Theoretical Framework

This theory anchored on the cognitive theory by Piaget (1957), Language is just

one aspect of a child’s overall intellectual development. Language plays an

important role to social interaction of an individual. By the use of language, a

person may acquire the aspect of being sociable among others. In a classroom,

language plays an important role to teacher/students. For teachers it is used as

their medium of instructions and for students it is used as their tool to

communicate to their classmates and teachers. Language helps students to

deliver their ideas during class participation. It is the only way that the students

can express their ideas. They can also communicate easily to those students

from the other country by using the same language or the universal language.

Especially those exchange students who came here in the Philippines to study

our culture and tradition.

Another theory is the behaviorist theory by Skinner (1957), Children imitates

adults. Their correct utterances are reinforced when they get what they want or

praised. English language develop proficiency in an academic performance. Its

importance has only been heightened with the advent of the common core. When

a child in a classroom a teacher has the responsibility to boost the knowledge of

a child. One of the specific way of that teacher must praise the children when

they participated in a class. The teacher must aware the needs of the child in

order for the child be motivated to participate in a class. By that the children can

acquire her/his skill in language by participating in the class. Listening and

speaking skills that students tend to acquire quickly in a new-language. In order

to communicate in social situations such as asking someone direction. As the

child grows their learning capacity expanded. They also learn from the

community that they stayed during childhood years. They capture their culture

and traditions especially the language that being used in a community.

Another theory is innate/mentalist theory by Chomsky (1957). A child’s brain

contains special language-learning mechanism at birth and a person was born

with a predisposition to learn language. It is said that the child’s learning is

according to the environment that they grow. Its language is learned by the place

that they reside. If the child grows in a well-productive site, it is expected that the

child’s language is well stated. English is the language that the well productive

family uses especially the family of business owners. Mostly the students who

attend in the private school belong to the elite family and uses English language

as their medium of instruction.

Another theory is interactionist theory by Bruner (1957). Language changes

owing to its instability, because of random errors and events within the language

system, as a response of the ever changing context of language use and its

users. Language changing due to the events and the usage of its uses upon the

language system. The main reason of these occurring changing is that, the

words uses/spoken is not literally what it defines but it depends on the structures

of the sentence or words that has been used in a conversation. In our generation

today there are a lot of languages that being used in the community. It is said

that Filipinos can easily adopt the tradition and most especially the language
from the other country. Example is the Korean language; it is now being used by

the students because of their movies that being played in the Philippines.

The English proficiency is an important tool in learning not only for the tertiary

students but also for lower year that are learning the process of being proficient

in the said language. It is also useful in getting job because it is now used as the

medium of instruction. Learning English language is also useful for it can help

use in creating our reflections and other projects in the school. English

proficiency affects the class performance of the students for it is being practiced

inside the premises the English language more effective. Class participation can

help the students in enhancing their grades in school. It is said tha5t the child

learns as they grow. So, as the student’s grow they must learn the language

step-by-step so that when they get into higher level it is not difficult for them to

understand the instructions that the teacher will give.

 REVIEW OF RELATED LITERATURE

A review of related literature is an essential aspect of investigation. The term

“review” means revision or “glance over” or “refer back on”. It implies locating,

studying and evaluating the reports of relevant researches, study of published

articles, research abstracts as well as reports of casual observation and opinion

that are related to the individuals’ planned research project. Atlas, (2001)

The survey of related studies serves multiple purposes. It helps the investigator

to acquaint with correct knowledge in the area of research. It furnishes the tried

methods, techniques, priorities and importance about the similar related past

studies and to help in the formation of hypotheses for the new study. By studying

the works of other investigators, one can avoid futile and irrelevant topics, vain

efforts and ineffective approaches already discarded by his/her predecessor. So

the investigator has attempted to collect relevant information related to the work

from literature available in the field.

According to Harmer (1991) states that when the two people are engaged

in talking to each other we can be sure that they in general way to suggest that a

speaker makes a define decision to address someone. Speaking may be forced

on him in the way but we still say that he wants or intends to speak, otherwise he

would keep silent.

Maybin (1992) says that communication is an exchange between people,

knowledge, information, ideas, options, feeling so there must be concept, ideas,

in the fellow speaker of what they are going to say. The speakers have a basic

competence in communication their ideas. The able to communicate their ideas,

the students will be given opportunity to practice their English. 

Micheal (1998) language is a symbolic system used by communicators to

construct and convey information. Good languages developed by a system, set

of rules followed by the wearer.

