Surigao del Norte State University

GRADUATE SCHOOL
Surigao City

INVETIGATING THE ACADEMIC GAPS IN ENGLISH OF GRADE 6 PUPILS

AS TRANSITIONAL STAGE TOWARDS JHS ENGLISH CURRICULUM

A Thesis Proposal
presented to
the Faculty of the Graduate School
SURIGAO DEL NORTE STATE UNIVERSITY

In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Education
Major in English

JEOVANNE J. BUNTAD
January 2024

TABLE OF CONTENTS
Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

LIST OF TABLES

LIST OF FIGURES
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

Chapter 1
PROBLEM AND REVIEW OF LITERATURE

Introduction
The Philippine educational system has recently
undertaken massive changes in order to keep up with the pace
of global competitiveness. The Grade 6 English curriculum has
been implemented in the country to purposefully focus on
lifelong learning competencies or skills and to produce
pupils who are ready and capable to be promoted to Junior
High School. Hence, the teaching and learning of English has
been a remarkable change in the requirements of the
educational system (Ulep & Ramos, 2023).
Some critical aspects of English teaching and learning,
such as curriculum, methodology, and evaluation, have grown
in importance in high-quality language instruction. With
this, curriculum developers need to take account and respond
to data coming from learners, teachers, evaluation
specialists, and so on (Nunan, 2012). However, it is from
this view that the cruciality of evaluation arises to
comprehend the successes and failures of a program.
Investigating the academic English gaps of the Grade 6 pupils
is of great help in examining various aspects of an on-going
program and in making changes or improvements to a curriculum
already implemented. Formative evaluation, also known as
process or implementation evaluation, attempts to document
exactly what is transpiring in an English curriculum. Data is
collected and analyzed at a time when program changes can be
made to ensure that the quality of the program implementation
is maintained throughout (Wall, 2017).
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

However, various studies revealed that elementary pupils

particularly in Grade 6 transitioning to Junior High School
competence in the English language is rocketing down the
slope. The study by San Juan (2019) showed that pupils scored
a mean of 7.18 for listening, writing, speaking, and reading,
a very low number based on international standards.
Meanwhile, pupils' language proficiency in State Universities
and Colleges shows the same results. Tendero (2019) study
revealed that the average score of Filipino college students
in English receptive skills is tantamount to the target
passing score of Thai and Vietnamese high school graduates.
Consequently, to address the numerous feedbacks from
different Junior High School level teachers, monitoring and
evaluation are indeed a vital part of determining whether the
pupils are ready to conquer another level of learning English
in Junior High School. With this effort, elementary level
teachers will be guided by what adjustments should be made to
better improve the English curriculum. It is then necessary
to reveal how and to what extent a curriculum innovation has
been implemented in the classroom before determining the
effects or outcomes of an innovative curriculum.
Similarly, the purpose of the investigating the academic
gaps in English of Grade 6 pupils is to identify strengths
and challenges in the English curriculum implementation
process, both for teachers and for school communities, and to
make recommendations aimed at supporting future English
curriculum implementation. Through this, the success and
failure of the on-going implementation of an English
Curriculum and the reasons behind it can be determined.
In this context, the researcher is interested in
investigating of the academic gaps of the Grade 6 pupils as
transitional stage towards JHS English curriculum in Socorro
West District elementary schools.

Review of Literature
Significance of Assessing Academic Gaps in English of Pupils
In classrooms where the teacher does not adjust the
learning tasks and teaching approaches to the pupils’ levels
of readiness and teaches only to the majority- the average
pupils- some pupils will be bored from lack of challenge, and
others may be placed under stress from too great a challenge
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

