1

The English Language Proficiency of Grade 12 Students

A Research Paper
Presented to the Senior High School Department

Of Subangdaku Technical Vocational School

Subangdaku, Mandaue City

In Partial Fulfillment
of the Requirements for Practical Research II

By:
Gen Niña G. Panimdim
Jean Rose Socorin
Keith Jane Anne Gegrimosa
Axel Rose Cabesas
Katrina Naces
Cenon Orocay Jr.
Anjo Cadampog

January, 2024
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The English Language Proficiency of Grade 12 Students

Gen Niña Panimdim genpanimdim44@gmail.com

sJean Rose Socorin, Keith Jane Anne Gegrimosa, Axel Rose Cabesas, Katrina Naces,

Cenon Orocay Jr., Anjo Cadampog

Abstract: This study aimed to determine the English Language Proficiency of Grade 12

students at Subangdaku Technical Vocational High School. The research employed a

descriptive-quantitative design. A sample of 31 students completed an English

proficiency test assessing grammar and reading comprehension. Results showed students

had moderate proficiency in both grammar (average 22.29/40) and reading

comprehension (average 19.48/42). By strand, HUMMS students had the highest

grammar proficiency (average 25.625), while all strands showed moderate reading

comprehension. Females (24) slightly outperformed males (7) in both grammar and

reading comprehension. ANOVA results (p=0.02) indicated significant differences in

proficiency by gender and strand. These findings align with previous research showing

differences in proficiency by gender and field. The study concludes that complex factors

influence English proficiency, underscoring the need for comprehensive language

instruction. It recommends further research into additional factors impacting students'

English acquisition.

Keywords: English Language Proficiency, Grammar, Reading Comprehension,

Differences
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Introduction

The proficiency in the English language is a critical facet of academic

success, professional development, and effective communication in today's globalized

world. English, a West Germanic language that originated in Anglo-Saxon England, has

evolved over centuries to become the most widely spoken language globally. With its

rich history, diverse dialects, and ever-expanding influence, English has permeated

various aspects of human communication, influencing literature, science, technology, and

international relations. According to Ethnologue (2022), English is spoken by

approximately 1.35 billion people worldwide, making it the third most spoken native

language after Mandarin, Chinese and Hindi. However, its significance extends far

beyond its native speakers, as it serves as a lingua franca, a common language used for

communication between people from different linguistic backgrounds.

According to Hessel (2020) he emphasizes that the importance of English

language proficiency in predicting educational achievement, suggesting that it is a more

significant factor than English as an Additional Language (EAL) status. This is supported

by Carmichael (2019), who discusses the updated English language proficiency

requirements for educators. Also, Gamboa (2021) provides a practical application of this,

assessing the English language proficiency of elementary pupils and finding that it is

generally at an advanced level. Stated by Mahboob (2014) it offers a broader perspective,

advocating for a dynamic approach to language proficiency that accounts for the diverse

patterns of language use in today's globalized world.

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The relationship between grammar and reading comprehension in English

language proficiency is complex and multifaceted. While some studies have found a

weak correlation between the two (Ashar, 2017), others have highlighted the significant

impact of grammar on reading comprehension (Steinlen, 2017). Explicit teaching of

grammar has been shown to enhance reading comprehension in specific contexts, such as

English for Specific Purposes (Weisi, 2012). However, the development of reading

comprehension skills in English language learners, particularly those with a minority

language background, remains a challenge (Steinlen, 2017). This underscores the need

for a comprehensive approach to teaching English language proficiency, which includes a

focus on both grammar and reading comprehension.

Filipino students face various challenges in English language proficiency,

particularly in grammar and reading comprehension. These challenges include difficulties

in achieving equivalency in translation due to a lack of mastery in both Filipino and

English (Langga, 2020), high levels of reading anxiety and poor comprehension

performance (Guimba, 2015), and poor reading skills, including comprehension and

pronunciation (Cayubit, 2012). Additionally, vocabulary size and reading motivation

have been found to significantly impact reading comprehension performance

(Gunobgunob-Mirasol, 2019).

