INSTRUCTIONAL PRACTICES USED BY

SECONDARY SCHOOL TEACHERS IN IMPROVING

THE SKILLS IN ENGLISH LANGUAGE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 642-657
Document ID: 2023PEMJ888
DOI: 10.5281/zenodo.8132266
Manuscript Accepted: 2023-9-7
Psych Educ, 2023, 10: 642-657, Document ID:2023 PEMJ888, doi:10.5281/zenodo.8132266, ISSN 2822-4353
Research Article

Instructional Practices Used by Secondary School Teachers in

Improving the Skills in English Language
Marvin T. Ballesteros*, Jeger P. Paragas
For affiliations and correspondence, see the last page.
Abstract
This study is concerned with the level of utilization of instructional practices and strategies used by
Secondary School Teachers in improving the skills in English language in Fifth District of Pangasinan,
Pangasinan Schools Division II for SY 2022 – 2023.Specifically, this study determined the level of utilization of
instructional practices and strategies used by Secondary School Teachers in improving the skills in English
language along reading comprehension, listening comprehension, viewing comprehension, vocabulary
development, literature and writing and composition. This study (1) looked into the profile of the respondents in
terms of age, sex, highest educational attainment, teaching position, number of years teaching English, and
number of related trainings attended. (2) it also looked into the public secondary school teachers level of
utilization of instructional practices and strategies used by Secondary School Teachers in improving the skills in
English language. (3) the significant difference in the level of utilization of instructional practices and strategies
used by Secondary School Teachers in improving the skills in English language across the profile variable. (4)
the significant relationships between the teacher’s level of utilization of instructional practices and strategies
used by Secondary School Teachers in improving the skills in English language and the profile variables. To
address the foregoing problems raised in this study, statistical measures were used for data analysis and
interpretations. These are the frequency counts (f) and percentage (%), the average weighted means (AWM), the
Analysis of Variance (ANOVA) and Pearson Product Moment of Coefficient Correlation were used.This study
found out that most of the respondent teachers belong to the age bracket 20 - 29 years old that is 20 or 37.7
percent, 67.9 percent of the respondents are female, there are 30 or 56.6 percent of the respondents have earned
their MA Units, most of the respondents occupy Teacher III position which is 31 or 58.8 percent. The level of
utilization of instructional practices used by teachers in improving the English language skills of students with a
grand overall weighted mean of 4.17 which is also described as “Utilized”The result of this study, the level of
utilization of instructional practices and strategies used by Secondary School Teachers in improving the skills in
English language had a GOWM of 4.17 which described as “Utilized”. This study recommends that the public
secondary school teacher respondents should take their own initiative to pursue the highest educational degree
which is the Graduate and Post Graduate degree and should undergo professional upgrading through higher level
of trainings and seminar workshops. Also recommended are using more appropriate and relevant variables
should be explored to better determine the level of utilization of instructional practices used by teachers in
improving the English language skills of students. The teachers should give more time on improving the reading
comprehension of the students by utilizing different instructional practices and strategies in teaching. Further
research may be conducted to determine the level of utilization of instructional practices used by teachers in
improving the English language skills of students from another perspective.

Keywords: instructional practices and strategies, language skills, interactive activities

strategies used in schools today? In the United States

Introduction
Effective teaching strategies and practices are the
methods, procedures, or various processes that an
educator uses during classroom instruction. These
strategies and practices are the vehicle to
which teachers drive their instruction to meet
standards and reach their students’ educational needs.
Teachers need to have a wealth of knowledge in
various teaching strategies and a bucket of these
strategies to choose from. This helps educators engage
their learners and keep their classrooms actively
participating in the learning process. What role do
teaching strategies play in classroom instruction,
student learning, and what are some effective teaching
of America (USA), Bouslog (2019) said that teaching
strategies play an important role in classroom
instruction. Without the use of a strategy, teachers
would be aimlessly projecting information that doesn’t
connect with learners or engage them. Strategies help
learners participate, connect, and add excitement to the
content being delivered. As students become familiar
with the various strategies teachers use, some can even
apply those strategies independently as they learn new
material. Every student that comes into your classroom
is unique. They enter with different background
experiences, different beliefs, and different interests. It
should then come as no surprise that students have
different ways of learning new material. That is why
differentiation is so important. Differentiation provides