Nunan (1991) Speaking is one of four skills of English. It can help people

to understand something from other interlocutors of language. Speaking will be

focus for the first section on speaking. It involves fluent and accuracy expression

meaning, the exercising of pragmatic, or communicative, competence and the

observance of the rules of appropriate. Communication is a collaboration venture

in which the interlocutors negotiate meaning in order to achieve their

communication.

Widdowson (1985) that speaking is an oral communication that gives

information involves two elements, they are; the speaker who gives the message

and the listener who receives the message in the world, the communication

involves the productive skill of listening. And he also states that an act of

communication through speaking is commonly perform in face to face interaction

and occur as a part of dialogue or rather than form or verbal exchange.

Brown (1987) states “pronunciation is the sound that the speaker

can imitate from others. In this case, a listener can imitate when he is listening to

others”. He continuous that language user can imitate from others. In this case, a

listener can imitate from the speaker and then say same thing to others listeners.

Broughton (1988) states that “pronunciation is way to sound the words of

which to give its meaning”. He continuous that in teaching pronunciation, the

teacher has to repeat the sounds on the pronunciation of a word until the

students can get the perfect one.

Harmer (1991) points out pronunciation as how to say a word in which is

made of sound, stress and intonation. Some important points on pronunciation

such as sounds, stress, and rhythm, and intonation will be discussed and it is

consisting of a various element.

Manser (1991) state that performance is the person’s process or manner

of a play. Therefore, we may conclude that speaking performance is the way of

one’s manner in speaking. Which is assessed through how the fluency and

accuracy are. Marcel (1978: 78) distinguishes the outlined of accuracy and

fluency. According to him that accuracy is the manner of people in using

appropriate words and the pattern of sentences while fluency is someone

ways of speaking dealing with how to procedure words in certain period of times

without missing any main words on their speech.

 Chastain (1976) speaking is a productive skill, its development is

undertaken after the receptive skill of listening comprehension, perhaps of

reading and is always somewhat behind that of the receptive skill. Speaking is

the productive skill in the oral mode. It, like the other skills, is more complicated

than it seems at first and involves more than just pronouncing words.

Blount (2005) There are four criteries used to mark the speaking test are:

Communicative ability and content this criterion refers to the candidate’s ability to

express opinions and information. It also refers to the candidate’s ability to initiate

and respond to questions appropriately and their ability to take an active part in

the interaction. Pronunciation and fluency this criterion refers to the candidate’s

ability to produce comprehensible language and includes aspects such as the

production of individual sounds, stress patterns, amount of hesitation and accent.

Lexical accuracy and range this criterion refers to the candidate’s accurately and

appropriate use of vocabulary to communicate in the speaking test. It also refers

to the candidate’s ability to cope with vocabulary problems encountered during

the test and the ability to use circumlocution. Grammatical accuracy and range

this criterion refers to the range and accuracy of the grammatical structures

which the candidate uses during the speaking test.

Nurdaya (2012) in her research, using recognizing scripts can help the

beginner speaking by make a classification about every communication situation

with predictable set of spoken exchanges such as greetings, apologies,

compliments, invitations, request and many other scripts, by using scripts the

learner could be a active speaker because they know and could prediction the
answer from the question in a conversation, the instructors or the teachers must

give many example script in different situation so that the learner can develop

their speaking ability and give more practice using the script.

Nurdaya (2012) in her research, using language to talk language is a

method which the teachers or the instructors to resolve the problem when the

learner faced the problem such misunderstanding between the learner and the

other in communication so that can make the learner become shy or

embarrassed, the learner does not understand the speaker says, when they

realize a conversation their partner could not understand them so that the learner

does not want to speak again, to overcome this situation the teachers or the

instructors have key position to clarify that misunderstanding and clarification

something can occur in any types of conversation and in any level of language

skill and give motivation so that the student will have confidence in

communication in various situation in anywhere.

 Fashnea (2012) in her research, the foreign speaker sometimes speaks

quickly, it is difficult for the learner to understanding the speaker talk. The

listeners have to know the different about direct question, indirect question,

requests.

Villasanta (2012) in her research, we have to organize detailed answer so as

clear as we can so that listener could understand our question or our

statements, before beginning to answer the question, it is possible to comment

 on it by saying, if you use this strategy, it will give you a little more time to

prepare an organized answer. In organizing answer,it may be useful as in

writing to begin a sentence or phrase that gives a summary of the main points

that we are going to talk about.

 Shuanga (2012) in her research, the question needs answer clearly and

correctly so that we could transferring our aim our statement, with the clearly and

the correctly there is no misunderstanding between the speaker and the

listener. We can check the speaker’s understanding and we need to develop our

confidence in forming correct question.