A range of studies have explored the relationship between English

language proficiency and various factors. Izatullah (2022) found a positive correlation

between language proficiency and academic performance in higher education, suggesting

a need for language training at the undergraduate level. Ming-mei (2019) similarly found

that higher language proficiency led to greater improvement in teaching knowledge

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among English student teachers. However, Gamboa (2021) found that the English

language proficiency of elementary pupils was not significantly associated with their

profile variables, indicating that other factors may be at play. Larasati (2020) highlighted

the influence of attitudes on language proficiency, with positive attitudes generally

correlating with higher proficiency. These studies collectively underscore the importance

of language proficiency in academic and professional contexts, and the need to consider a

range of factors in understanding and improving language proficiency.

Several studies had also found that female students tend to outperform

their male counterparts in reading comprehension. Haji (2021) and Ngongare (2021) both

found that female students had higher proficiency in reading comprehension skills, with

Haji noting that this was particularly true for direct, deductive, and creative

comprehension. Fauzan (2016) and Thoor (2010) also found that girls tended to have

better reading comprehension, with Fauzan attributing this to differences in family and

societal influences, and Thoor highlighting the influence of text content and form. These

findings suggest that female students may indeed have higher proficiency in grammar and

reading comprehension.

Also a range of studies have also explored the relationship between gender

and reading comprehension, with mixed results. Salehi (2014) found that females

generally outperformed males in text comprehension, while Payne (2011) reported

similar findings in second language reading comprehension. However, Yazdanpanah

(2007) and Ahmadi (2012) both found that males performed better in certain aspects of

reading comprehension, such as identifying specific information and constructing

meaning from non-text.

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Barzegar (2020) found that grouping students based on English

proficiency, rather than academic majors, led to improved English proficiency. This

suggests that differences in English proficiency among students in different strands may

be due to varying levels of English proficiency rather than the specific strand. However,

Afshar (2014) noted differences in vocabulary learning strategies between students in

different fields, which could impact English proficiency. Javadi (2020) also found

differences in teaching styles and oral language proficiency among students, which could

further contribute to variations in English proficiency. Tavakoli (2019) highlighted the

relationship between oral fluency and the use of multiword sequences, which could be

influenced by the specific requirements of different strands. These studies suggest that

while English proficiency may differ among students in different strands, the reasons for

these differences are complex and multifaceted.

The researchers want to find if the selected Academic Strand Grade 12

students of the Subangdaku Technical Vocational School, School Year 2023-2024 are

still proficient in using grammar and if their reading comprehension is still good. The

researchers also want to find the differences between the genders. In this study, the

researchers will try to find the answer to that question.

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Statement of the Problem

This study aims to determine the English Language Proficiency of Grade

12 Students in Subangdaku Technical Vocational High School, School Year 2023-2024.

Specifically, this seeks to answer the following questions:

1. What is the profile respondents of Grade 12 Students in terms of:

1.1 Gender

1.2 Academic Strand

2. What is the English Language Proficiency of Grade 12 Academic

Students in terms of:

2.1 Grammar

2.2 Reading Comprehension

3. Is there a significant difference on the English Language Proficiency of

the Grade 12 Students as to Gender and Academic Strand?

Statement of Null Hypothesis

Ho: There is no significant difference on the English Language Proficiency

of the Grade 12 as to Gender and Academic Strand.

Methodology

This chapter describes the research methodology used in this study specifically, it

focuses on the techniques and procedures of gathering the data, the respondents and

sampling design, the instruments to be used and the statistical tools and techniques

necessary for analysis of data.

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Research Design

This study made use of the descriptive-quantitative research design. As a research

method, it represents a systematic and objective means of describing quantifying

phenomena (Downe-Wamboldt, 1992; Schreier, 2012 cited in Elo Kaariaimen, Kanste,

Polkki, Utrianien & Kyngars, 2014). Thus, the present study described and quantified the

English proficiency level of the senior high school students along with grammar and

reading comprehension.

Environment

The study was held at the Subangdaku Technical Vocational School (STVS)

which is located at M. Logarta St., Subangdaku, Mandaue City. This is a public school

which widens the students’ opportunities to become competitive in the global arena. The

school was officially recognized as 208th technical vocation schools in the whole

Philippines and made it a pledged technical vocational school in Mandaue City Division.

