least they try.
6. Future researchers may use this as their reference when doing another research work about
the effects of using English language on the communication skill
Bibliography
Introduction and Background of the Study
http://www.healthofchildren.com/L/Language-Development.html
Little John (2002) Theories and Model of Communication
https://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/library_and_information_science/
knowledge_society/05._theories_and_models_of_communication/et/4305_et_et.pdf
Theoretical Framework
Cognitive Theory Theories and Model of Communication
https://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/library_and_information_science/
knowledge_society/05._theories_and_models_of_communication/et/4305_et_et.pdf
Foreign Literature
59
Liceo de Cabuyao
S.Y. 2019 – 2020
Aishah (2013) An investigation into the oral communication skills component in the English
language syllabuses of the Malaysian polytechnics
http://oleg.lib.strath.ac.uk/R/?func=dbin-jump-full&object_id=22640
Latham (2005) Correlation between Self-confidence and Speaking Skill of English Language
Teaching and English Language and Literature
https://dergipark.org.tr/en/download/article-file/49980
Maureen Snow Andrade (2009) The Effects of English Language Proficiency on Adjustment
to University Life https://www.tandfonline.com/doi/full/10.1080/19313150802668249?
scroll=top&needAccess=true
Richards and Parker (2008) Correlation between Self-confidence and Speaking Skill of
English Language Teaching and English Language and Literature
https://dergipark.org.tr/en/download/article-file/49980
Bénabou&Tirole, (2002) What is Self Confidence
https://positivepsychology.com/self-confidence/
Mann et al., (2004) What is Self-Confidence
60
Liceo de Cabuyao
S.Y. 2019 – 2020
https://positivepsychology.com/self-confidence/
Carmine Gallo ( 2014)Top 10 Books On How to improve Effective Communication Skills
https://www.yodiz.com/blog/effective-communication-skills-how-to-improve-by-10-top-
books/
Z.Hereford Good Communicatio Skills Key to any succes
https://www.essentiallifeskills.net/goodcommunicationskills.html
Barbara F.H Allen Teaching English as a second or foreign language: an annotated
bibliography of journals in the field
https://www.emerald.com/insight/content/doi/10.1108/01604959910256517/full/html
Effective Strategies for Improving Writing Skills of Elementary English Language Learners
https://files.eric.ed.gov/fulltext/ED556123.pdf
Local Literature
English Communication in the Philippines,
https://englishstudyphilippines.com/english-communication-philippines/
Victor N. Sugbo Language policy and local literature in the Philippines
61
Liceo de Cabuyao
S.Y. 2019 – 2020
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.549.3083&rep=rep1&type=pdf
Jeffrey Lee SvobodaTeaching English in the Philippines
https://dc.ewu.edu/theses/92/
Leandro N. Opetina and Marian Jeanette G. LaxaFactors Influencing English Language
Proficiency of TIP freshman students of TIP Manila
https://ejournals.ph/article.php?id=9117
Foreign Studies
J.C. Richards (2006) Applying Communicative Approach in Teaching English Language as a
Foreign.
https://www.ugr.es/~portalin/articulos/PL_numero20/12%20%20Saeed.pdf
Carol RzadkiewiczThe Related Literature and Studies English Language Essay
https://www.ukessays.com/essays/english-language/the-related-literature-and-studies-english-
language-essay.php
Beare (2012) The Related Literature and Studies English Language Essay
62
Liceo de Cabuyao
S.Y. 2019 – 2020
language-essay.php
Richards, J. C. (2006) The Related Literature and Studies English Language Essay
language-essay.php
Mary Milne (2018) Why study English as a second language?
https://www.wallstreetenglish.com/blog/why-study-english-as-a-second-language/
Ojanperä, Olga (2014) Effects of Using English in Business Communication in Japanese
http://jultika.oulu.fi/Record/nbnfioulu-201402131106
Newstam Lina (2016)To speak or not to speak English during English lessons: A literature
study on language use in the elementary classroom
http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A940666&dswid=5362
Local Studies
J. William Carpenter (2019) Philippines: A Friendly Country for English Speakers
63
Liceo de Cabuyao
S.Y. 2019 – 2020
https://www.investopedia.com/articles/personal-finance/012516/philippines-friendly-country-
english-speakers.asp
Mike Cabigon (2015) State of English in Philippines: Should We Be Concerned
https://www.britishcouncil.ph/teach/state-english-philippines-should-we-be-concerned-2
2000 Philippine census THE PROSPECTS OF MULTILINGUAL EDUCATION AND
LITERACY IN THE PHILIPPINES
https://www.seameo.org/_ld2008/doucments/Presentation_document/
NolascoTHE_PROSPECTS_OF_MULTILINGUAL_EDUCATION.pdf
Social Weather Stations (2008)Firsy Quarter 2008 Social Weather Survey:National
proficiency in English
https://www.sws.org.ph/swsmain/artcldisppage/?artcsyscode=ART-20151217102849
Hello! We, the researchers, we enlisting your help in completing this survey for the completion of the
study. The purpose of this study is to examine the “EFFECTS OF USING ENGLISH
LANGUAGE ON THE COMMUNICATION SKILLS OF GRADE 9 STUDENTS OF LICEO
DE CABUYAO”.
This information will be used solely for this study and for the research paper. Your answers
are entirely confidential and will not be reported back to your English teacher.
64
Liceo de Cabuyao
S.Y. 2019 – 2020
Good Communication 5 4 3 2 1
1. Practicing, reading and writing in English leads me to good communication.
2. Good Communication increase my speaking styles and ways of expression.
3. Experiencing good communication while using English Language gives us a
positive feedback.
4. I use every way in understanding English because I know this will help me on
achieving good communication.
5. Communicating to other people using English Language helps me a lot to improve
my English speaking.
Thank you for taking a few minutes out of your busy schedules to help us conduct our
study.
Name: ____________________________ Age: ___________ Gender: ___________
Direction: Put a check on the column that correspond on the requisition of the statement.
Widen-Knowledge 5 4 3 2 1
1. I can understand English word without using dictionary.
2. Whenever I’m reading English books my knowledge in English
increases.
3. Studying English helps me more chances in answering English
activities.
4. I watch videos that shows videos on how to speak in English as one
way of learning.
5. Practicing English language was very helpful because I can
communicate with foreign people.
Self-Confidence 5 4 3 2 1
1. Learning English increases my self confidence in every aspect.
2. I can communicate with other people using English Language.
3. If I can’t understand the phrase or the word that is used in a sentence, I study
more and increase myself.
4. I speak in English even if it is in wrong grammar.
5. I can participate in English events because I trust myself.
Oral Skills 5 4 3 2 1
65
Liceo de Cabuyao
S.Y. 2019 – 2020
1.I often use English Language when explaining things.
2.I love reading books specially if they are written in English.

