2.

Critique
2.1 Listening
2.1.1 Table 1: Following Verbal Instructions

Number of Students

The Degree of Difficulty experienced by Third Year Students of

ICLA in Following Verbal Instructions
16
14
12
10
8
6
4
2
0

13

14

1
Very Difficult

2
Difficult
Easy
Degree of Difficulty

Very Easy

Table 1 shows the rating given by the third year students of ICLA on the
skill: following verbal instructions. The results show that the highest rated degree
of difficulty was Easy, with 14 students and Difficult, following close with 13
students. There was as well 1 student who rated the skill to be Very Difficult,
while 2 students rated it to be Very Easy. Based on the results, it could be seen
that more than half of the class finds applying the skill easy and the rest find it
difficult. It could be also seen that there is a division in the class on the
application of this skill.

2.1.2 Table 2: Comprehending conversations or dialogues

Number of Students

The Degree of Difficulty experienced by Third Year Students of

ICLA in Comprehending conversations or dialogues
14
12

13

10
8

6
4
2

5
3

0
Very Difficult

Difficult

Easy

Very Easy

Degree of Difficulty

Table 2 shows the rating given by the third year students of ICLA on the
skill: Comprehending conversations or dialogues. The highest rated degree of
difficulty on this skill was Easy with 13 students and then Difficult with 9 students.
There were as well 3 students who rated the skill to be Very Difficult and 5
students who rated the skill to be Very Easy. It could be seen that majority of the
class finds applying the skill to be easy.

2.1.3 Table 3: Understanding a phone conversation

Number of Students

The Degree of Difficulty experienced by Third Year Students of

ICLA in Understanding a phone conversation
12
10

11

9
8

6
4
2
2
0
Very Difficult

Difficult

Easy

Degree of Difficulty

Very Easy

Table 3 shows the rating given by the third year students of ICLA on the
skill: Understanding a phone conversation. The highest rated degree of difficulty
on this skill is Difficult with Easy and Very Easy following with 9 and 8 students
each. Last is Very Difficult with 2 students. It could be inferred from the results
that majority if the third year class finds understanding a phone conversation to
be easy.

2.1.4 Table 4: Comprehending an oral report

Number of Students

The Degree of Difficulty experienced by Third Year Students of

ICLA in Comprehending an Oral Report
18
16
14
12
10
8
6
4
2
0

17

8
4
Very Difficult

1
Difficult

Easy

Very Easy

Degree of Difficulty
Table 4 shows the rating given by the third year students of ICLA on the
skill: Comprehending an Oral Report. 17 of the students rated the skill to be
Difficult followed by 8 students rating it to be Easy. 4 students rated the skill to be
Very Difficult and 1 rated it to be Very Easy. It could be seen that majority of the
class found the skill to be Difficult.

2.1.5 Table 5: Comprehending an audio recording

Number of Students

The Degree of Difficulty experienced by Third Year Students of

ICLA in Comprehending an Audio Reporting
14
12

13

13

10
8
6
4
2

0
Very Difficult

Difficult

Easy

Very Easy

Degree of Difficulty
Table 5 shows the rating given by the third year students of ICLA on the
skill: Comprehending an Audio Recording. The highest rated degrees of difficulty
on this skill were Difficult and Easy, each with 13 students.

While for Very

Difficult and Very Easy, there were 2 students each. It could be seen that the
class is divided.

From tables 1 to 5, it could be seen that the highest scored degree of

difficulties were Difficult and Easy. Also it could also be seen that there is at
times not a big difference between these two degrees of difficulty experienced by
the students in the five listening skills. It could be seen that this trend is seen
throughout tables 1 to 5. It could be inferred from the data that the third year
class is divided into two, when it comes to their degree of difficulty in applying
these listening skills.

2.2 Writing
2.2.1 Table 6 Structuring sentences

Number of Students

The Degree of Difficulty experienced by Third Year Students of

ICLA in Structuring Sentences
14
12
10
8
6
4
2
0

12

12

4
2

Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 6 shows the rating given by the third year students of ICLA on the
skill: Structuring Sentences. The highest rated degrees of difficulty on this skill
were Difficult and Easy, each with 12 students. While for Very Difficult and Very
Easy, there were 2 and 4 students respectively.

2.2.2 Table 7 Applying Correct grammar principles

The Degree of Difficulty experienced by Third Year Students of
ICLA in Applying Correct Grammar Principles

Number of Students

14
12
12

10

12

8
6
4
2

4
2

Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 7 shows the rating given by the third year students of ICLA on the
skill: Applying Correct Grammar Principles. The highest rated degrees of difficulty
on this skill were Difficult and Easy, each with 12 students.