Respondents

The respondents of the study were the Academic Strand Grade 12 Students of

Subangdaku Technical Vocational School Year 2022-2023. From a population of 61, a

sample of 31 students are identified to take the English Proficiency Test. These students

are randomly selected using Systematic Random Sampling.

ACADEMIC STRAND POPULATION SAMPLE POPULATION

GAS 29 15

HUMMS 16 8

ABM 16 8
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TOTAL 61 31

Instrument

This study used an English Proficiency Test as the main tool in gathering the

data. Part 1 included the profile of the participants, while Part II was the English

Proficiency Test covering a 40- item Grammar Test on the eight parts of speech (nouns,

pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections) and a

42-item Reading Comprehension Test on the three literary genres: poem, essay, and short

story. Each text has four sets of questions of different levels: literal, interpretation,

evaluation, and integration. Before the test was administered to the participants, it was

piloted to another group of students who belonged to the same level. The instrument used

in this study was given permission by the author itself. (Manuel, 2022)

Data Gathering Procedure

The researchers secured permit from the school administration to conduct the test

and gather the necessary data. The questionnaires were individually distributed to the

students. In order to prevent any subjectivity, the respondents were requested to answer

the English Proficiency Test to test their grammar and reading comprehension. The

respondents were likewise guaranteed of confidentiality.

Treatment of the Data

The statistical treatment will be employed in the analysis of the gathered data.
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1. Average. The average was utilized in determining the English

Language Proficiency of the Academic Strand Grade 12 students.

2. Mean Average. The mean average was used to determine the English

Language Proficiency of the Academic Strand Grade 12 students.

3. Analysis of Variance (ANOVA). The Analysis of Variance was

utilized to determine if there is a significant relationship between the

English Language Proficiency to the Academic Strand and Gender of

the Grade 12 students.

Scoring Procedure

To determine the proficiency level of respondents on grammar and reading

comprehension test, the mean average was used.

The scale below was used to determine the English proficiency of

respondents in grammar.

Proficiency Level for the Grammar in Test

Score Intervals Proficiency Level Descriptive Value

32.01-40.00 Very Proficient User of English Very High

24.01-32.00 Proficient User of English High

16.01-24.00 Fair User of English Moderate

0.01-16.00 Modest User of English Low

1.00-8.00 Limited User of English Very Low

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Overall Level Reading Comprehension Ability of Respondents

Scores Equivalent Interpretative Level

33.61-42.00 Very high

25.21-33.60 High

16.81-25.20 Moderate

8.41-16.80 Low

1.00-8.40 Very Low

Results and Discussion

This chapter presents the data which answers the questions in this research. The

results are presented, analyzed, and discussed in this portion in the following sequence:

the respondents academic strand and gender, the proficiency in grammar and reading

comprehension and if there is a significant difference between English language

proficiency and the student’s gender and academic strand.

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Table 1
The Profile Respondents of Grade 12 Students
Strand Male Percentage Female Percentage

GAS 5 16% 10 32%

ABM 2 7% 6 20%
HUMMS 0 0% 8 25%
TOTAL 7 23% 24 77%

The data indicates that out of the 31 respondents, 23% were male and 77% were

female. Among the Grade 12 academic strands, the largest proportion of respondents

were from GAS (48%), followed by HUMMS (27%) and ABM (25%). Overall, the GAS

strand had the highest percentage of students responding to the questionnaire compared to

the other two strands.

The researchers administered the English proficiency questionnaires to the sample

of 31 Grade 12 students. It was observed that many students did not seem to take the test

seriously, and only a few obtained passing scores on the grammar and reading

comprehension sections. The researchers also noted that some students voiced difficulties
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with the test, stating they found it challenging and were unsure how to respond to some

items. Table 2 presents the total test score averages for each academic strand.