(Chorrojprasert, 2020). Therefore, there is a need to

consider where our learners are in relation to the learning
objectives and plan the learning experiences just beyond the
skill level of each pupils. Learners are more likely to be
actively engaged in the learning, rise to the challenge, and
build up a sense of self-confidence as they approach the
target tasks if they feel that they have a chance to succeed.
So, when the levels of readiness have been considered-
of course it is next to impossible to say that teachers can
consider each and every learner individually -learners of
various levels of learning readiness can be identified and
appropriately grouped. Then – the tasks and experiences can
be designed to accommodate the learners at their levels of
learning the competency in English. According to numerous
advocates of learner readiness, a magnitude of terms and
concepts are coined and deployed. The notions of learner
readiness are often integrated and intertwined with learner
autonomy and self-regulated learning when used to define the
process in which learners are able to actively and
effectively control and monitor their motivation, cognition
and behaviors and successfully complete the target academic
tasks (Blidi, 2017).
Thus, this study will bring positive impact towards the
learners, teachers and the community as well. For, this
study's findings can address academic gaps can lead to
improved learning outcomes for pupils. Better-prepared
students entering junior high school are more likely to learn
English, leading to a positive impact on the overall academic
performance of the learners. Furthermore, this study has a
positive impact on English language proficiency among pupils
benefits the community by fostering better communication
skills. This can lead to improved interactions within the
community, better collaboration among individuals, and
increased participation in social activities (Kartal &
Balcikanh, 2019).
Similarly, the results of the study will be able to
identify and bridge the gaps in English proficiency this
transitional stage, the study can potentially contribute to
reducing dropout rates. When students are better equipped
academically, they are more likely to stay engaged and
motivated in their educational journey (Hsieh & Hsieh, 2019).
Nevertheless, the output of this study which is the
Enhanced/Upgraded Most Essential Learning Competencies
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

(MELCS) in English, equips pupils with the necessary skills,

knowledge, and competencies required for the more advanced
topics in English and expectations in Junior High School. It
ensures they enter the next phase of their education with a
solid foundation. Moreover, upgrading the MELCs ensures
alignment between the Grade 6 curriculum and the expectations
of the Junior High School curriculum. This alignment
facilitates a smoother transition for students, reducing the
shock of a sudden change in academic requirements (Alnoori,
2017).
Therefore, pupils are better prepared to face the
challenges of higher-level learning by filling in any gaps in
the MELCs. Their self-assurance, level of participation, and
academic achievement in junior high school can all benefit
from this readiness. Pupils are guaranteed a steady learning
trajectory when the MELCs are improved. Their academic
journey can develop more smoothly because to this constancy,
which lowers the possibility of educational disruptions.
Improved curricula that emphasize important competences can
help sixth-graders attain higher learning objectives.
Developing these fundamental abilities leads to better
academic achievement across the board and a more thorough
comprehension of important ideas.

Pupils’ Academic Gaps in English

Vocabulary Development

Synthesis:

Theoretical/Conceptual Framework
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

This study is anchored on BF Skinner's Behavioral Theory

(1938), which states that operant conditioning is a learning
approach that involves rewarding and punishing behavior.
Skinner felt that we have a mind, but that studying
observable behavior rather than interior mental activities
would be more valuable. He also felt that looking at the
reasons and effects of an action is the best method to
understand behavior. This method will be dubbed operant
conditioning by him. Theorists of behaviorism argue that
knowledge exists independently of people. They see the
student as a blank slate who needs to be filled with
experience.
Nevertheless, learners' active engagement in education,
particularly in classroom activities, as well as their
performance, are largely determined by their preparation and
preparedness. When students feel included in class
discussions, they are more likely to participate fully, and
they are more likely to contribute to the performances
assigned to them when they are motivated and prepared to do
so. However, understanding when English learner students
become fluent in academic English and the predictive value of
English language proficiency. Across grade levels the gap
between the English proficiency needed to pass an English
language proficiency assessment and the academic literacy
needed to pass an English language arts and math academic
content test is small in the elementary grades and increases
through high school.

Knowledge Gap to be filled

This study will be conducted since the researcher would
like to assess the level of readiness of the learners in
English as he/she will be promoted to Junior High School in
which different level of difficulty of English curriculum
transition, further to determine English curriculum impact to
the English language proficiency of the learners. With the
data that can be gathered in the conduct of this research
will help the teachers in aiding the learners most specially
in the conduct of the learning the new level of learning in
English in secondary. Recommendations can further assist not
only the learners but also the teachers in providing quality
teaching and learning process.
The CIPO evaluation model will be served as the
foundation for the study's conceptual framework. Context and
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

input evaluation need to be sketched before developing or

enhancing the Most Essential Learning Competencies (MELCS).
The process and outcome evaluation reflect the methods and
results of the study.
The figure below provides the general structure and
guide for the flow of the study.