3.I can recite in English without any struggle.
4.Reading news and articles improves my communication.
5.Watching English shows helps me to learn and improve my communication skills.
Written Skills 5 4 3 2 1
1. Making story using English Language helps my writing skills.
2. I can write a clear sentence structure using English language.
3. Writing in English Language became my hobby when I’m bored.
4. I can show my feelings in creating poems that is in English Language.
5. Writing essays, poems, etc. helps me to know more advanced English words.
66
Liceo de Cabuyao
S.Y. 2019 – 2020
Curriculum Vitae
Justin Jade A. Decena

09152841054
Justindecena03@gmail.com
Blk 1 Lot 42 Sta.Rosa Homes,Dita, City of Sta.Rosa, Laguna
May 03, 2003
CAREER OBJECTIVES To seek a challenging position in a growth-oriented company in

order to utilize my education, skills, interests, abilities and training
to become more competitive for a long-term development.
TECHNICAL SKILLS  Work Well in a Team

 Microsoft Office
 Social Media
PERSONAL SKILLS  Decision Making

 Passionate and willing to learn
 Self-motivation
EDUCATION High School (2016-2020)

 Liceo de Cabuyao
A. Mabini St. Brgy. Uno. City of Cabuyao, Laguna
Grade School (2008-2016)
 Queen Anne School
67
Liceo de Cabuyao
S.Y. 2019 – 2020
Sta Rosa Homes St, Sta. Rosa Homes, Sta. Rosa City
Laguna
 Liceode Cabuyao
ACHIEVEMENTS/ Awards
RESPONSIBILITIES Grade 6 – Athlete of the Year (2015-2016)
Responsibilities
Classroom Officer – Peace Officer (S.Y.2017-2018)
Leadership Training
SEMINARS
Liceo de Cabuyao
ATTENDED June 28, 2019
Career Orientation
Liceo de Cabuyao
November 13, 2019
Liceo Youth Fest

San Pablo Youth Commission - SPYC SocCom
Laguna Sports Complex Bubukal Sta. Cruz, Laguna
November 22-23 , 2019
CHARACTER Ms. ShanninSaguinsin

REFERENCES Teacher
Sta.Cruz, Laguna
09495609027
Ms. KristlynCubacob
Teacher
Sta.Cruz, Laguna
0955722715
I hereby certify that the above information is true and correct to the best of my
knowledge and belief.
68
Liceo de Cabuyao
S.Y. 2019 – 2020
JUSTIN JADEA. DECENA
Applicant
Shan Yuanne Dominique