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Research Article
personal learning strategies for every student. It gives
students the opportunity to learn content in the way
their brain learns best. In reading, this can mean
grouping students with others in the same ability level
It can also mean providing students with activities that
best suit their learning styles. For example, some
students may work on a word hunt while others are
writing a summary, and still others may choose to
draw a picture to show what they learned.
Teaching is a dynamic and demanding profession.
Investing some time to take up professional
development coursesis a great way to keep up with
new research and meth ods relevant to the
classroom. With educational practices and policies
constantly getting upgraded, such courses are perfect
to interact with like-minded teachers to share inputs
and ideas that can be used in teaching practice. Every
teacher is unique and so is their classroom. So, what
might work for your classroom may be entirely
different than what may work for your colleagues. By
using a combination of teaching strategies and
changing the mix every once in a while, your
classroom is sure to become an enriching environment
for you and your students. Teaching strategies are your
preferred choice to include in your practice. In today’s
world, the global spread of English is “unprecedented
and unparalleled” (Seidlhofer, 2011). English has
become the preferred language of choice for
international communication in a variety of domains,
thus gaining the status as a lingua franca. As such,
English language skills have been recognized in Korea
as essential skills to acquire in order to be successful in
a globalized society. English is a core element of the
secondary school curriculum, and college students
study English to find good jobs after graduation. From
a young age, Korean children spend many hours every
week studying English and often go to private English
academies and institutes to improve their English
language skills (Kang, 2014). Similar to Japan
(Takeuchi, 2013), books on how to study English are
abundant in bookstores. In short, there is a keen
interest in what it takes to be a successful language
learner.
English as an international language has a big role in
many aspects in Indonesia, such as international
relationships, economics, education, and etc. English is
also a significant requisite for gaining a good job
(Nunan, 2015). As a foreign language, English is
easier to be learnt when learners are young as a child is
an active learner and thinker. So, children will be more
active in learning language than adults, and they will
understand easier than adults. That is why we should
teach English as a foreign language especially to
children who are between five and twelve years old in
order that they are able to learn the language well.
Ballesteros & Paragas
Teaching English language skills as a foreign language
to young learners is challenging. Teachers should
consider many things in order to engage young
learners in learning. Oktavia (2021) identified two
main themes related to the challenges and the teachers’
strategies in teaching English language skills to young
learners. Teachers in this study were challenged to
teach the four English language skills to young
learners. Particularly, they were challenged not only to
teach language skills but also to motivate them in
learning as their behaviors are unpredictable in the
classroom. In her study, it was found that four
strategies were implemented in teaching English
language skills to young learners including playing
games, using songs, providing a lot of practices, and
memorizing.Teachers are responsible for providing
stu d en ts an ap p ro p ria te ed u cation using
effective instructional practices in the process. The
right to be taught effectively shifts the focus
from where students learn, to how their instruction is
actually provided. The Department of Education now
requires that professional development be made
available to teachers and administrators so they might
use practices proven to be effective with a variety of
learners. In responding to students’ learning needs,
teachers have a responsibility to understand and
properly implement educational practices based on the
latest research.
Instructional practice refers to how lessons are
delivered, received, and experienced by students. The
multitude of instructional practices typically fall under
major categories such as “teacher directed” and
“student centered. Instructional practices are
techniques that educators use to ensure that students
learn academic content. The goal of instructional
practices is to produce independent learners who are
able to apply what is learned and expand upon it as
necessary.The best practices are the techniques and
teaching aids. They are flexible and can be adapted to
fit any kind of curriculum that is being taught. They
focus on methods the teacher can use to improve the
student experience and equip them with better
knowledge of the language. The practices are not
associated with any specific curriculum type. And can
be changed to suit any class type and any level of
English teaching. The best practices are so called
because they have been put to test many times and
have proved to be useful when applied. These
practices are aimed at making the teaching more
effective and focused. These keep the student in mind
and offer available solutions so that each student is
able to complete their learning objectives.
We teachers are always looking to innovate, it's
essential that we try new things to add to our
pedagogical bag of tricks. But it's important to focus
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Research Article
on purpose and intentionality -- and not on quantity.
So, what really matters more than "always trying
something new" is the reason behind why we do what
we do.Teachers’ practices and attitudes are important
for understanding and improving educational
processes. They are closely linked to teachers’
strategies for coping with challenges in their daily
professional life and to their general well-being, and
they shape students’ learning environment and
influence student motivation and achievement.
Furthermore, they can be expected to mediate the
effects of job-related policies – such as changes in
curricula for teachers’ initial education or professional
development – on student learning.
Alber (2015) suggested some of the best instructional
practices like, teacher clarity, when a teacher begins a
new lesson with students, clarifies the purpose and
learning goals, and provides explicit criteria on how
students can be successful. It's ideal to also present
models or examples to students so they can see what
the end product looks like. Another is classroom
discussion that teachers need to frequently step
offstage and facilitate entire class discussion. This
allows students to learn from each other. It's also a
great opportunity for teachers to formatively assess
(through observation) how well students are grasping
new content and concepts.Instructional practices
include all approaches that a teacher may take to
engage students in the learning process actively.
These instructionalpractices drive a teacher's
instruction as they work to meet specific learning
objectives and ensure that their students are equipped
with the tools they need to be successful. Effective
instructional practices meet all learning styles and the
developmental needs of all learners. Teachers must be
equipped with a well-rounded arsenal of effective
instructional practices to maximize their effectiveness
and to increase student learning opportunities.
Teachers are best served when they utilize a variety of
instructional practices as opposed to one or two.
Variety ensures that students are never bored. It also
ensures that students will likely be exposed to
instructional practices that align with their preferred
individualized learning style. Students will enjoy being
taught with a variety of instructional practices and are
likely to stay engaged longer. Ultimately, a teacher
should align the instructional practices they are using
with the students they are serving and the content they
are teaching. Not every instructional practice will be
the perfect fit for every situation, so teachers must
become adept at evaluating which practices will be the
best fit.In United Kingdom, Anilkumar (2022) said
that the very best language educators can often be
Ballesteros & Paragas
identified by their commitment to creative and
innovative classroom teaching strategies. They’re
constantly trying new language teaching methods to
engage their students and experimenting with new
teaching tools to improve learning outcomes. These
language teachers understand that there’s no quick fix
that they can deploy to help students quickly become
fluent in their target language. Instead, there are some
common, evidence-based teaching strategies and
approaches which can help make a difference. There
are strategies and approaches to language teaching
which can support language educators looking for
some inspiration to improve their teaching practice.
It’s worth noting that none of these strategies and
approaches should be considered “the best” since
every classroom, educator and student is different. Our
advice is rather that educators should try them out,
tailoring them to their specific context and reviewing
the impact they have. In United Kingdom they use the
following strategies in teaching English, Teach the
Vocabulary, Explicit Instruction, Effective
Questioning Techniques, Differentiation,
Metacognition, Collaborative learning, Modelling and
Scaffolding. They also used in their classroomthe
Communicative language teaching (CLT), Task-based
language teaching (TBLT), Content and language
integrated learning (CLIL), Cooperative Language
Learning (CLL), The Direct Method, Grammar-
Translation, Total Physical Response, The Silent Way
and The Natural approachTeaching English Language
of the K to 12 Curriculum in the Philippines for junior
high school focused on Reading Comprehension,
Listening Comprehension, Viewing Comprehension,
Vocabulary Development, Literature, Writing and
Composition, Grammar Awareness and Oral Language
and Fluency.Effective utilization of instructional
practices are the methods, procedures, or various
processes that the teacher uses during classroom
instruction. These instructional practices are the
vehicle to which teachers drive their instruction to
meet standards and reach their students’ educational
needs. Teachers need to have a wealth of knowledge in
various instructional practices and a bucket of these
practices to choose from. This helps educators engage
their learners and keep their classrooms actively
participating in the learning process.
Instructional practices play an important role in
classroom instruction. Without the use of these
practices, teachers would be aimlessly projecting
information that doesn’t connect with learners or
engage them. The instructional practices of teachers
help learners participate, connect, and add excitement
to the content being delivered. As students become
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Research Article
familiar with the various instructional practices of
teachers use, some can even apply those practices
independently as they learn new material.Meador
(2019) said that educators who use effective
instructional practices allow students to make
meaningful connections between concepts learned in
class and real-life situations. They offer an opportunity
for students to demonstrate their knowledge and
course correct on their own when needed.
Research Questions
This study determined the level of utilization of
instructional practices and strategies in English
language teaching of public secondary school teachers
for school year 2022 – 2023. Specifically, this study
will answer the following questions:
1. What is the profile of the respondents in terms of the
following:
1.1 Age;
1.2 Sex;
1.3 Highest educational attainment;
1.4 Teaching position;
1.5 Number of years teaching English 8;
1.6 Number of related trainings attended; and
1.7 Instructional strategies used by teachers?
2. What is the level of utilization of instructional
practices used in English language in improving
language skills along:
2.1 Reading Comprehension;
2.2 Listening Comprehension;
2.3 Viewing Comprehension;
2.4 Vocabulary Development;
2.5 Literature; and
2.6 Writing and Composition?
3. Are there significant relationship in the level of
utilization of instructional practices used in English
language in improving language skills across their
profile variables?
4. Are there significant differences in the level of
utilization of instructional practices used in English
language in improving language skills and their profile
variables?
5. What interactive activities can be proposed to
improve the English language skills of learners? AC
Methodology
Research Design and Strategy
The researcher used the descriptive survey method of
research that is concerned with the description of data
and characteristics about a population.
Ballesteros & Paragas
The goal was the acquisition of factual, accurate and
systematic data that can be used in averages,
frequencies and similar statistical calculations and to
answer the problems in this study. This determined the
level of utilization of instructional practices in English
language teaching of public secondary school teachers.
The researcher employed this research method to gain
more realistic and valid information regarding the level
of utilization of instructional practices in English
language teaching of public secondary school
teachersDescriptive survey method is a method of
which surveys, describes and interprets what is; and
reveals a condition of relationship that exists or do
not exist, practices that prevail or do not prevail,
beliefs or points of view. The word survey indicates
the gathering of data from place to place and from
group to group. Information is sought on current
conditions, communities, agencies and institutions. It
refers also to the characteristics, status, or practices of
individuals or a particular group, Calmorin (1995).The
descriptive method of research was used in the study.
Good and Scates (1991) defined the descriptive
method of research as a method for gathering evidence
relating the current or present conditions concerning
the nature of a group of persons, a number of subjects,
or class of events and may involve the procedure of
introduction analysis, clarification, enumeration of
measurement. Gay (1976) defined descriptive research
as involving collection of data in order to answer
questions concerning the current status of the subject
of the study.Descriptive research is an observational
method that focuses on identifying patterns in data
without making inferences about cause-and-effect
relationshipsbetween variables.
Population and Locale of the Study
The subjects of this study were the public secondary
school teachers teaching English language in the Fifth
District of Pangasinan, Pangasinan Division II for the
S.Y. 2022 – 2023. All mother high school public
secondary school teachers teaching English language
are respondents of this study in the Fifth District of
Pangasinan, Pangasinan Division II are the
respondents in this study.
Data Gathering Tool
The researcher used questionnaire checklist instrument
specifically made for the study based on the K to 12
Curriculum.The questionnaire-checklist was evaluated
by his adviser and other experts like Education
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Program Supervisor, Head Teacher, and Master

