English Language Competence in Selected Public Secondary Schools in Caraga Region: Basis for Proposed Instructional Activities By Felix

Najial Bagnol, PhD Teacher III, Lipata Elementary School Surigao City District VI, Surigao City Division
Rationale That the English language proficiency in the Philippines has deteriorated is a widely accepted phenomenon. Results of Social Weather Survey conducted in March 2006 showed a decline over the past twelve years in all aspects of English proficiency, most notably on the ability to speak English, compared to earlier SWS surveys in December 1993 and September 2000. Survey reported that only 47 percent of college graduates could converse in the international language of business, which happens to be English. In 2003, President Gloria Macapagal Arroyo directed the Department of Education to return English as the primary medium of instruction in schools. In doing so, she reversed a policy she set in 2001, when she ordered the DepEd to observe the previously established policy using Filipino as the language of instruction, and sparked a new chapter in the long debate on a Philippine national language. The implementation of Executive Order No. 210 issued by President Gloria Macapagal-Arroyo requires, among other things, the use of English as the medium of instruction in the public schools. EO 210 mandates that English be made the primary medium of instruction in all public high schools and should be taught as a second language at all levels. Consequently, former Secretary Edilberto de Jesus established in April 2003 The National English Proficiency Program (NEPP), a five year program, in response to the Executive Order 210 issued by President Arroyo. This initiative aims to answer the growing concerns over the decline of English language proficiency at both the teacher and student levels. Similarly, Congressman Eduardo R. Gullas has House Bill 1652 entitled "An Act Providing for the Use of English as a Medium of Instruction in Philippine Schools". As explained in its introductory statement, the bill "aims to remedy the deficiencies of the current Bilingual Education Policy of the Department of Education in order to effect an improvement of the total learning process in schools and ensure better education for Filipino students " Without setting aside the teaching of Filipino, the bill aims to revive the English culture in schools by making English the medium of instruction in all subjects. This study hoped to determine the reasons for this downward trend along with some identified variables. This research work determined the level of English language competence as perceived by senior high school students and their teachers in selected public secondary schools in Caraga region. Specifically, this study sought to determine the characteristics of students in terms of sex, age, educational attainment of parents, family income, and occupation of parents and their perceived level of competence in English. Documentary analyses of the grade point average through the use of Form 138-A of student participants were sought from their advisers to validate their English language competence. Likewise, it also determined the teacher s characteristics in terms of sex, age, educational attainment, number of years in teaching, and number of trainings, seminars attended related in English. It also sought the significant difference in the perception on the level of competence in English when the participants are grouped as students and teachers, and according to participants variables. Descriptive research design was used as framework of the study. This method is deemed appropriate because the study involved the collection of data necessary in ascertaining a present Page 1 of 5

existing condition, particularly the English language competence of senior high school students in selected public secondary schools in Caraga region and the factors associated with it. Scope and Limitation Using the Slovin s formula, pegged at 2.75% margin of error, the sample size of 1,146 was taken from a population of 6,185. A representative sample from senior high school students and complete enumeration of English IV teachers in nine leader schools in Caraga region were the participants in this study. These schools include Surigao Norte National High School (Surigao del Norte Division), Surigao City National High School (Surigao City Division), Agusan Sur National High School (Agusan del Sur Division), Agusan National High School (Butuan City Division), Agay National High School (Agusan del Norte Division), Jacinto P. Elpa National High School (Surigao del Sur Division), Tabon M. Estrella National High School (Bislis City Division), Dapa National High School (Siargao Division) , and Cagdianao National High School (Dinagat Island Division). Statistical Tools A researcher-made questionnaire validated by research experts was utilized as a main tool for data gathering. To statistically analyze the data gathered, the following measures were employed: simple frequency count, percentage, ranking, weighted mean, analysis of variance (ANOVA), and t-test.

Findings The major findings of the study are as follows: 1. The profile of the student participants showed more than half of the students (59.21%) are female clustered within the 16-17 age groups (59.76%). Both father (25.30%) and mother (29.97%) claimed to have college degree holders with family income below Php 10,000 (50.14%). This is because parent s occupations were categorized as farmer or housekeeper (45.83%). 2. Most teachers classified themselves as female (67.27%) who belong to 36-45 age bracket (54.55%), with masteral units (58.18%), backed up with 10-14 years of experience (32.73%), and 6-10 relevant trainings, seminars (30.91%) in English. 3. More than half of the student participants (51.24%) had satisfactory grade point average in English. 4. The majority of the participants (86.91%) perceived learning English as highly (68.50%) important in getting good jobs in the future. They reported to have well-motivated (44.07%) to learn English. 5. As to extent of use of English inside the classroom, the student s language domain in class was English and Filipino (56.63%) while the teacher s language domain was reported English (79.58%). Both participants admitted they were using English language in class frequently (75.83%). As to exposure in