Skemmy (2012) in her research playing role could helpful to increase speaking

skill because when you playing role you could be the listener and the speaker in

the same time, there is interaction between the other characters. To play our role

well, we have to understand some things are like.

  Green and Petty (1978) a teacher who thoughtfully recognize the

interrelationship of language skills may well discover that a reading problem

really hinge upon in sufficient oral language base. Since speaking is a part of the

four language skills such as speaking, reading, writing and listening) its

relationship cannot be neglected in developing speaking skill itself.

       Rustan (2004) in his research the teacher’s role in giving material is very

important. Their way using material can encourage student’s spirit to learn.
 Nurdaya (2012) in her research, sometimes the teacher gives the wrong

teaching method to their students, they have to know the best method in teaching

so that the learners interest in studying the language.

Askar (2005) in his research the improving of the ability of listening

comprehension will indicate support to the improvement of the quality of

speaking. Listening a foreign conversation or foreign song makes the learner

know the pronunciation of the words.

Rizki (2011) Role play in the process of learning English will be fun and

can be effective. Technique of role play in the learning process is used to learn

about the introduction of feelings and issues facing students, and to develop

problem solving skills. Role play techniques aimed at solving problems

concerning human relationships, particularly those involving student life and to

motivate students to pay more attention to the content being taught. Role playing

is a simulation of the behavior of people who played, which aims to train students

in real situations; train intensively oral language practice, and provide the

opportunity for students to develop communication skills.

Nining (2011) in her research “Stories engage the student’s imaginations

and hold their interest, especially if there are pictures to go with the

story.Through picture presentation, people are able to reach outside their minds”.

Storytelling makes the learner feel like playing, through listening to stories

students develop their vocabulary and grammar knowledge, which improves their

fluency in verbal expression.

 Kate Ross (2010), who stated that the use of cellular phones is affecting

student’s spelling and grammar proficiency negatively, as evidenced from their

use of abbreviated words. This resulted in extensive use of electronic chatting.

The students are producing worse assignments, creating incorrect subject-verb

agreements, and misspelling. Ross is an instructional coach for language arts

teachers in her own district, and she often see shortened words or sentences in

text messaging dialogues on students’ compositions. She said that this might

have changed the attitude of the students towards writing, and it seemed that

they want everything done as fast as possible. But before mobile phones became

a problem to some, it used to be a connector between people.

Rivers (1968) believes that the learners have nothing to express maybe

because the teacher had chosen a topic which is not suitable for him or about

which he knows very little. It is difficult for many students to respond when the

teachers ask them to say something in a foreign language because they might

have little ideas about what to say, which vocabulary to use, or how to use the

grammar correctly

Feyten (1991) conducted a study to examine whether there is a

relationship between listening ability and foreign language proficiency, between

listening ability and foreign language listening comprehension skills, and between

listening ability and foreign language oral proficiency skills.

 Qian (1996) tests whether contextualized or decontextualized vocabulary

items are learned and retained in greater numbers for Chinese English Language

Learners. His results show that posttreatment decontextualized words were

retained longer, but with little depth of word knowledge based on Beck et al.,'s

previously mentioned continuum of word knowledge. The words learned through

context were considered to “deepen students' understanding of the word” and is

a positive precursor to producing the word.

Bleakley and Chin (2008) estimate the causal effects of immigrants’

English proficiency on various outcomes of their U.S.-born children, and allow the

effects to vary by Hispanic origin. We find that children with Limited-English-

proficient parents have worse English-language skills and are more likely to drop

out of high school, be below their age-appropriate grade, and not attend

preschool.

Yaratan (2011) in his study, as a result of this substantial change in

language teaching, teachers needed extra aids to provide learners with the

desired environments and foster exposition to authenticity. Therefore, this study

would give a thorough and deep knowledge to every language teacher that

through the use of media, these give abundant information and create continuous

communicative competence among ESL learners that a media can develop and

enhance the learning of English language in classrooms where they spend a lot

of their time.
 Mayora (2006) stressed that multimedia used in English classes result in

motivating, productive and advanced lessons. The use of instructional

technologies in the classroom has theotential to help the teacher explain new

concepts clearly, resulting in better student understanding of the concepts being

taught. In a survey, to find factors that facilitate teacher skill, teacher morale, and

perceived student learning in technology-using classrooms.