Teacher. The suggestions were be incorporated in the respondents in this study. In this study, the Secondary
final draft. The questionnaires finalized after its School Teachers of Fifth District of Pangasinan
approval by the examination committee.The main Division II were taken as respondents. They were
objective of the validation is to ascertain that every categorized according to certain variables.
question is clearly understood and within the
experience of the actual respondents of the study. The Table 1. Profile of the Respondents N = 53
questionnaire was validated by a Master teacher,
Principal, Program Specialist and Program Supervisor.
This will ensure that the respondents will not find
difficulty in answering the questionnaire and the data
to be gathered would be valid and reliable.

Data Gathering Procedure

Before administering the research instrument,

permission was secured from Schools Division
Superintendent of Pangasinan Division II, and the
School Heads. The researcher personally distributed
and administered the questionnaires to all public
secondary school teacher respondents in the Fifth
District of Pangasinan, Pangasinan Division
II. Likewise, the researcher personally retrieved the
same questionnaires. The responses and data obtained
will be kept confidential by the researcher to ensure
the highest degree of objectivity of responses.The
respective public secondary school teachers of the
institutions were informed and oriented by the
researchers regarding the purpose of the study.

Results and Discussion

Specifically, it presents the four significant parts of the

study through which the data gathered had been
discussed. These includes the profile variables of the Age. In terms of age, majority of the respondent public
respondents, level of utilization of instructional secondary school teachers belong to age bracket 20 -
practices used by Secondary School Teachers in 29 that is 20 or 37.7 percent, while the rest belong to
improving English language skills, the significant
age bracket 30 - 39, 15 or 28.3 percent, 40 - 49, 8 or
differences between the level of utilization of
15.1 percent, and 60 years and above is 10 or 18.9
instructional practices used by Secondary School
percent. This could mean that the respondent teachers
Teachers in improving English language skills across
are just in their prime age of maturity suited and
their profile variables and the significant relationship
capable for active and effective delivery of instruction
between the level utilization of instructional practices
to develop the English language skills of the learners.
used by Secondary School Teachers in improving
English language skills and their profile variables. Sex. The same table shows that the respondent
teachers are dominated by females that is 36 or 67.9
Profile of the Respondents
percent while 17 or 32.1 percent were males. This
means that the male group of respondents is
Some variables related to the profile of the respondent
outnumbered by the female group considering that
teachers in Pangasinan Division II are herein
teaching is a female dominated profession as observed
considered. Such variables included was age, sex,
highest educational attainment, teaching position, in the different public schools in the country as well as
number of years teaching English, number of related in other countries. According to Wood (2012), one of
training and instructional strategies used by the teacher