CONTEXT INPUT PROCESS OUTPUT

English
Curriculum Most Essential
Implementation Learning
- design of Formative Competencies
the  Content and Evaluation (MELCS)
curriculum Performance Enhancement
- content; Standard
- Extent of
methods  Learning • Survey Implementation of
and Competencies • Interview
approaches Grade 6 English
 Administrators •Test Program
; and Administration
- learning  Teachers Encountered
resources
 Learners Problems of
and Figure 1: Research Paradigm Teachers and
facilities
Administrators
; and
- assessment Learners’ Level
procedures of English
- Proficiency
Most Essential
Learning
Competencies
in English Statement of the Problem
This study aims to investigate the English proficiency
level of the Grade 6 pupils. This study will assess or
evaluate further the implementation of English curriculum in
public elementary schools in Socorro West District.
Specifically, the researcher seeks to understand the
following:
[1.] What is the profile of the respondents as to:
[1.1.] age;
[1.2.] sex;
[1.3.] parents’socio-economic income?
[2.] What is the Grade 6 pupils’ level of English
proficiency in terms of:
[2.1.] vocabulary development;
[2.2.] reading comprehension;
[2.3.] listening comprehension;
[2.4.] viewing comprehension;
[2.5.] writing and composition;
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

[2.6.] oral language and fluency; and

[2.7.] grammar awareness?

[3.] What is the extent of English curriculum

implementation in terms of:
[2.2.] content;
[2.3.] methods and approaches;
[2.4.] learning resources and facilities; and
[2.5.] assessment procedures?
[4.] Is there significant relationship of English
curriculum implementation towards the Grade 6 pupils’
level of English proficiency?
[5.] What are the encountered problems of learners in
learning English subject?
[6.] What are the encountered problems and challenges of
teachers in implementing English curriculum?
[7.] Based on the findings, what intervention program
may be proposed?

Hypothesis/Hypotheses:
❑❑ : There is no significant relationship of English
curriculum implementation towards the Grade 6 Pupils’ Level
of English Proficiency.

Significance of the Study

In conducting this study, the following will be the

primary beneficiaries:
Pupils: The pupils in their final year of elementary school
are the main focus. The study aims to understand the
existing gaps in their English proficiency as they move
on to the more advanced English curriculum in Junior
High School.
Teachers: Educators involved in teaching English to Grade 6
pupils and those responsible for designing the
curriculum might benefit from the study's findings.
Understanding the identified gaps could help in
tailoring teaching methods and content to bridge these
gaps effectively.
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

School Administrators: Principals and other school

administrators could benefit from the study's insights
to make informed decisions about the curriculum,
resources, and support needed for the smooth transition
of students from elementary to junior high school.
Curriculum Developers: Professionals involved in designing
the English curriculum for both elementary and junior
high school levels could use the findings to refine the
curriculum and ensure a smoother transition between the
two educational stages.
Government/ Community: With improved English skills, pupils
may become more engaged in community activities. Better
communication abilities enable them to participate actively,
voice their opinions, and contribute positively to community
initiatives.

Scope and Limitations of the Study

Content. This study will focus on invetigating the

academic gaps in English of grade 6 pupils as transitional
stage towards JHS English curriculum.
Subjects. The participants of the said study will be the
Grade 6 pupils at Socorro West District, S.Y. 2023-2024.
Time/Locale. The study will be conducted at Elementary
Schools of Socorro west District.

Definition of Terms
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

Chapter 2
METHODS

Research Design
This study will employ quantitative research approach
particularly descriptive research design by using survey
questionnaires and formative assessment for the purpose of
collecting data on the pupils’ level of English proficiency
through the conduct of achievement test and the level of
Grade 6 English curriculum implementation. This method will
be deemed appropriate because the study will investigate the
academic gaps in English of grade 6 pupils as transitional
stage towards JHS English curriculum.

Research Environment
The study will be conducted in Socorro West District,
Siargao Division, Socorro, Surigao del Norte and it will
focus on the Grade 6 pupils’ level of English proficiency.
The Socorro West District-Division of Siargao has eleven (11)
elementary schools namely: Del Pilar ES, Honrado ES, Lawigan
ES, Sta. Cruz ES, Sudlon ES, Songkoy ES, Nueva Estrella ES,
P. Dela Peña PS, Pamosaingan ES, Sabang ES, and Salog ES.