Lightbown (2010) assented on the viewing skill where students can learn

very much from looking at film or shorter video clips. Students can improve their

receptive skills by reading English subtitles. It also improves their communicative

skills as they talk about a common experience with their classmates.

Espada (2000) those learners preferred watching English shows, movies

and documentaries had a higher chance to improve their English performance. It

was denoted that majority of the student – respondents were “Intermediate” level

in terms of their writing skill which describe as able to use the language

effectively in most formal and informal in written exchanges. It was revealed that

majority of the student – respondents level in terms in listening skill were

“Intermediate” level. In this level, the listeners can understand information

conveyed in simple, sentence-length speech on familiar or everyday topics. For

reading skill, majority of the student – respondents interpreted as “Intermediate”

level.
 According to Marcelleti, et. al. (2013) educational settings have been

significant environments for language teaching. English language instruction

focuses specifically on helping English learners develop English language skills

in reading, speaking, writing, listening and viewing.

Brewster,et. al. (2000) there are some reasons why the textbook is used in

teaching learning; it is useful learning aid for the students, it can identify what

should be taught or learned, it can indicate what methodology should be used, it

can provide attractively and economically, all or most materials needed.11 The

teachers not only can use material from a book, but they also can use several

books for supplementing original material.

Kennedy (20014) textbook provide the majority of materials, teacher can

also use other materials in order to provide variety. The numbers of

supplementary materials can be chosen are storybook, songs, rhyme, chants,

game, posters, flashcards, worksheet, video, CDs, the internet and other CALL

program, etc. Furthermore, Harmer has defined method as the practical

realization of an approach. The methods are arrived at decisions about types of

activities, roles of teachers and learners, the kinds of material which will be

helpful, and some model of syllabus organization.

Wolberg (2001), the procedure of teaching English is simply a

combination of activities of teaching grammar and translation. The teaching

begins with English rules, isolated vocabulary items, paradigm and translation.

The teacher explains the rules in students’ firs language and then simple words
are put into slots of grammatical rules. The grammatical rules are memorized as

units.

Leamelle (2013) the teacher must provide the class with other words and

translation. The students, then, practice using the rules by using the words

provided. The students are expected to be conscious of the grammatical rules of

the target language. The text to translate is usually easy classics; this type of text

is used to have students practice understanding the literature in the target

language. The students should memorize list of words.

Moore (2001) In learning English language, there is one important

component that is English vocabulary. As young learners, the students in

elementary school was taught the simples vocabularies, it is caused the students

in elementary school is still young, so they are still needs to acquire and

understand just the simple vocabularies. It is caused, with simple vocabularies

the students can acquire and understand the vocabularies easily.

Fromkin (1998) said that young children before the age of puberty who are

exposed to more than one language seem to acquire all the languages equally

well. There are many bilingual and multilingual speakers who have acquired their

languages early in life. Sometimes one language is the first learned, but if the

child is exposed to additional languages at an early age he or she will learn those

languages.

Maxin (2007) writer can conclude that the process of acquisition between

children and adult is different. If adult can acquire their language when they were
child, and they can learn more than one language after they can get their first

language in their early life. And the children can acquire to additional languages

at an early age he or she will learn those languages. On the other hand, english

vocabulary must be mastered by the children in elementary school. It is caused

the English vocabulary as the basic components of learning English language.

And the English materials consists of the names of animals, daily activities,

greetings, the names of food and drinks, hobbies, introductions, weather,

numbers, times, and another simple vocabulary.

Thornburry (2011), stated that there are also some kinds of English

vocabulary that is homonyms, homophone, and homographs. First, words that

share the same form but have unrelated meanings are called homonyms for ex,

we have seen how like and like can be two quite different words, i.e. I like looking

TV and it look like new. Second, there are many words that sound the same but

the spelling is differently for ex, words horse and hoarse, meet and meat, these

are called homophones (literally same sound). Third, there are also words that

are pronounced differently but spelt the same for example: a windy day but a

long and windy road, a live concert but where do you live? These are called

homographs.24 From all statements above, the writer concluded that English

vocabularies have many benefit, as; first, with vocabulary people can learn some

language because without vocabulary they cannot learn language, they cannot

express their feeling, their attention to communicate with others. Second, in

learning English vocabulary, we can know some aspects of vocabulary, consists

of, homonyms, homophones, and homograph. With these aspects, we can know

about words that share the same form but have different sound, and any others.