Table 2.1

The English Language Proficiency of Grade 12 Academic Strand in Terms of Grammar

Strand Average Proficiency Level Descriptive Value

GAS 20.27 Fair Users of Moderate

English

ABM 22.75 Fair Users of Moderate

English

HUMMS 25.625 Proficient Users of High

English

Total Average 22.29 Fair Users of Moderate

English

The data shows that students in the GAS and ABM strands demonstrated

comparable proficiency, with average grammar test scores of 20.27 and 22.75

respectively. These results fall in the moderate proficiency range. In contrast, the
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HUMMS strand stood out with a higher average of 25.625, indicating proficient and high

grammar skills. The total average grammar test score was 22.29 across all three strands,

which can be interpreted as moderate overall proficiency.

Table 2.2

The English Language Proficiency of Grade 12 Academic Strand in Terms in Reading

Comprehension

Strand Average Interpretative Level

GAS 19 Moderate

ABM 18.625 Moderate

HUMMS 21.25 Moderate

Total Average 19.48 Moderate

The data in Table 2.2 demonstrates that students across all academic strands

obtained moderate average scores on the reading comprehension portion of the test,

ranging from 18.625 to 21.25. This indicates that respondents overall did not exhibit

proficient reading and analysis skills on the provided excerpts (essay, poem, short story).

Upon evaluating student responses, the researchers observed that many participants

provided nonsensical answers and appeared not to take the reading comprehension
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section seriously. The total average reading comprehension score was 19.48, falling in

the moderate proficiency range.

The data above also indicates that female students (average 22.5 grammar, 20.25

reading) performed slightly higher than male students (average 21.42 grammar, 16.8

reading) on both the grammar and reading sections. This aligns with previous studies by

Haji (2021) and Ngongare (2021) showing higher female proficiency, especially in

reading comprehens However, other studies such as Yazdanpanah (2007) and Ahmadi

(2012) found instances where males outperformed females in specific reading

comprehension tasks, suggesting a complex relationship between gender and proficiency.

Overall, the higher female averages in this study are consistent with much of the

literature on.

By academic strand, the HUMMS students showed the highest grammar average

(25.625), while ABM and GAS were lower and comparable. This indicates potential

differences in English language teaching and requirements across fields, further

supported by studies like Javadi (2020) and Tavakoli (2019). However, all three strands

had moderate and similar reading comprehension averages, indicating additional factors

beyond academic major impact language acquisition.

Table 3

Significant Difference on the English Language Proficiency of the Grade 12 Students as

to Gender and Academic Strand

ANOVA
Source of
Variation SS df MS F P-value F crit
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Between 122.080 122.080 5.00970 0.02892 4.00119

Groups 6 1 6 7 9 1
Within 1462.12 24.3688
Groups 9 60 2

Total 1584.21 61

The table above shows the difference in English Proficiency of the Senior High

School Students as to gender and academic strand. A one-way ANOVA was conducted to

determine if English proficiency differed significantly by gender or academic strand

(Table 3). The results showed a significant difference (p=0.02), allowing us to reject the

null hypothesis. The results indicated statistically significant differences in English

language proficiency between genders and across academic strands.

The revealed results have agree with majority of the previous studies which

claimed that there is differences of English Proficiency as to what gender and academic

strands.

Conclusion and Recommendation

Conclusion

The results concluded that the English Language Proficiency of the Grade 12

Students is Moderate in both grammar and reading comprehension. Futhermore , there is

a significant difference on the English Language Proficiency as to gender and

corresponding academic strands of Grade 12 Students.

Recommendation
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Teachers can implement focused language instruction, both in formal classrooms and

online education, emphasizing practice and independent learning. This can contribute to

improved grammar, reading comprehension, and overall English proficiency.

Additionally, knowledge expansion through reading, positive mindset development, and

targeted educational programs can help students gain greater language skills. Overall, a

multifaceted approach of knowledge building, supportive attitudes, and formal English

training can enable individuals to attain higher levels of English language proficiency.

With concerted effort, senior high school students have the potential to become highly

proficient users of English.