Respondents
Universal sampling design was utilized in this study.
All principals, pupils, teachers handling multigrade classes
as well as the pupils’ parents in the identified schools in
the District of Socorro West, Division of Siargao were the
participants of the study.
Table 1 presents the distribution of the participants
and the schools included in the study. Lawigan Elementary
School has 47 pupils, 1 school head and 47 parents. P. Dela
Pena Primary School has 38 pupils, 1 school head and 38
parents. While Hondrado Community School has 45 pupils, 1
school head and 45 parents. In summary, the pupils numbered
130, the school head 3, and the parents 130.
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

Research Instrument
The instrument of this study is a researcher-made
questionnaire which will design to find out the
implementation of English curriculum and a multiple-choice
test to assess the level of English proficiency of Grade 6
pupils. Those are the primary tool for this research.
There are two parts of the questionnaire. Part one
consists of the profile of the pupils namely age, gender, and
parent’s socio-economic status. Part 2 refers to the English
curriculum implementation of teacher as to: content, methods
and approaches, learning resources and facilities; and
assessment procedures.
Nevertheless, the researcher will design also a
multiple-choice test to assess the pupils’ level of English
proficiency as to: vocabulary development, reading
comprehension, listening comprehension, viewing
comprehension, writing and composition, oral language and
fluency, and grammar awareness.
Moreover, the researcher will use tools in interpreting
data such as correlation and likert scale presented below to
determine the siginificance relationship, level of English
proficiency and extent of English curriculum implementation:

Table 2. Tool in Interpreting a Significant Relationship

Size of Size of General Coefficient Interpretation
Correlation Coefficient
(r) (C)
.81 to 1.0 -1.0 to -0.7 very strong relationship/strong-
negative correlation.
.61 to .80 -0.7 to -0.3 strong relationship/weak-negative
correlation.
.41 to 60 -0.3 to 0.3 moderate relationship/ no
correlation.
.21 to .40 0.3 to 0.7 weak relationship/ weak-positive
correlation.
.01 to .20 0.7 to 1.0 weak to no relationship/ strong-
positive correlation.

Table 3. Likert Scale to Assess Pupils’ Level of English

Proficiency
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

Points Rating Scale Verbal Qualitative

Description Description
4 3.26 – 4.00 Very High Advance
3 2.51 – 3.25 High Intermediate
2 1.76 – 2.50 Low Developing
1 1. 00 – 1.75 Very Low Beginning
APPENDIX A

Checklist for English Curriculum Implementation Assessment

Direction: Please answer this questionnaire as

accurately and frankly as possible by checking (/) the boxes
corresponding to your response. Your answer will be used for
research purposes only in order to assess the English
curriculum implementation.

PART- I: EXTENT OF ENGLISH CURRICULUM IMPLEMENTATION

Content
1. I teache skills, grammatical items,
structure and various types of texts
in an increasing level of difficulty
and sophistication.
2. I help pupils interact with others to
improve their so cialization skills
by making activities that simulate
real-life situations of vary ing
language demands (purposes, topics,
and au diences).
3. I teache the receptive (listening)
skills, the produc tive (speaking)
skills, and grammar and vocabulary in
an integrated way, to gether with the
use of relevant print and non-print
resources.
4. I use different instruction and
strategies according to pupils’
needs, abilities and interests to
engage them and strengthen their lan
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

guage development.
5. I create learning task and activities
appropriate in the learner’s culture
and environment.
6. I design activities that help pupils
reflect on and re spond to ideas and
infor mation.
7. I expose learners to differ ent
cultures, including one’s culture in
learning language through text types
and literary appreci ation.
8. I help learners apply their knowledge
of the patterns and rules of language
as they interact with a pleth ora
text (literary and infor mational) to
assist them to make meaning.
9. I help learners deliberate on how
they use language and apply different
language strategies, depend ing on
their purpose, con text and audience.
10. I guide pupils make mean ing
through language for different
purposes on a range of topics and
with a variety of audience.