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Research Article
the reason why there are more female is, female
teachers are more nurturing and sensitive to their
students’ needs than are their male colleagues.
Additionally, women teachers focus on a child's
holistic development. Women are naturally equipped
with skills to handle learners and better understand
their social and emotional needs.
Highest Educational Attainment. As reflected in the
table, 30 or 56.6 percent earned their MA/MS Units,
16 or 30.2 percent are MA/MS Graduate, 4 or 7.5
percent of the respondents have no MA/MS units , and
3 or 5.7 percent of the respondents have units in the
post graduate. This could mean that the teacher
respondents are very conscientious in pursuing their
professional development. They also regard education
as a continuous process of learning where they can
acquire knowledge and skills and competencies which
are essential for their professional growth.
Teaching Position. It can be gleaned in the table that
the majority of the teacher respondents are Teacher III,
that is 31 or 58.5 percent, 13 or 24.5 percent of the
respondents are Teacher I, 7 or 13.2 percent are
Teacher II and there are 2 or 3.8 percent are Master
Teacher I. For this aspect, teachers with higher
position are those in the service for a long period.
Teaching position described the teachers who they are.
Number Trainings and Seminars. It can be seen in
the table that most of the teacher respondents have
attended 1 - 3 related trainings in the school, that is 32
or 60.4 percent, division, 34 or 64.2 percent, region,
45 or 84.9 percent, national, 49 or 92.5 percent and
international level 53 or 100 percent. The respondent
teachers also attended 4 – 6 times related trainings in
all level except international level wherein no one
attended more than three times related trainings. This
would mean that the respondent teachers were given
enough opportunities to attend in-service trainings in
the different levels except the international trainings.
As a matter of fact, seminars, trainings and workshops
provides excellent avenues for continuing professional
education.
Instructional Strategies Used by Teachers. It can be
seen in the table that 100 percent of the teacher
respondents are using the collaborative learning,
modelling and graphic organizer, 91% of the teacher
respondents used scaffolding strategy, 85% of them
used teach the vocabulary and the least strategy used
by the teacher respondents is metacognition which is
53% of the respondent teachers used in teaching
English.
Ballesteros & Paragas
Level of Utilization of Instructional Practices and
Strategies Used by the Secondary School Teachers
in Improving the English Language Skills
The researcher utilized the different aspects such as
Reading Comprehension, Listening Comprehension,
Viewing Comprehension, Vocabulary Development,
Literature, and Writing and Composition, determined
the level of utilization of instructional practices in
English language teaching of public secondary school
teachers for School Year 2022 – 2023.
Reading Comprehension
The researcher utilized the indicators presented in
Table 2 in order to evaluate the level of utilization of
instructional practices used in English language
teaching among the public secondary school teachers
in terms of reading comprehension.
As presented in the table, the indicators that the
teachers differentiate facts from opinions was rated
with the highest weighted mean of 4.17 (Rank 1) with
a descriptive equivalent of utilized. Further, the
indicators such as explain visual-verbal relationships
illustrated in tables, graphs, utilize coping reading
strategies to process information in a text, and identify
details that support the topic sentence were rated with
a mean of 4.15 (Rank 3) with a descriptive equivalent
of utilized. On the other hand, use text type knowledge
(narrative in literature, instructions, explanation,
factual and personal recount, persuasive, expository) to
process information in a text was rated with a mean of
4.06 (Rank 10) with a descriptive equivalent of
utilized.
With a computed overall mean of 4.12 having a
descriptive equivalent of utilized, it goes to show that
the teachers extensively utilized the indicators used in
reading comprehension.
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Table 2. Level of of Utilization of Instructional
Practices in Improving the English Language Skills in
Reading Comprehension N=53
According to Brandon (2021), comprehension refers to
the ability to understand written words. It is different
from the ability to recognize words. Recognizing
words on a page but not knowing what they mean does
not fulfill the purpose or goal of reading, which is
comprehension. Imagine, for example, that a teacher
gives a child a passage to read. The child can read the
entire passage, but he or she knows nothing when
asked to explain what was read. Comprehension adds
meaning to what is read. Reading comprehension
occurs when words on a page are not just mere words
but thoughts and ideas. Comprehension makes reading
enjoyable, fun, and informative. It is needed to
succeed in school, work, and life in general.
Furthermore, Hutchins (2019) also said that reading
comprehension is the ability to read text, process it and
un derstan d its m ean ing. It relies on two,
interconnected abilities: word reading (being able to
decode the symbols on the page) and language
comprehension (being able to understand the meaning
of the words and sentences). When we make sense of a
text, however, we don’t just remember the exact words
and phrases we read. Rather, we form a mental model
of what the text describes by integrating the sense of
the words and sentences into a meaningful whole, like
a film that plays in our head. Good comprehension is
vital if reading is to have a purpose, if a reader is to
Ballesteros & Paragas
engage with and learn from a text and, ultimately, if a
reader is to enjoy what they’re reading.
McDonnell (2021) stated that comprehension skills are
important to help students reach deeper meaning in the
text. There is surface level comprehension, which is
important, but going into deeper meaning is the
ultimate goal. There are four main types of
comprehension that students focus on: literal,
interpretive, critical and creative.
Moreover, Tierney (2018) also said that
comprehension, or extracting meaning from what you
read, is the ultimate goal of reading. Experienced
readers take this for granted and may not appreciate
the reading comprehension skills required. The process
of comprehension is both interactive and strategic.
Rather than passively reading text, readers must
analyze it, internalize it and make it their own. In order
to read with comprehension, developing readers must
be able to read with some proficiency and then receive
explicit instruction in reading comprehension
strategies.
Listening Comprehension
The researcher utilized the indicators presented in
Table 3 in order to evaluate the level of utilization of
instructional practices in English language teaching
among the public secondary school teachers in terms
of listening comprehension.
As manifested in Table 4, the indicator that note the
changes in volume, projection, pitch, stress, intonation,
juncture, and rate of speech that affect meaning with
the highest weighted mean of 4.36 (Rank 1) with a
descriptive equivalent of utilized.
Moreover, indicators that determine how volume,
projection, pitch, stress, intonation, juncture, and
speech rate serve as carriers of meaning and formulate