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References:
A. Ahmadi, Shaban Mansoordehghan (2012). Comprehending a Non-text: A Study of
Gender-based Differences in EFL Reading Comprehension. Semantic Scholar
A. Hessel, S. Strand (2020). Proficiency in English is a better predictor of educational
achievement than English as an Additional Language (EAL). Educause Review
Ahmar Mahboob, Lydia Dutcher (2014). Dynamic Approach to Language Proficiency—
A Model. Semantic Scholar
A. Larasati, M. Simatupang (2020). Relationship Between English Language Attitude
and Proficiency. Semantic Scholar
Alfian Ashar (2017). THE CORRELATION BETWEEN STUDENS’ GRAMMAR
MASTERY AND STUDENT’S READING COMPREHENSION AT NINTH GRADE
STUDENTS’ OF SMP MUHAMMADIYAH 1 GRESIK. Semantic Scholar
Anja K. Steinlen (2017). The Development of English Grammar and Reading
Comprehension by Majority and Minority Language Children in a Bilingual Primary
School. Semantic Scholar
Hassan Soodmand Afshar, Ismail Moazam, Hassan Arbabi (2014). Engineering and
Humanities Students' Strategies for Vocabulary Acquisition: An Iranian Experience.
Semantic Scholar
James Carmichael (2019). English Language Proficiency. Semantic Scholar
Jomel B. Manuel (2022). ENGLISH LANGUAGE PROFICIENCY OF SENIOR
HIGH SCHOOL STUDENTS. Multidisciplinary Journal for Education Social and
Technological Sciences
K. Yazdanpanah (2007). THE EFFECT OF BACKGROUND KNOWLEDGE AND
READING COMPREHENSION TEST ITEMS ON MALE AND FEMALE
PERFORMANCE. Semantic Scholar
Maiden Angel Gamboa, Eliza Stephanie Monteclaro, Jan France Joy Tabban (2021).
English Language Proficiency Of Elementary Pupils. Journal of Language and
Linguistics in Society
Mohammad Javadi (2020). Differences in Teaching Styles and Oral Language
Proficiency of Non-native English Speaker Teachers: As Perceived by the Iranian EFL
Students. Semantic Scholar
 19

Mohammad Salehi, Zahra Lari, Atefeh Rezanejad (2014). The Effects of Gender and
Genre on Language Learners’ Reading Comprehension Ability. Semantic Scholar
P. Tavakoli, Takumi Uchihara (2019). To What Extent Are Multiword Sequences
Associated With Oral Fluency? Semantic Scholar
Syed Izatullah, Rabeeya Nasir, Fariha Gul (2022). A Study to Examine the Relationship
between English Language Proficiency and Academic Achievement of Students in
Higher Education Institutions. Global Educational Studies Review
Tabitha W. Payne, Richard Lynn (2011). Sex differences in second language
comprehension. Semantic Scholar
Wang Ming-mei (2019). The Effect of Language Proficiency on the Teaching Knowledge
Acquisition of English Student Teachers—Comparison of Three Repetitive Lessons.
Journal of Literature and Art Studies
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APPENDIX A
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APPENDIX B

English Language Proficiency of Grade 12 Students

English Test Questionnaire Part 2
Name:_____________________________
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Reading Comprehension

Read the given texts below, then encircle the answer of the following questions.

Reading 1
IN HEAVEN

Stephen Crane

In heaven
Some little blades of grass
Stood before God.
‘What did you do?”
Then all save one of the little
blades
Began eagerly to relate
The merits of their lives.
This one stayed a small way behind,
Ashamed.

Presently, God said,

“And what did you do?”
The little blade answered.
“Oh, my Lord,
Memory is bitter to me,
For, if I did good deeds,
I know not of them”
Then God, in all his splendor,
Arose from his throne
“Oh, best little blade of grass!”

1. Before whom did the blades of grass stand?

a. blades of grass b. God c. friends d. community

2. What did each one relate?

a. merits of their lives b. their sad experiences c. their adventures d. their plans

3. What did God call the little blade?

a. Oh, best little blade of grass! b. You, little blade of grass!

c. Little blade of grass! d. That’s my little blade of grass!

4. Why was the little blade ashamed of himself?

a. He cannot remember anything.

b. He is not good-looking.
c. He is so small.
d. He feels unworthy.