Methods and Approaches

1. I use Think/Pair/Share activity and
encourage pupils to think about a
question, issue, or reading, and then
refine their understanding through
discussion with a partner.
2. I ensure that each pupil has a
specific role and responsibility to
carry out during role plays.
3. I present several dialogues for
pupils to choose from for them to act
out.
4. I use a jigsaw technique to discuss
ideas or solve problems orally.
5. I encourage all pupils to get involve
in an informal, whole-class debate.
6. I guide pupils look for topic for an
7. oral presentation.
Learning Resources and Facilities 4 3 2 1
Surigao del Norte State University
GRADUATE SCHOOL
1. I use indigenized andSurigao contextualized
City
materials in teaching English.
8.
2. II encourage
utilize the whole class
recordings and tovideos
give in
constructive
teaching English.criticism for their
3. class
I mate’s
providepresentation.
1:1 ratio of
9. Imodules/learner’s
use posters to engage discussion
materials in
to learner
class.
as basic learning resource.
10.
4. II encourage
use existingpupils’ reactionsand
textbooks aboutother
the movie watched.
references where appropriate.
5. I utilize teacher’s and curriculum
guides, prototype lesson plans, lesson
exemplars, matrix of existing books,
workbooks and modules as teaching
resources.
6. I utilize downloaded learning re
sources from DepEd’s official portal.
7. I use technology (ex. TV, LCD Projec
tor, etc) as an aide in teaching
viewing skills.

Assessment Procedures
1. I assesse pupils’ performance based
actual performance in authentic situ
ations which learner is likely to
encounter in his or her daily life.
2. I integrate the four skills of language
listening, speaking, reading, and
writing in the assessment procedure.
3. I create assessment tool that caters
different attitudes, interest, and
level of abilities of pupils.
4. I consider various aspects of learner’s
life, both academic and personal, as
integral to the development of lan
guage proficiency.
5. I set expectations that are appropriate
with the cognitive, social, and aca
demic development of the learner.
6. I use culture-based activities
assessing pupils’ performance.
7. I communicate standards and makes use
of rubrics in rating performance-based
activities and products.
8. I communicate reports on pupil’s
performance to parents.
9. I make Table of Specification before
administering summative and quar terly
test.
10. I conduct formative assessment in
each learning competency.
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

APPENDIX B
Formative Questionnaire

I. READING COMPREHENSION

Directions: Read the following passage and answer the

questions that follow. Refer to the text to check your
answers when appropriate.

KOKO

Did you know that humans aren't the only species that
use language? Bees communicate by dancing. Whales talk to
each other by singing.
And some apes talk to humans by using American Sign Language.

Meet Koko: a female gorilla born at the San Francisco

Zoo on July 4th, 1971. Koko learned sign language from her
trainer, Dr. Penny Patterson. Patterson began teaching sign
language to Koko in 1972, when Koko was one year old. Koko
must have been a good student, because two years later she
moved onto the Stanford University campus with Dr. Patterson.
Koko continued to learn on the campus until 1976. That's when
she began living full-time with Patterson's group, the
Gorilla Foundation. Patterson and Koko's relationship has
blossomed ever since.

Dr. Patterson says that Koko has mastered sign language.

She says that Koko knows over 1,000 words, and that Koko
makes up new words. For example, Koko didn't know the sign
for ring, so she signed the words finger and bracelet. Dr.
Patterson thinks that this shows meaningful and constructive
use of language.

Not everyone agrees with Dr. Patterson. Some argue that

apes like Koko do not understand the meaning of what they are
doing. Skeptics say that these apes are just performing
complex tricks. For example, if Koko points to an apple and
signs red or apple, Dr. Patterson will give her an apple.
They argue that Koko does not really know what the sign apple
means. She only knows that that if she makes the right
motion, one which Dr. Patterson has shown her, then she gets
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

an apple. The debate is unresolved, but one thing is for

certain: Koko is an extraordinary ape.

Sign language isn't the only unusual thing about Koko.

She's also been a pet-owner. In 1983, at the age of 12,
researchers said that Koko asked for a cat for Christmas.
They gave Koko a stuffed cat. Koko was not happy. She did not
play with it, and she continued to sign sad. So for her
birthday in 1984, they let her pick a cat out of an abandoned
liter. Koko picked a gray cat and named him "All Ball." Dr.
Patterson said that Koko loved and nurtured All Ball as
though he were a baby gorilla. Sadly, All Ball got out of
Koko's cage and was hit by a car. Patterson reported that
Koko signed "Bad, sad, bad" and "Frown, cry, frown, sad" when
she broke the news to her.