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four macro-skills, an overwhelming display of agreement were mentioned in listening (99.74%), speaking (94.50%), reading (100.00%), and writing (98.34%). 6. A great majority of the participants contended that students (86.56%) could cope the lesson in English using straight English as the medium of instruction. They perceived their overall proficiency to good (73.19%). Across four skills, they evaluated good in listening (68.15%), writing (66.32%), reading (62.48%), and speaking (57.68%). 7. The overall average mean of the two groups of participants on the perceived level of competence in English , considering classroom and materials (M=2.18), extent of use of English outside the classroom (M=2.16), and parental encouragement (M=2.25) was 2.20 which is verbally interpreted as occasionally . 8. A significant difference in the perception of the two groups of participants was found to exist. 9. In terms of student s characteristics, educational attainment of parents marked a significant difference in the perception among students. Likewise, teacher s educational attainment and number of trainings, seminars related to English were operant factors in their perception. 10. Most of the problems complained by the participants were lexical in nature. Oral fluency remains the most difficult area for a greater majority of learners. This stemmed from their lack of vocabulary and meaning. Conclusions Based on the foregoing findings, the conclusions are as follows: 1. A typical learner in an English IV class in selected public secondary schools in Caraga is a female with an age range of 16-17 and has a satisfactory grade enough to meet the demand of the linguistic activities in class. She comes from a family whose income is below the poverty line. Her parents are college degree holders yet do not have regular work considering they are farmer or housekeeper. 2. A typical English IV teacher is likewise female who is still young in the service. This language teacher is more than educationally competent due to her earned master s units, and her length of exposure in teaching and attendance in various seminars, trainings related to English. 3. The student participants English language competence is satisfactory while classroom and materials which include frequency in the use of instructional materials, frequency in the use of teaching technique, and the learning situation supports the favorable learning of student occasionally . This is an indication that there is a need to reinforce English language teaching and learning in roder to raise their language competence more than the acceptable level. 4. Doubtless, classroom practice still deviates from the rules of using English in an English class, mainly because students and teachers still lack the necessary proficiency in English for effective teaching Page 3 of 5

and learning. The learning of the English language suffered a setback because Tag-lish is widely accepted as a language domain in an English class. 5. Exposure in English appears to be confined to the limits of the curriculum. It is therefore apparent that students exposure primarily fulfills the classroom tasks, assignments, or projects. It is not a common habit for students to apply language for self-advancement. It is largely done more for extrinsic than intrinsic motivation. 6. People see things in different perspective according to the role they play in the mainstream English language classroom, the reason why a significant difference in perception between the students and teachers. 7. Lack of vocabulary and meaning are barriers in mastery of the English language skills. These make it difficult for the student to guess the meanings of words in context. This is the reason why many students refer to the dictionaries for the meaning of words, making learning in English tiring and time consuming. This sometimes results in their losing interest in reading in English. Recommendations On the basis of the foregoing findings and conclusions, the following recommendations are given: 1. The only way of restoring English to a level of teaching at which it could be properly used as medium of instruction is for learners to receive a massive increase in their exposure to English and their use of English. Thus, there is a need to revitalize the English Clubs in school which will help the school heads implement or enforce Operation Speak English policy. Classroom organizations too should be tapped to support the program. Similarly, advisers of the English Clubs should organize contest such as oratorical, declamation, extemporaneous, impromptu and drama whether in school, community, division level to provide the students the opportunities to practice their oral English skill. 2. Teachers should be proficient English language user both inside and outside classroom. As a proficient speaker of English, the teacher can provide a valuable model for students that they may not get from their peers. Outside the classroom, interactions between mainstream teachers and students should focus on the message rather than the form of the language, making the situation more conducive to the development of communicative skills used in informal interpersonal relations. 3. It becomes apparent that the English language teachers need to be proficient in establishing a positive and productive learning environment, as well as being a learning expert , empowering students in terms of self-direction, self-assessment, and self-access skills. Therefore, English language teachers should look at their teaching practices, and to investigate whether they are promoting or hindering the process of learning. 4. Further related research undertaking may be conducted with the following suggested titles: 4.1 Needs Analysis of English Language Learning in Secondary Schools in Caraga Page 4 of 5

4.2 A Comparative Study Towards Learning English Between Students in Public and Private Schools Considering Gender and Other Factors 4.3 Learning Difficulties Encountered by High School Students in English

DepEd Order No. 36, s. 2006. Implementing Rules and Regulations on Executive Order # 10 Establishing the Policy to Strengthen the Use of English Language as a Medium of Instruction in the Educational System. Retrieved from:http://www.deped.gov.ph

Dollete, R. (2000). The English Reading Competence of Freshmen Students in Public High Schools in Region III. Unpublished dissertation, Central Luzon State University, Science City of Muoz, Nueva Ecija.
Ibe, M. (2004). Academic Performance of the Filipino Youth. The Philippine Journal of Education, LXXXIII (number 7), 296. Secombe, M. (2005). English as the Medium of Instruction for Science and Its Effects on the Languages of the Philippines. Retrieved from: http://comenius.cele.unam.mx/cele/pruebas/politleng/English

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