A. Dela Cruz
09083716959
yuannedc33@gmail.com
Blk1 Lot 5 MariquitaPh 2 Brgy. Dita City of Sta.Rosa, Laguna
March 29, 2004
CAREER OBJECTIVES To work in an organization that will provide me an opportunity to

grow and utilize my potentials and capabilities towards the
accomplishment of its goal.
TECHNICAL SKILLS  Social Media

 Computer Skills

 Good in time management
 Self-motivation
 Flexibility
 Dita Elementary School
 Dita, Sta. Rosa, Laguna
69
Liceo de Cabuyao
S.Y. 2019 – 2020
 Liceo de Cabuayo
ACHIEVEMENTS Awards
Grade 4 – Most Industrious (2013-2014)
Grade 5- Athlete of the Year (2014-2015)
Grade 6 – Athlete of the Year (2015-2016)
Grade 7 – Athlete
Leadership of the year (2016-2017)
Training
SEMINARS
Gradede
Liceo 8 –Cabuyao
Athlete of the Year and Conduct Award (2017-
ATTENDED 2018)28, 2019
June
Career Orientation
Liceo de Cabuyao
November 13, 2019
Liceo Youth Fest

November 22-23 , 2019

REFERENCES Teacher
Sta.Cruz, Laguna
09495609027
Mr. Joel Mabal

Computer Graphic Designer
Sta.Rosa, Laguna
09465552434
I hereby certify that the above information is true and correct to the best of my knowledge
and belief.
SHAN YUANNE DOMINIQUE A. DELA CRUZ

Applicant
70
Liceo de Cabuyao
S.Y. 2019 – 2020
Rachelyn P. Esona
09108043205
esonarachelyn@gmail.com
Blk 6 Lot 35 Sta. Rosa Homes, Dita, City of Sta.Rosa Laguna
July 18, 2004
CAREER OBJECTIVES Pursuing for a job which allows me to grow professionally, which
effectively utilizing my versatile skill set to help promote your
corporation and exceed team goals.
TECHNICAL SKILLS  Task Management

 Social Media
 Professionalism
PERSONAL SKILLS
 Motivation
 Learning Skills

A. Mabini St. Brgy. Uno. City of Cabuyao,
Laguna
 Cabuyao Central Elemantary School
ACHIEVEMENTS/ 256 S.OsmenaSt.Cityof Cabuyao Laguna
Awards
RESPONSIBILITIES Grade 2 – Honor Student (2011-2012)
Grade 4- Honor Student (2013-2014)
Grade 6 – Honor Student (2015-2016)
Grade 7 – Best in TLE (2016-2017) 71
Liceo de Cabuyao
S.Y. 2019 – 2020
Responsibilities
Ushers and Collectors Ministry– Member (S.Y.2018-2020)
Leadership Training
SEMINARS
Liceo de Cabuyao
Career Orientation
Liceo de Cabuyao
November 13, 2019
Liceo Youth Fest

November 22-23 , 2019

REFERENCES Teacher
Sta.Cruz, Laguna
09495609027
Mr. TotiDela Rosa

Brgy.Captain
Dita, Laguna
09289432946
RACHELYN P. ESONA
Applicant
72
Liceo de Cabuyao
S.Y. 2019 – 2020
Micka Alessandra R.Goc

09062024452
micka_goc14@gmail.com
Blk27 Lot 21 Grand Acacia Grove Subdivision
Brgy. Banay-Banay City of Cabuyao, Laguna
October 14, 2003
CAREER OBJECTIVES To work independently, offer my service and determination to be

an asset to your company throughout the duration of my job.

PERSONAL SKILLS  Learning Skills

 Motivation
EDUCATION
High School (2017-2020)
Laguna
 Shepherds Flock School of Cabuyao
ACHIEVEMENTS DME Compound Brgy. Pulo City of Cabuyao
Awards
Grade 6 – Most Cooperative (2015-2016)
Leadership Training
SEMINARS
Lice de Cabuyao
ATTENDED
73
Liceo de Cabuyao
S.Y. 2019 – 2020
June 28, 2019
Career Orientation
Liceo de Cabuyao
November 13, 2019
Liceo Youth Fest

November 22-23 , 2019
CHARACTER Mr. Cris De leon

REFERENCES Brgy.Councilor
Banay-Banay, Laguna
09237440928
Ms. ShanninSaguinsin
Teacher
Sta Cruz, Laguna
09550752298
MICKA ALESSANDRA R. GOC

Applicant
74
Liceo de Cabuyao
S.Y. 2019 – 2020
Luigi Mike P. Ortiz

09611947575
Mikeluigi@gmail.com
Blk 6 Lot 23 Console Village Brgy.Dita, Sta.Rosa City, Laguna
June 10, 2004
CAREER OBJECTIVES To be an expert in my area of work, with passion for challenges,

innovation and working with people and communities.
TECHNICAL SKILLS  Have ability to multitask