predictions about the contents of the listening text
were rated with a mean of 4.17 (Rank 9.5). Having a
computed overall mean of 4.22 with a descriptive
equivalent of utilized, among the Grade 8 English
language teachers in the Fifth District of SDO
Pangasinan II utilized thrice a week in terms of
listening comprehension.
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Table 3. Level of of Utilization of Instructional listening comprehension, and present the general
Practices in improving the English language skills
principles of listening comprehension. The literature
Along Listening Comprehension
Ospina (2021) said that listening comprehension is
part of the communication skills such as the
development of reading and writing comprehension.
Listening Comprehension has the multiple processes
of comprehension in language when it is understood,
interpreted and spoken. This communication skill is
connected to cognitive learning as it works with the
development of memory, attention, vocabulary,
grammar and comprehension monitoring. Listening
then is the interpretation of spoken language and this
includes the recognition of discourses of sounds, the
understanding of the meaning of individual words or
the understanding of the syntax of sentences that may
arise in a dialogue or discourse. The importance of
recognizing context in listening means that the person
can relate what they hear to the real world in which
they live as they can symbolically recognize concepts
with language and link them together in order to
understand what they hear and give it a meaningful
meaning.
According to Seyedeh (2016), many studies in
language learning have indicated that listening
comprehension plays an important role in the learning
process. In spite of its importance, listening has been
ignored in second language learning, research, and
teaching. The purpose of his study is to define the
terms listening and listening comprehension, review
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the components of listening, explain teachers’ role in
review demonstrated that learners’ listening
comprehension skill can be improved by teachers’
assistance and the use of appropriate learning materials
and activities.
Moreover, Kurita (2012), said that learners may find
listening comprehension skill difficult to learn and this
requires teachers to change their listening exercises
into more effective ones. The development of listening
comprehension skill helps learners to succeed in
language learning and increase their comprehensible
input. Since learners’ self-confidence in listening
comprehension can be increased, they are motivated to
have access to spoken English like conversations with
native speakers.
Furthermore, Rost (2019) said that if learners want to
learn to speak, they should first learn to understand the
spoken language they hear. If learners want to
communicate with native speakers, they should first
learn to understand in real language situations to
comprehend the main pint of what native speakers are
telling. Therefore, listening is very important to which
teachers and learners should pay enough attention to
obtain communication aims. Listening is very
important in language learning because it provides
input for learners and it has also an important role in
the development of learners’ language knowledge.
Hogan (2018), also said that the simple view of
reading highlights the importance of two primary
components which account for individual differences
in reading comprehension across development: word
recognition (i.e., decoding) and listening
comprehension. While assessments and interventions
for decoding have been the focus of pedagogy in the
past several decades, the importance of listening
comprehension has received less attention. The paper
Hogan (2018) showed that listening comprehension
becomes the dominating influence on reading
comprehension starting even in the elementary grades.
It also highlights a growing number of students who
fail to develop adequate reading comprehension skills,
primarily due to deficient listening comprehension
skills: poor comprehender.
And finally, Kabul, (2016) said that listening has an
important role both in daily life and in academic
contexts as it is crucial for people to sustain effective
communication. In spite of the importance of listening
in the development of the communicative and
cognitive skills, it did not start to take its place in
language teaching curriculum for long years. However,
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in recent years, with the emphasis given in
communication in language teaching, listening started
to take its long deserved place in language programs.
Although there are different perspectives to teaching
listening, the success of each perspective somewhat
depends on addressing and minimizing the listening
comprehension problems experienced by language
learners.
The researcher utilized the indicators presented in
Table 4 in order to evaluate the level of utilization of
instructional practices in English language teaching
among the public secondary school teachers in terms
of viewing comprehension.
As manifested in Table 4, the indicator use context
clues from the material viewed to determine the
meaning of unfamiliar words, got with the highest
weighted mean of 4.21 (Rank 1) with a descriptive
equivalent of utilized.
Moreover, indicator that summarize information from
the text viewed were rated with a mean of 3.96 (Rank
10). Having a computed overall mean of 4.10 with a
descriptive equivalent of utilized, among the Grade 8
English language teachers in the Fifth District of SDO
Pangasinan II utilized thrice a week in terms of
viewing comprehension.
visuals. Viewing also helps students acquire
information and appreciate ideas and experiences
visually communicated by others. Undoubtedly,
viewing will become part of English language
curricula in many more countries in the near future and
we, as teachers, need to be able to help our students
become more effective viewers. To achieve this there
needs to be specific multimodality and visual literacy
training on pre-service and in-service training courses.
Guieb (2017) said that today’s generation students find
it unexciting to sit down and read literary texts in its
entirety. Thus, students nowadays hardly understand
and appreciate literature. This calls for additional
challenge to teachers who had been used to deliver
their lessons or any subject matter in traditional ways.
The study of Guieb (2017) used descriptive-
correlational research design to unveil the most
effective viewing teaching techniques that will help
develop the viewing comprehension skills of students.
Table 4. Level of of Utilization of Instructional
Practices in Improving the English Language Skills
Along Viewing Comprehension N = 53

Viewing Comprehension

Donaghy (2020) said that viewing helps students to

slow down, reflect and think about the images they are
seeing, and develop the knowledge and skills to
analyze and evaluate visual texts and multimedia texts
that use visuals. Viewing also helps students acquire
information and appreciate ideas and experiences
visually communicated by others. Undoubtedly,
viewing will become part of English language
curricula in many more countries in the near future and
we, as teachers, need to be able to help our students
become more effective viewers. To achieve this there
needs to be specific multimodality and visual literacy
training on pre-service and in-service training courses.