It seems like Patterson and Koko have a good

relationship, but not everyone agrees with it. Some critics
believe that Patterson is humanizing the ape. They believe
that apes should be left in the most natural state possible.
Even Dr.
Patterson struggles with these feelings. When asked if her
findings could be duplicated by another group of scientists,
she said, "We don't think that it would be ethical to do
again." She went on to argue that animals should not be kept
in such unnatural circumstances. Nonetheless, Koko lives in
her foundation today.

As for the future, Dr. Patterson and the Gorilla

Foundation would love to get Koko to an ape preserve in Maui,
but they are having trouble securing the land. So unless you
have a few million dollars to spare, Koko's going to be
spending her time in Woodland, California with Dr. Patterson.
Koko probably doesn't mind that. If she moved to Hawaii,
she'd have to give up her Facebook page and Twitter feed, and
she's got like 50 thousand "likes." Some may deny that she
knows sign language, but nobody says that she doesn't know
social networking.

1. Which best expresses the main idea of this article?

A. Bees, whales, and apes like Koko all use language to
communicate.
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

B. Koko uses sign language but some think it's just a

trick.
C. It is natural for gorillas and house cats to live
together.
D. If you want a lot of "likes" on Facebook, get a talking
gorilla.

2. Which best describes how the second paragraph is

organized?
A. Chronological order
B. Cause and effect
C. Compare and contrast
D. Problem and solution

3. Which best expresses the author's purpose in writing the

second paragraph?
A. The author is describing the environment in which
Koko lives.
B. The author is informing readers how Dr. Patterson
developed her skills.
C. The author is persuading readers that Koko should be
freed.
D. The author is telling readers about Koko and Dr.
Patterson's background.

4. Which happened last?

A. Koko got a stuffed cat for Christmas.
B. Koko lost All Ball.
C. Koko began living with the Gorilla Foundation.
D. Dr. Patterson began teaching Koko to sign.

5. Which statement would the author most likely agree with?

A. Koko has mastered sign language without a doubt.
B. Everybody likes how Dr. Patterson has raised Koko.
C. Koko doesn't really know sign language.
D. Some people are troubled by how Koko was raised.

6. Which best defines the word duplicated as it is used in

the sixth paragraph?
A. To dispute a fact or disagree with someone
B. To lie to someone or to fool them.
C. To copy or recreate something
D. To be disproven through debate
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

7. Which event happened first?

A. Koko moved onto the Stanford University campus.
B. Koko picked All Ball out for her birthday.
C. Koko began living with the Gorilla Foundation.
D. Koko got a stuffed cat for Christmas.

8. Which best describes the main idea of the sixth

paragraph?
A. Dr. Patterson has treated Koko very cruelly.
B. Dr. Patterson and Koko have a beautiful, pure, and
unconflicted relationship.
C. Some people think that Koko should not have been treated
like a human.
D. Some people are working very hard to prove that Dr.
Patterson is wrong.

9. Which statement would the author most likely disagree

with?
A. Dr. Patterson has worked hard to teach Koko sign
language.
B. Some people think that Koko only signs to get food.
C. The Gorilla Foundation would like to move Koko to an ape
preserve.
D. Dr. Patterson has no regrets about working with Koko.
10. If a book were being written about Koko and All Ball,
which title would best summarize their story?
A. Long Wanted, Short Lived: A Tale of Strong Loves
Lost
B. Happy Ending: The Gorilla Who Got What She Wanted
C. A Tale of Two Kitties: A Stuffed Cat Versus a Real
One
D. Plushy Love: How A Gorilla Fell in Love with a
Stuffed Cat
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

II. LISTENING COMPREHENSION

Directions: Listen carefully. You will listen to the

passage twice. Then, you will answer the following
questions.

Magician Invents Special Effects

George M’elies, a French movie maker and a former

magician happened to invent special effects in movies by
accident. He was filming a street scene in Paris when his
camera suddenly jammed as a bus was passing by. He stopped,
fixed his camera, then went back to filming the same street
scene again. When the film was developed, he was surprised to
see a carriage in the place where the bus had been! He
discovered that the bus had changed into a carriage! From that
day on, Mr. M’elies invented many amazing techniques using his
camera. He became known as “the magician of movies.”

A common special effect he invented is called

projections. In this effect, a moviemaker projects a picture
or a movie on a screen behind the actors. The actors act in
front of the screen. Then the camera films the actors and the
picture or the movie at the same time. This effect makes it
possible for actors to look like they are in imaginary places.