While for Very

Difficult and Very Easy, there were 4 and 2 students respectively.

2.2.3 Table 8 Using appropriate words

The Degree of Difficulty experienced by Third Year Students of
ICLA in Using Appropriate Words

Number of Students

14
12
10

11

12

8
6
4
2

0
Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 8 shows the rating given by the third year students of ICLA on the
skill: Using Appropriate Words. The highest rated degree was Easy, with 12
students and following is Difficult, with 11 students. There were as well 4
students who rated the skill to be Very Easy while 3 rated it to be Very Difficult.

2.2.4 Table 9 Providing sufficient and supporting details

The Degree of Difficulty experienced by Third Year Students of
ICLA in Providing Sufficient or Supporting Details

Number of Students

16
14
14

12

13

10

8
6
4
2

Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 9 shows the rating given by the third year students of ICLA on the
skill: Providing Sufficient and Supporting Details. The highest rated degree of
difficulty in this skill is Difficult and followed by Easy, which were scored 14 and
13 by the students. 3 students scored very Difficult, while none scored Very
Easy.

2.2.5 Table 10 Organizing Ideas

The Degree of Difficulty experienced by Third Year Students of
ICLA in Organizing Ideas

Number of Students

14
12

13

10
10

8
6
4

Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 10 shows the rating given by the third year students of ICLA on the
skill: Organizing Ideas. The highest rated degree of difficulty in this skill is Difficult
and followed by Easy, which were scored 13 and 11 by the students. 6 students
scored very Difficult, while 1 scored Very Easy.

From tables 6 to 10, it could be seen that the highest scored degree of
difficulties were as well, Difficult and Easy. It could also be seen that there is not
a big difference between these two degrees of difficulty experienced by the
students in the five writing skills and that there were two skills wherein the results
were equal. This trend is seen throughout tables 6 to 10. It could once again be
inferred from the data that the third year class is divided into two, when it comes
to their degree of difficulty in applying these writing skills.

2.3 Speaking
2.3.1 Table 11 Pronouncing words properly
The Degree of Difficulty experienced by Third Year Students of
ICLA in Pronouncing Words Properly

Number of Students

16
14
14

12
10
8

4
2

Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 11 shows the rating given by the third year students of ICLA on the
skill: Pronouncing Words Properly. The highest rated degree of difficulty in this
skill is Difficult and followed by Easy, which were scored 14 and 8 by the
students. 7 students scored Very Easy, while 1 scored Very Difficult.
2.3.2

Table

12

Using

stress,

intonation

and

pauses

Students

The Degree of Difficulty experienced by Third Year Students of

ICLA in Using Stress, Intonation and Pauses
16
14
12
10
8
6
4
2
0

15

8
5
2
Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 12 shows the rating given by the third year students of ICLA on the
skill: Using stress, intonation and pauses. The highest rated degree of difficulty in
this skill is Difficult and is followed by Easy, which were scored 15 and 8 by the
students. There were as well 5 students scored Very Easy, while 2 scored Very
Difficult.
2.3.3 Table 13 Composing words together in the correct order
The Degree of Difficulty experienced by Third Year Students of
ICLA in Composing Words Together in the Correct Order
12
11

Students

10

11

8
6
5

4
2

0
Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 13 shows the rating given by the third year students of ICLA on the
skill: Composing words together in the correct word order. The highest rated
degrees of difficulty in this skill were Easy and Difficult, each were scored 11 by
students. There were as well 5 students scored Very Easy, while 3 scored Very
Difficult.

2.3.4 Table 14 Speaking clearly

The Degree of Difficulty experienced by Third Year Students of
ICLA in Speaking Clearly
12
11

10
Students

10
8
6
6
4
2

0
Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 14 shows the rating given by the third year students of ICLA on the
skill: Speaking Clearly. The highest rated degree of difficulty in this skill is Easy
and is followed by Difficult, which were scored 11 and 10 by the students. There
were as well 6 students scored Very Easy, while 3 scored Very Difficult.

2.3.5 Table 15 Translating thoughts into words

The Degree of Difficulty experienced by Third Year Students of
ICLA in Translating Thoughts into Words
14
12

13

Students

10
8

6
4
2

5
3

Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 15 shows the rating given by the third year students of ICLA on the
skill: Translating thoughts into words. The highest rated degree of difficulty in this
skill is Difficult and if followed by Easy, which were scored 13 and 9 by the
students. There were also 5 students scored Very Easy, while 3 scored Very
Difficult.