Furthermore, Brown (2021) said that an active process

of attending and comprehending visual media, such as
television, advertising images, films, diagrams,
symbols, photographs, videos, drama, drawings,
sculpture and paintings. So ‘viewing’ is about
‘reading’ – analyzing, evaluating and appreciating – Findings reveal how students perceive the use of
visual texts. Viewing is an active rather than a passive movies or videos as a powerful viewing teaching
process. Viewing helps students to slow down, reflect technique. Result of chi-square test of independence
and think about the images they are seeing, and indicates the viewing teaching techniques are not
develop the knowledge and skills to analyze and significantly related to students’ viewing
evaluate visual texts and multimedia texts that use

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comprehension. This suggests that no single teaching
technique suits the learners’ interest and ability to
learn. Therefore, teachers can make use of technology
combined with other viewing techniques to ensure that
students will find a love for learning that will help
establish their academic success in the future.
Along similar vein, Gray, points out that teachers can
draw from a dazzling array of technological devices to
enhance their classroom instruction. He also contends
that today, besides textbooks, chalkboard and overhead
projectors, teachers and students use television, CD-
ROM players, videodisc players, LCD projection
panels and the ever-more-powerful desktop and laptop
computers. The role of the teacher then is to help the
learners gain critical viewing skills and make them
deal with the complex and fast changing society.
development, or the initial forming of a vocabulary.
Non-native speakers of a certain language will need to
work on the formation of a vocabulary.
A person’s vocabulary can be defined as the words
that he or she remembers the meanings of well enough
to use the word in the correct context. A vocabulary is
like an arsenal of words that can be sifted through to
use for a given situation and slotted into a sentence at
the correct point. A person with a wide vocabulary will
be able to add in words that are rarely used but fit in
better with the sentence or utterance it is being used.
Table 5. Level of of Utilization of Instructional
Practices in Improving the English Language Skills
Along Vocabulary Development N = 53

Moreover, Corpuz (2017) said that using a variety of

media such as television and print to assess
comprehension assumes that viewing comprehension
skills transfer across these media. This transfer of
skills is plausible for several reasons. First, television
and print require similar cognitive processes to
comprehend (e.g., making connections, sequencing
events, generating inferences). Second, research
indicates that similar structure story factors predict
what students remember from both televised and
written narratives. With this, exposure of learners to
television can be a means of developing viewing
comprehension skills.

Vocabulary Comprehension

As manifested in Table 5, the indicator discriminate

between literal and figurative language, got with the
highest weighted mean of 4.60 (Rank 1) with a
descriptive equivalent of highly utilized.

Moreover, indicator analyze intention of words or

expressions used in propaganda techniques were rated
with a mean of 4.06 (Rank 10). Having a computed
overall mean of 4.18 with a descriptive equivalent of
utilized, among the Grade 8 English language teachers
in the Fifth District of Pangasinan Division II utilized
thrice a week in terms of vocabulary development.
According to Johnson (2022), vocabulary development
is the process of a person increasing the number of
words which he or she uses in everyday life. Many
people use websites and books to improve their
vocabulary, and doing so can increase a person’s
ability to communicate through verbal or written
language. Generally, vocabulary development really
refers to the process of widening a person’s
vocabulary, but it can also mean the literal
Dunsmore (2020) said that the teaching of vocabulary
is important because without vocabulary nothing can
be conveyed. People need to use words to express
themselves in the English language, most learners
acknowledge the importance of vocabulary
acquisition. This is why most of the words need to be
taught so that there cannot be many problems as in
communication due to a lack of vocabulary. Some
other students might be confronted with the problem of
forgetting the words immediately after the teacher has
elicited the meaning of the words or after looking at
them in the dictionary and this also is caused by luck
of vocabulary. The more words students learn, the
easier the memorize them. The teacher has an essential

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Table 6. Level of of Utilization of Instructional

Practices in Improving the English Language Skills
role in helping students to improve vocabulary.
Along Literature N = 53
Unfortunately, vocabulary teaching has not been
enough responsive to such problems. If we look back
in the past, we discover that for a long time, English
used teaching approaches such as Direct Method and
Audiolingualism which emphasized the importance of
teaching grammatical structures. Since the accent was
on grammar, few words were introduced in such
courses and most often, they were limited and related
to the grammar structures taught.

Literature

As manifested in Table 6, the indicator express

appreciation for sensory images used, got with the
highest weighted mean of 4.25 (Rank 1) with a
descriptive equivalent of utilized. Moreover,
indicator identify the distinguishing features of notable
poems, and novels contributed by Southeast Asian
writers and determine key ideas, tone, and purposes of
the author were rated with a mean of 4.13 (Rank 8.5).
Having a computed overall mean of 4.17 with a
descriptive equivalent of utilized, among the Grade 8
English language teachers in the Fifth District of SDO
Pangasinan II utilized thrice a week in terms of
literature.