Other special effects Mr. M’elies created are: animation

which makes lifeless models or objects come to life when they
are shown on screen; matte shots enabling the moviemaker to
cover or matte out part of a film that he doesn’t want; and
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

Questions:

1. Who became known as the Magician of Movies?

a. George Bush c. George M’elies

b. George d. George Smith
Clooney

2. Which of the following was not invented by

M’elies?

a. Animation c. Matte Shots

b. Projection d. Still Life

3. What special effect makes it possible for

actors to look like they are in imaginary
places?

a. Projection c. Computer-age special

effect
b. Optical
Printer d. Matte Shots

4. What kind of special effect would be used to

bring a dinosaur back to life?
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

a. Matte Shots c. Projection

b. Animation d. Optical Printer

5. What will happen to a movie without special effects?

a. It will draw a lot of moviegoers.

b. It will be rich in cinematic appeal.
c. It will not be appealing.
d. It will not earn popularity.

6. Why do you think George M’elies was called “the

magician of movies”?

a. He played the role of a magician in movies

several times.
b. His inventions were made into a movie.
c. He studied magic before he became a
moviemaker.
d. He accidentally invented special effects in
movies.

7. What special effect will you use to cover an

unwanted part of a film?

a. matte shots c. animations

b. projections d. optical printer

8. If you were a moviemaker, when would you use animation?

a. When the story is full of adventure

b. When the story is a fantasy
c. When the story is about the life of a famous president of
country d. When the story is about new inventions
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

III. WRITING AND COMPOSITION/VIEWING COMPREHENSION

Directions: Write an essay regarding the picture below. Base

your composition to the following guide questions:

Look at the picture below. Then answer the following

questions.

1. What is the picture all about?

2. What can you say about the characters in the
picture?
3. How old do you think are they?
4. What can you say about their attitude towards
their work?
5. Where can you usually see this scene? urban or
rural?

RUBRIC
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

Criteria 4 - 3 - Good 2 - Fair 1 - Needs

Excellent Improvement
Ideas and Shows Demonstrate Presents Ideas are
Content exceptional s clear and some ideas unclear or
depth and developed but lacks absent
originality ideas depth
of ideas
Organizatio Well- Mostly Shows Lack of
n structured, organized attempts at organizatio
logical with some organizatio n,
flow, and lapses n but lacks disjointed
clear consistency
sequence of
ideas
Language Rich and Uses Some errors Limited
and varied appropriate in word vocabulary,
Vocabulary vocabulary, language choice and frequent
demonstrate and expression errors
s a strong vocabulary
command of
language
Sentence Varied Mostly Attempts at Simple and
Structure sentence varied varied repetitive
structure, sentence sentences sentence
displays structures but with structures
complexity limited
success
Mechanics Almost Few errors Several Numerous
and Grammar flawless in in grammar, errors in errors
grammar, punctuation grammar, throughout
punctuation , and punctuation
, and spelling , and
spelling spelling
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

IV. SPEAKING FLUENCY

Directions: Choose the response that would best make the

statement correct based on the situation.

1. Situation: Brother to sister

A. Hurry up!
B. Pardon me, can you please get ready?
C. Shall we go my dear?
D. Where are you?

1. Complete the sentence to come up with a sentence.

Sentence: If I improve my English,
______________________
A. If I improve my English, I’ll go to England.
B. If I improve my English, I go to England.
C. If I improve my English, I would go to England.
D. If I improve my English, I would have gone to
England.
2. Sentence: If Sue cuts the onions for the salad,
_______________
A. If Sue cuts the onions for the salad, Caroline would
peel the mushrooms.
B. If Sue cuts the onions for the salad, Caroline will
peel the mushrooms.
C. If Sue cuts the onions for the salad, Caroline have
peeled the mushrooms.
D. If Sue cuts the onions for the salad, Caroline would
have peeled the mushrooms.
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

3. What will be the statement in this situation?

Situation: Teacher to student
A. Class, clean your room now!
B. Dear, clean your room now!
C. Students, hurry up, clean your room now.
D. Class, kindly clean your room now.

4. Situation: Husband to wife

A. Hon, kindly turn off the lights.
B. Hey, turn off the lights.
C. You turn off the lights now!
D. Please turn off the lights.
5. Situation: Brother to sister
A. Hurry up!
B. Pardon me, can you please get ready?
C. Shall we go my dear?
D. Hey, faster!