5. Why could the little blade not remember any good deeds?

a. He is apprehensive.
b. He has an Alzheimer disease.
c. He had made many good things.
d. He did not do anything good.

6. Which of the following describes the little blade?

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a. kind b. humble c. loving d. modest

7. What is the main idea of the poem?

a. A little blade of grass displays admiring quality.

b. A little blade of grass is worth emulating.
c. A little blade of grass is a perfect picture of a good creature.
d. A little blade of grass possesses kindness.

8. Which of the following shows that God was pleased with the little blade?

a. “And what did you do?”

b. “Oh, best little blade of grass!”
c. “What did you do?”
d. “You, little blade of grass!”

9. This poem tells a story. What kind of poem is it?

a. lyric poetry
b. narrative poetry
c. dramatic poetry
d. None of the above

10. What figure of speech did the poet use?

a. metaphor
b. simile
c. personification
d. Apostrophe

11. What is the “moral” of this poem?

a. God wanted us to remember everything that we do.

b. When we do something good to our fellows, show off to the people around us.
c. God is very love to the humble people who never list their good deeds.
d. Show others how kind-hearted we are and expect in return.

12. What is the effect of the last line of the poem?

“Oh, the best little blade of grass!”

a. Whoever and whatever you are in this world, you can be best in the eyes of God.
b. We will be the best people if we could do good things in our life.
c. Acknowledging your weaknesses is rewarding.
d. All that you have is ultimately a gift from God.

13. To be proud all the time is not good because ___________.

a. Life keeps on changing.

b. Everything we do has its equivalent reward/ punishment.
c. One cannot hold things permanently.
d. All of the above

14. Why is humility pleasing to God?

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a. Because humility speaks of one’s goodness.

b. Because the humility that comes from God is the result of what God has done in
our heart.
c. Because humility removes all hatred in our hearts.
d. Because humility is gift from God that will bind people together.

Reading II. Read this excerpt from an essay. Then encircle the answers of the following
questions.
Read not to conflict and confute, nor to believe and take for granted, not to find talk and discourse but to
weigh and consider. Some books are to be tasted, others to be swallowed, and some to be chewed and digested, that is,
some few to be read wholly, and with diligence and attention. Some books also may be read by deputy and extracts
made of them by others, but that would be only in the less important arguments and the meaner sort of books; else
distilled books are like common distilled waters, flashy things. Reading maketh a full man, conference a ready man, and
writing an exact man.

Which of the following makes a man an exact man?

reading c. conference
listening d. writing

Which of the following is the reason to read?

to conflict and confute c. to believe and take for granted

to find talk and discourse d. to weight and consider

Which of the following doesn’t belong to the group?

Reading makes a full man. c. Conference makes a ready man.
Writing makes an exact man. d. Listening makes a disciplined man.

The words tasted, swallowed, chewed, and digested show that the authors is talking about
books in terms of:

drinks c. water
stories d. food
5.The phrase “some few to be chewed and digested” means that one should:

get a quick idea of contents

select the parts that interest you
memorize the contents of the books
consider and understand the key ideas
The phrase “ some of the books are to be tasted” means that one should read some
books:

diligently and attentively c. from beginning to end

only in parts d. with care and curiosity
The writer feels that the most exacting and demanding skill is:

reading c. writing
talking d. listening
With regard to books that are read and condensed by someone else, the writer :

encourages this c. express no opinion

discourages this d. is strongly opposed

The clause “ distilled books are like common distilled waters,” is an example of a :

Simile c. personification
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metaphor d. metonymy

The purpose of the writer is to:

explain the importance of the books c. give advice to read

compare books with book d. define a full man

Which of the following is not true about the essay?

It is full of wisdom, teachings and advisory.

It is full of emotional expression.
It is full of advice for the balance and force.
It is full of warmth and color to use in daily life.

What stylistic device did Bacon use in essay?

exaggeration
dialogue
sentence fragments
parallel construction

The writer encourages people to read to :

find opposing arguments

develop conversation with others
stimulate thought and consideration
gain information

All except one are the important things that reading does for us.

Reading makes us well-informed.