Antika (2019) said that Literature is considered as a

promoting tool for language learning purposes.
Literature can be used to foster students motivation to
read and write in order to achieve their academic
proficiency. Poetry as a part of literature has affirmed
that literature has a great deal in developed students’
literacy competence.
According to Rooney (2017), a good teacher should
have talent or skill to develop a great lesson plan
which qualified strategies and procedures. By having it
in the class, the lesson included literature will be really
enjoyable for the students. Since there is a phenomena
thinking that literature class is a boring class, so the
literature teacher has to have basic knowledge about
appropriate approaches, methods and techniques to
teach it. The best approach to teach literature is the
integrated approach from cultural, language and
personal growth model. By using this approach, the
students can make a link between the scripts of the
poem, prose and play and their experiences, so they
can get the meaning easily. To build up the joyful
strategies and procedures, the literature teacher has to
construct the steps which are needed and suitable to
the students.
Balones 92021) said that unlike a master key,
teaching of literature does not have one strategy
fits all dictum. Teaching strategies partly and
wholly dependent on the students’ needs and the
teachers’ knowledge, experience, and expertise;
thus, making the teaching of literature demanding
and exciting. Teaching does not solely rely in
accessing a checklist of skills but rather in
understanding the strategies to adopt with different
learners, in different curricular conditions and in
different cultural settings.
Writing and Composition
As manifested in Table 7, the indicator summarize
information from the text viewed, got with the highest
weighted mean of 4.19 (Rank 1) with a descriptive
equivalent of utilized.
Moreover, indicator use context clues from the
material viewed to determine the meaning of
unfamiliar words were rated with a mean of 4.04
(Rank 10). Having a computed overall mean of 4.13
with a descriptive equivalent of utilized, among the
Grade 8 English language teachers in the Fifth District