6. Choose the response that would best make the statement

correct based on the situation.
Situation: Employee to department manager
A. Mr, Brown, could I have a word with you this
afternoon?
B. Frank, I need to talk to you.
C. Mr. Brown, do you think it would be possible for me
to speak with you this afternoon?
D. I want to talk to you.
7. Choose the response that would best make the statement
correct based on the situation.
Situation: Husband to wife
A. How do you do?
B. What’s up?
C. Excuse me dear, I was wondering how you were
feeling.
D. Hey, what are you doing?
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

APPENDIX C
Letter Validation
_______________

Sir/Madam:

The undersigned will humbly ask your precious time to spare

and validate the researchers-made lesson plan and
questionnaire which intend to use as the research instrument
for the study entitled, “Investigatigating the Academic Gaps
in English of Grade 6 Pupils Transition to Junior High
School”.

The selfless sharing of your expertise and proficiency

especially in the field of research is indeed instrumental to
realize such an academically noble undertaking.

Gratefully anticipating your profound support and generous

cooperation. Thank you very much.

Very respectively yours,

_______________
Researcher

Noted by:
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

________________

APPENDIX D
Letter Request for the Conduct of Study

University Vice President

This University
SNSU

Greetings!

The undersigned is working on a thesis entitled “INVETIGATING

THE ACADEMIC GAPS IN ENGLISH OF GRADE 6 PUPILS AS
TRANSITIONAL STAGE TOWARDS JHS ENGLISH CURRICULUM” which is
part of the requirements for her Master of Arts Program.

The researcher appreciates your assistance in enabling the

undersigned to administer an interview with the participants.

Rest assured that all the responses will be treated with

confidentiality.

The researcher extends her heartfelt thanks and appreciation

for your precious time and effort to this undertaking.

Respectfully yours,
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

_________________

Letter of Request to the Principal

__________________
Principal I
Socorro Central Elementary School
Socorro, Surigao del Norte

Madam:

The undersigned is working on a thesis entitled,

“INVETIGATING THE ACADEMIC GAPS IN ENGLISH OF GRADE 6 PUPILS
AS TRANSITIONAL STAGE TOWARDS JHS ENGLISH CURRICULUM”.

In connection to this, they would like to ask permission from

your good office to conduct the study.

Thanking you with gratefulness for your very positive

response on this request. Your favorable action would really
contribute much to the success of our research paper.

Very respectively yours,

___________________
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

Ethics and data Gathering Procedure

Preliminaries
The researcher will send a validation letter to the
research experts for the validation of the research
instrument. The researcher will make a letter of request
addressed to the University Vice President for Academic
Affairs and The Office of the Graduate School, to ask
permission that the study will be conducted. Approval and
appointment from the participants will be secured as well.
Upon approval of the said request and once the needed
documents are completed, the researcher will facilitate the
conduct of the interview and data gathering.

Actual Data Collection

Once the participants will confirm the appointment, then

the researcher will facilitate the conduct of survey and
formative assessment. During the conduct of the survey-
questionnaire, the researchers will give first the
instructions on how to answer. After, the instrument will be
retrieved immediately after the respondents accomplished all
the given items.

Then, the researcher will give the participants

assurance of confidentiality and anonymity and will inform
them about the intended use of the data. The researcher will
explain to the participants that the information they provide
will be treated with confidentiality and that neither the
names of the participants nor teachers will be mentioned in
the study.
Pseudonyms will be used to refer to participants and are
coded. Participants are also informed of their choice about
whether to participate or not and that they could withdraw
their participation at any time without penalty of their
existence. Also, researcher will ask the participants’
permission before participating in the research. She will
seek for research ethics clearance from Principals of the
sampled schools and the participants.

Post activity.
After the conduct of survey to teachers and formative
assessment to the pupils, the data will be collected,
tallied, analyzed and interpreted.
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

Data Analysis
Frequency Count & Percentage. It will be employed to
determine the responses of the participants in a specific
variable or item. The statistical tool will be used to
analyze the profile and condition of the participants.
Weighted Mean and Standard Deviation. This will be
utilized to evaluate the extent implementation of English
curriculum and the pupils’ level of English proficiency.
Pearson r correlation. This will be used to analyze the
significant relationship between English curriculum
implementation and the Grade 6 pupils’ level of English
proficiency.

REFERENCES