Reading is an uneconomical endeavor.
Reading can be a worthwhile form of recreation.
Reading can be a form of therapy.

Reading III: Read the short story below and encircle the answer in the following questions.
“The Interview”

(Short Story)

Jethro gets ready for his job interview.

He takes a shower.

He shaves.

He brushes his teeth.

He cuts his fingernails.

He combs his hair.

He puts on the new suit he bought just for today.

Jethro feels confident. He is also very nervous.

Here is why. Jethro graduated at the top of his class in college. Still, Jethro knows the economy is bad. His dad just lost
his job at the bank a few weeks ago! Many people are interviewing for the very same job. There is lot of competition.

Jethro is still positive. He thinks he has a good chance of getting the job at the technology company.
 26

Jethro arrives at his interview at 9:45. He is 15 minutes early. He realizes the importance of being prompt. He does not
want to be late.

“Have a seat. Mr. Stone will be right with you,” the receptionist says.

Jethro sits. He thinks what about he has learned to do in interview.

Look people in the eye.

Give a firm handshake.

Speak clearly.

Jethro feels ready.

“Mr. Stone is ready to see you now,” the receptionist says.

Jethro takes a deep breath and walks into Mr. Stone’s office.

“Good to meet you sir,” Jethro says and gives Mr. Stone a firm handshake and a smile.

What kind of job is Jethro interviewing for?

a college job
a banking job
a technology job
a receptionist job

What is one thing Jethro does to get ready?

He talks to his dad.

He calls Mr. Stone
He combs his hair

I only
I and II
III only
I, II, and III

What time is Jethro’s interview?

9:30 c. 10:00
9:45 d. 10:15

What does it mean to be confident?

to be early
to be sure
to be worried
to be nervous

What is competition?

when people get ready to go out

when people go for a job interview
when people feel they are not good enough
when many people are going after the same thing

Why is it good that Jethro gets to his interview early?

 27

It gives Jethro time to think.

It helps Jethro speak clearly.
Mr. Stone likes people to be early.
The receptionist asks him to be early.

What has Jethro learned to do in an interview?

be positive
tell good jokes
talk about his college experience
look people in the eye

Which of the following can help make a good impression at an interview?

looking people in the eye

wearing a new suit
being well groomed
I only
I and II
II and III
I, II, and III
If you are prompt, this means you are:

a. Positive b.intelligent c.on time d.in control

What is the purpose of the story?
a. to inform b. to entertain c. to reflect d. to convinceWhat type of conclusion
was used in the story? closedhanging natural None of the above

What is the tone of the story?

melancholic
worried
hopeful
optimistic

All except one must be avoided during the interview?

Don’t be pushy about salary.
Don’t exaggerate.
Don’t over or underdress.
Don't underestimate the power of a personal connection.

Using poor manners can give the hiring manager the impression that:
a. You are unlikely to be able to perform well in certain work situations.
b. You do not care about value or respect the people with whom you are interacting.
c. You are prone to rudeness or ignorance.
d. All of the above.
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APPENDIX C

ABOUT THE AUTHORS

GEN NINA G. PANIMDIM

genpanimdim44@gmail.com

Currently a student of GAS 12-Amiable at Subangdaku Technical Vocational School.

JEAN ROSE SOCORIN

jeanrose@gmail.com

Currently a student of GAS 12-Amiable at Subangdaku Technical Vocational School.

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KATRINA V. NACES

katnaces333@gmail.com

Currently a student of GAS 12-Amiable at Subangdaku Technical Vocational School

SEAN CENON OROCAY

orocay.cenon01@gmail.com

Currently a student of GAS 12-Amiable at Subangdaku Technical Vocational School.

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KEITH JANE ANNE GEGRIMOSA

keithjaneannegegrimosa@gmail.com

Currently a student of GAS 12-Amiable at Subangdaku Technical Vocational School.

AXEL ROSE CABESAS

aksilrosecabesas@gmail.com

Currently a student of GAS 12-Amiable at Subangdaku Technical Vocational School

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ANJO CADAMPOG

anjocadampog@gmail.comurrently a student of GAS 12-Amiable at Subangdaku

Technical Vocational School

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