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Research Article
of Pangasinan Division II utilized thrice a week in
terms of writing and composition.
According to Musick (2019), composition is the
expression of ideas through writing. This skill is
dependent on Foundational Writing Skills, which
include spelling and knowledge of basic writing
conventions. Composition requires students to set
goals for their writing and make constant decisions to
meet specific writing task requirements. These
decisions become more refined for older writers, and
include those regarding content and structure.
Adolescents move beyond simply stating ideas in
writing, and now are able to craft their writing for
specific audiences and purposes.
Duran (2019) said that composition is the act of
creating written works. Writing is the act of putting
individual words and thoughts into a coherent and
readable text. Composition and writing is an essential
tool in literacy, education, but most importantly
communication! Composition and writing allows
people to convey ideas, feeling, emotions, opinions,
political views, arguments, and many other forms of
communication. There would be no famous works of
literature if they were not first composed and written
down to be treasured and remembered by readers.
Table 7. Level of of Utilization of Instructional
Practices in Improving the English Language Skills
Along Writing and Composition N = 53
Ballesteros & Paragas
Ferlazzo 92021) said that the single most effective
instructional strategy used to teach writing is shared
writing. Shared writing is when the teacher and
students write collaboratively. In shared writing, the
teacher is the primary holder of the pen, even though
the process is a collaborative one. The teacher serves
as the scribe, while also questioning and prompting the
students. The students engage in discussions with the
teacher and their peers on what should be included in
the text. Shared writing can be done with the whole
class or as a small-group activity.
With this, we can summarize the level of utilization of
the aforementioned instructional practices in the
following weigh of order.
Table 8. Summary of the Level of Utilization of
Instructional Practices Used by the Secondary School
Teachers in Improving the English Language Skills
N=53
As shown of Table 8, listening comprehension, was
rated with the highest overall weighted mean of 4.22
(Rank 1) with a descriptive equivalent of often having
a transmuted rating of Utilized. Further, the
instructional practices of teachers used in improving
the English language skills of students along viewing
comprehension (Rank 2) with an overall weighted
mean of 4.19, also described as Utilized, Vocabulary
Development was rated with an overall weighted mean
of 4.18 (Rank 3) having a descriptive equivalent of
often with a transmuted rating of Utilized. The
Reading Comprehension got the lowest overall
weighted mean of 4.12 described also as Utilized. The
overall computed grand overall weighted mean of 4.17
having a descriptive equivalent of often indicates that
the instructional practices of secondary school teachers
used in improving the English language skills of
students in the Fifth District of Pangasinan Division II
was utilized by the teachers.
Differences in the Level of Utilization of
Instructional Practices Used by the Secondary
School Teachers in Improving the English
Language Skills Across their Profile Variables
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This section presents the differences in the level of
utilization of instructional practices used by secondary
school teachers in improving the English Language
Skills of students in the Fifth District of Pangasinan
Division II. The table provides the summary of the
computed ANOVA as indicated by the F-value for
each area covered with its corresponding significance
level. This was done for the purpose of making a more
in-depth analysis of data generated in this study
whereby the profile of the public secondary school
teacher respondents in the Fifth District of Pangasinan
Division II were compared in their level of utilization
of instructional practices used by secondary school
teachers in improving the English Language Skills of
students.
Table 9 presented the significant of difference between
level of utilization of instructional practices used by
secondary school teachers in improving the English
Language Skills of students across the profile variables
of the teachers.
Table 9. Mean Difference Between the Level of
Utilization of Instructional Practices and Strategies
Used by the Secondary School Teachers in Improving
the English Language Skills Across the Profile of the
Respondents N = 53
Age. As presented on the table the computed F-value
is 0.709 a significant value of 0.556 that is greater than
0.05, therefore accept the null hypothesis. This implies
that there is no significant difference between the
utilization of instructional practices used by teachers in
improving the English language skills of students in
the Fifth District of Pangasinan Division II along with
their age.
Sex. As presented on the table the computed T-value is
2.838 a significant value of 0.007 that is less than 0.05,
therefore reject the null hypothesis. This implies that
there is significant difference between the utilization
of instructional practices used by teachers in
improving the English language skills of students in
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the Fifth District of Pangasinan Division II along with
their sex.
Highest Educational Attainment. As presented on
the table the computed F-value is 2.681 a significant
value of 0.057 that is greater than 0.05, therefore
accept the null hypothesis. This implies that there is no
significant difference between the utilization of
instructional practices used by teachers in improving
the English language skills of students in the Fifth
District of Pangasinan Division II along with their
highest educational attainment.
Teaching Position. As presented on the table the
computed F-value is 1.585 a significant value of 0.285
that is greater than 0.05, therefore accept the null
hypothesis. This implies that there is no significant
difference between the utilization of instructional
practices used by teachers in improving the English
language skills of students in the Fifth District of
Pangasinan Division II along with their teaching
position.
Number of Years Teaching English. As presented on
the table the computed F-value is 1.630 with a
significant value of 0.206 that is greater than 0.05,
therefore accept the null hypothesis. This implies that
there is no significant difference between the
utilization of instructional practices used by teachers in
improving the English language skills of students in
the Fifth District of Pangasinan Division along with
their number of years teaching English.
Number of Related Trainings Attended. As
presented on the table the computed F-value is 1.003
with a significant value of 0.484 that is greater than
0.05, therefore accept the null hypothesis. This implies
that there is no significant difference between the
utilization of instructional practices used by teachers in
improving the English language skills of students in
the Fifth District of Pangasinan Division II along with
their number of related trainings attended.
Relationship Between the Level of Utilization of
Instructional Practices and Strategies Used by the
Secondary School Teachers in Improving the
English Language Skills their Profile Variables
For purposes of making further analysis of data
gathered in this study, the relationships between the
public secondary school teachers and their profile
variables were likewise determined. This was done
with the use of Pearson coefficient of correlation or
Pearson r, and the t-test for significant correlation.
Table 11 shows such relationships.
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Table 10 presents the significant of relationship
between the utilization of instructional practices used
by teachers in improving the English language skills of
students in the Fifth District of Pangasinan Division II
and the profile variables of the public secondary
school teachers.
Table 10 Relationships Between the Level of
Utilization of Instructional Practices Used by the
Secondary School Teachers in Improving the
English Language Skills and the Profile of the
Respondents N = 53
Age. As presented on the table the computed r-value is
0.191 a significant value of 0.339 that is greater than
0.05, therefore accept the null hypothesis. This implies
that there is no significant relationship between the
utilization of instructional practices used by teachers in
improving the English language skills of students in
the Fifth District of Pangasinan Division II along with
their age.
Sex. As presented on the table the computed r-value is
0.371 a significant value of 0.006 that is less than 0.05,
therefore reject the null hypothesis. This implies that
there is significant relationship between the utilization
of instructional practices used by teachers in
improving the English language skills of students in
the Fifth District of Pangasinan Division II along with
their sex.
Highest Educational Attainment. As presented on
the table the computed r-value is 0.299 a significant
value of 0.003 that is less than 0.05, therefore reject
the null hypothesis. This implies that there is no
significant relationship between the utilization of
instructional practices used by teachers in improving
the English language skills of students in the Fifth
District of Pangasinan Division II along with their
highest educational attainment.
Teaching Position. As presented on the table the
computed r-value is 0.202 a significant value of
0.148 that is greater than 0.05, therefore accept the
null hypothesis. This implies that there is no
significant relationship between the utilization of
instructional practices used by teachers in improving
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the English language skills of students in the Fifth
District of Pangasinan Division II along with their
teaching position.
Number of Years Teaching English. As presented on
the table the computed r-value is 0.195 with a
significant value of 0.238 that is greater than 0.05,
therefore accept the null hypothesis. This implies that
there is no significant relationship between the
utilization of instructional practices used by teachers in
improving the English language skills of students in
the Fifth District of Pangasinan Division II along with
their number of years teaching English.
Number of Related Trainings Attended . As
presented on the table the computed r-value is 0.037
with a significant value of 0.790 that is greater than
0.05, therefore accept the null hypothesis. This implies
that there is no significant relationship between the
utilization of instructional practices used by teachers in
improving the English language skills of students in
the Fifth District of Pangasinan Division II along with
the number of related trainings attended.
Conclusion
Based on the aforecited findings of this study, the
following conclusions were formulated: (1)The
respondent public secondary school teachers widely
vary in their profile, distinctively female dominated
group of teachers, and some important variables
should looked into like civil status and instructional
materials in the future research. (2)The public
secondary school teacher respondents in this study, are
performing impressively more than enough in their
utilization of instructional practices in improving the
English language skills of students, then their present
performance is a stepping stone towards highest level
of performance. (3)The public secondary teacher
respondents are not significantly comparable in the
performance of their practices of using the different
instructional practices at certain times and at certain
functions, but there are times and cases when they are
on the other hand, comparable. (4)The public
secondary school teacher respondents level of
utilization of instructional practices used by teachers in
improving the English language skills of students in
the Fifth District of Pangasinan Division II is
dependent upon or affected or caused by age, highest
educational attainment and number of related
trainings.
On the basis of the findings in this study and the
conclusions drawn, the following are hereby
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recommended: (1)The public secondary school teacher
respondents should take their own initiative to pursue
the highest educational degree which is the Graduate
and Post Graduate degree and should undergo
professional upgrading through higher level of
trainings and seminar workshops. (2)The public
secondary school teacher respondents should always
aspire and soar high for excellent performance in
using the different instructional practices by being
innovative and resourceful teacher. (3)More
appropriate and relevant variables should be explored
to better determine the level of utilization of
instructional practices used by teachers in improving
the English language skills of students. (4)The teachers
should give more time on improving the reading
comprehension of the students by utilizing different
instructional practices and strategies in teaching.
(5)Further research may be conducted to determine the
level of utilization of instructional practices used by
teachers in improving the English language skills of
students from another perspective.
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Affiliations and Corresponding Information

Marvin T. Ballesteros
Juan G. Macaraeg National High School
Department of Education - Philippines
Jeger P. Paragas, EdD
Umingan National High School
Department of Education - Philippines

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