 Social Media

 Time Management
 Open Personality

Laguna
 Cabuyao Central Elemantary School
256 S.OsmenaSt.Cityof Cabuyao Laguna
Nursery –Honorable Student (2008-2009)
75
Liceo de Cabuyao
S.Y. 2019 – 2020
Leadership Training
SEMINARS
Liceo de Cabuyao
Career Orientation
Liceo de Cabuyao
November 13, 2019
Liceo Youth Fest

November 22-23 , 2019

REFERENCES Teacher
Sta Cruz, Laguna
09550752298
Ms. KristlynCubacob
Teacher
Sta Cruz, Laguna
09557227157
LUIGI MIKE P.ORTIZ

Applicant
76
Liceo de Cabuyao
S.Y. 2019 – 2020
Mark Angelo R. Palacio

09051280585
gelopalacio0623@gmail.com
Blk 27 Lot 23 Phase 1 Celestine Homes Subdivision
Brgy. Marinig City of Cabuyao, Laguna
June 23, 2004
CAREER OBJECTIVES To obtain a job within my chosen field where I can efficiently
contribute my skills and abilities acquired that will allow me to use
my knowledge and past experiences in a way that is mutually
beneficial for the future growth and advancement of myself.

 Microsoft Office ( MS Word )
 Analytical
PERSONAL SKILLS  Good Verbal and Communication Skills

 Good Organizational and interpersonal Skills
 Reliable and Responsible

Grade School(2008-2017)
 Lady of Rose Academy Inc.
Blk 10 Lot 14, 16, 17 Rosario Village Brgy. Sala City of
Cabuyao Laguna
77
Liceo de Cabuyao
S.Y. 2019 – 2020
Leadership Training
SEMINARS
Liceo de Cabuyao
Career Orientation
Liceo de Cabuyao
November 13, 2019
Liceo Youth Fest

November 22-23 , 2019

REFERENCES Teacher
Sta.Cruz, Laguna
09550752298
Mr. Razel B. Munsod

Teacher
Los Banos, Laguna
09051280585
MARK ANGELO R. PALACIO

Applicant
78
Liceo de Cabuyao
S.Y. 2019 – 2020
Checkie Van R.Panghulan

09493365031
checkiepanghulan018@gmail.com
245 A Brgy. San Isidro City of Cabuyao, Laguna
September 18, 2003
CAREER OBJECTIVES To develop a professional career where I can apply the knowledge
and skills that I have learned through rigid study in the university
where I earned my bachelor’s degree.
TECHNICAL SKILLS  Classroom Management

 Social Media

 Leadership
 Flexibility
Laguna
 Shepherds Flock School of Cabuyao
DME Compound Brgy. Pulo City of Cabuyao
79
Liceo de Cabuyao
S.Y. 2019 – 2020
RESPONSIBILITIES Grade 4 – Scouter of the year and Most Industrious (2013-
2014)
Grade 5 – Scouter of the year (2014-2015)
Grade 6 – Scouter of the year, Most Industrious, Most
Cooperative (2015-2016)
Grade 7 – Athlete of the year (2016-2017)
Grade 8 – Leadership Awardee, Outstanding Homeroom
Officer (2017-2018)
Grade 9 – Most Cooperative (2018-2019)
Responsibilities
Classroom Officer – President (S.Y.2018-2020)
Catechist – Member (S.Y. 2017-2019)
Liceo de Cabuyao GSP – Peace Officer (S.Y. 2019-2020)
Leadership Training
SEMINARS
Liceo de Cabuyao
Catechetical Day 2019

Liceo de San Pablo
September 26, 2019
Career Orientation
Liceo de Cabuyao
November 13, 2019
World Youth Day

February 16-17, 2019
Liceo Youth Fest

80
Liceo de Cabuyao
S.Y. 2019 – 2020
November 22-23 , 2019
CHARACTER Mr. RazelB. Munsod

REFERENCES Teacher
Los Banos, Laguna
09094036037
Mr. Emerson L.Devoma

Brgy.Captain
San Isidro, Laguna
09282528946
CHECKIE VAN R. PANGHULAN

Applicant
81

Effects of Using English Language On The Communication Skills

Uploaded by

Copyright:

Available Formats

You might also like

Effects of Using English Language On The Communication Skills

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Effects of Using English Language On The Communication Skills

Uploaded by

Copyright:

Available Formats

San Pablo Diocesan Catholic Schools System

A. Mabini St. Bgry. Uno Cabuyao City Laguna

Junior High School Thesis Writing

S.Y. 2019 – 2020