From tables 11 to 15, it could be seen that the highest scored degree of
difficulties were as well, Difficult and Easy. It could also be seen that there is an
increase in the difference between these two degrees of difficulty experienced by
the students in the three of the five speaking skills. There was as well a skill
wherein the results were equal and one wherein the difference of Difficult and
Easy was only 1. Lastly, there was a steady increase in Very Easy in Speaking
compared to the other Macro Skills. It could be inferred from the data that even if
there are those who finds speaking to be Very Easy there are still many in the
third year class who finds speaking to be easier compared to the other macro
skills.

2.4 Reading
2.4.1 Table 16 Getting the main idea of a text

Students

The Degree of Difficulty experienced by Third Year Students of

ICLA in Getting the Main Idea
18
16
14
12
10
8
6
4
2
0

16

11

2
Very Difficult

1
Difficult
Easy
Degree of Difficulty

Very Easy

Table 16 shows the rating given by the third year students of ICLA on the
skill: Getting the Main Idea. The highest rated degree of difficulty in this skill is
Easy and is followed by Difficult, which were scored 16 and 11 by the students.
There were as well 1 student scored Very Difficult, while 2 scored Very Easy.

2.4.2 Table 17 Finding supporting details for the main idea

The Degree of Difficulty experienced by Third Year Students of

ICLA in Finding Supporting Details for the Main Idea
16
14

15

Students

12
12

10
8
6

4
2

0
Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 17 shows the rating given by the third year students of ICLA on the
skill: Finding supporting details for the main idea. The highest rated degree of
difficulty in this skill is Difficult and if followed by Easy, which were scored 15 and
12 by the students. There were as well 3 students scored Very Difficult, and none
for Very Easy.
2.4.3 Table 18 Inferring based on the content of the text

Students

Degree of Difficulty experienced by Third Year Students of ICLA

in Inferring Based on the Content of the Text

20
18
16
14
12
10
8
6
4
2
0

19

8
2
Very Difficult

1
Difficult
Easy
Degree of Difficulty

Very Easy

Table 18 shows the rating given by the third year students of ICLA on the
skill: Inferring based on the content of the text. The highest rated degree of
difficulty in this skill is Difficult and if followed by Easy, which were scored 19 and
8 by the students. There were as well 8 students scored Very Difficult, and 1 for
Very Easy.
2.4.4 Table 19 Applying Reading Strategies
Degree of Difficulty experienced by Third Year Students of ICLA
in Applying Reading Strategies
18
16

17

Axis Title

14
12
10

11

8
6
4
2
0

1
Very Difficult

1
Difficult

Easy

Very Easy

Axis Title
Table 19 shows the rating given by the third year students of ICLA on the
skill: Applying Reading Strategies. The highest rated degree of difficulty in this
skill is Easy and is followed by Difficult, which were scored 17 and 11 by the
students. There were as well 1 student who scored each for Very Difficult and
Very Easy.

2.4.5 Table 20 Summarizing

Degree of Difficulty experienced by Third Year Students of ICLA
in Summarizing
14
12
12

Students

10

11

8
6
4
2

Very Difficult

Difficult
Easy
Degree of Difficulty

Very Easy

Table 20 shows the rating given by the third year students of ICLA on the
skill: Summarizing. The highest rated degree of difficulty in this skill is Difficult
and if followed by Easy, which were scored 12 and 11 by the students. There
were as well 4 students scored Very Difficult, and 3 for Very Easy.
From tables 16 to 20, it could be seen that the highest scored degree of
difficulties were as well, Difficult and Easy. It could also be seen that the results
for the different skills vary. There were skills wherein the difference between the
two degrees of difficulty was just a few, while some had more.

2.5 Overall Assessment

The results vary from each Macro Skill and from each skill within. It is
clear though that the degrees of difficulty that were consistent were Difficult and
Easy. For Listening and Writing Macro Skills the difference between the two
degrees was not that seen, since most of the results showed the two highest
degrees being almost, if not equal. For Speaking on the other hand, there was an
increase of students who think that applying the skills in Speaking to be Very
Easy. Although it is also seen in the skills of pronouncing words properly and the

use of stress, intonation and pauses, that there was an increase in the gap of
Difficult and Easy. Lastly for Reading, Difficult and Easy were still the two highest
degrees of difficulty. Although it is seen that compared to the other Macro Skills,
there were very few who answered Very Easy and that there were instances that
the difference between Difficult and Easy increased.

3. Conclusion and Recommendation

The third year class of ICLA consists of both ESL and EFL learners, 60%
Filipinos and 40% Koreans.