Smith (1999), there are some ways in the process of acquiring English

vocabulary, such as; first, according to behaviorist that language learning takes

place through imitation, reinforcement, and habit formation.25 Furthermore, when

the children learn English in the school, they can learn and acquire the language

by imitating what the teacher said in the teaching. Then, After the children

imitated what the teacher said repeatedly, the children will try to practice what

they say and knew. And by practicing the vocabularies on every day with their

friends and their teacher, especially when they learn in the school, so they can

acquire and memorize the vocabularies easily. Likewise, in elementary school,

the children will acquire, memorize and understand the daily vocabularies by

interacting with their friends or their teachers. If they often to say the vocabularies

repeatedly, they can also memorize, acquire and practice that vocabulary easily.

According to Stun (2001), children is less interest with the materials that

the teachers taught in the classroom, it is because the materials was too difficult

to understand by the children, so that the children become less to enthusiastic

and eager to learn these materials. It means that, if the children have not the

spirit or the enthusiastic to learn, so they will also difficult to acquire and master

the materials especially in learning English vocabulary.

 Naruga (1998), some students learn a new language more quickly and

easily than others. This simple fact is known by all who have themselves in

school. Clearly, some languages learners are successful by virtue of their sheer

determination, hard work and persistence.

Sarkasm (2014), younger learners in informal language learning

environments usually have more time to devote to learning language. They often

have more opportunities to hear and use the language in environments where

they do not experience strong pressure to speak fluently and accurately from

very beginning.

According to Krashen (2011) , there are three generalizations of the effect

of age and second language, is as follows; first, adult proceed through the early

stages of second language development faster than children do. Second, older

children acquire faster than young children, time and exposure to second

language proficiency than those beginning as adults. It means that the second

language development of older and younger learners who are learning in similar

circumstances have shown that at least in the early stages of second language

development, older learners are more efficient than younger learners.

According to Spada (1998), she said that while intelligence, especially

measured by verbal IQ tests, may be a strong factor when it comes to learning

which involves language analysis and rule learning. Intelligence may play a less

important role in classroom where the instruction focuses more on

communication and interaction.36 She also said that intelligence is composed of

different types of abilities; first, the ability to identify and memorize new sounds.
Second, the ability to understand the function of particular words in sentences.

Third, the ability to figure out grammatical rules from language samples. Fourth,

memory for new words.37 From the statements above, I concluded that the

successful language learners may not be strong in all of the components of

intelligence. Some Individuals may have strong memories but only average

abilities in the other components of intelligence.

Brox (1992), clearly, some language teachers are better than others at

providing appropriate and effective learning experiences for the students in their

classroom. The students will make faster progress. Instruction is also very

important factors for the student’s acquisition of English vocabulary, especially

for young learners. It is because, the children more need the instruction when

they are learning the language in the classroom. They will do anything easily, if

the teacher gives the instruction clearly, i.e., when the teacher gives some

exercises, the teacher must give more explanation ad instruction about the

exercises, it is in order to the students can answer and understand about what

the students must do for the exercises.

According to Pang (2003) reading is defined as understanding written

texts. He says that reading consists of two related processes: word recognition

and comprehension. Word recognition is defined as the process of getting how

written symbols correspond to one’s spoken language while comprehension is

the process of making the meaning of words, sentences and connected text. He

adds his statement that the reader who has background knowledge, vocabulary,
grammatical knowledge, experience with text and other strategies can help them

understand written texts.

Klingner (2007) reading comprehension is “the process of constructing

meaning by coordinating a number of complex processes that included word

reading, word and world knowledge, and fluency”. It refers to the ability in

interpreting the words, understanding the meaning and the relationships between

ideas conveyed in a text. He summarized reading comprehension instruction for

the teacher as following a three-step procedure: mentioning, practicing, and

assessing. That is, teachers mention the skills that the students want to use, then

they give them opportunities to practice those skills through workbooks or work

sheets, and finally assess whether or not they use the skill successfully.

Pang (2003) comprehension is the process of making sense of words, sentences

and connected text. He says that comprehension is the processes of deriving the

meaning of one word to another in a text. Readers typically make use of

background knowledge, vocabulary, grammatical knowledge, experience with a

text and other strategies to help them understand the written texts.

Kimbly and Garmezy in Brown (2000) define that teaching is the activities

to show or help someone to learn how to do something, give instructions, guide

in the study of something, provide with the knowledge, cause to know,

understand knowledge and give new knowledge.

Readers can resume the long string of ideas or events by grouping the important

key of the word they get from the reading. The strategy of semantic mapping, or
grouping ideas into meaningful clusters, helps the reader to remember the

contents of the text. (Brown,2000).

Renandya (2002), In the classroom, students need some activities to

decrease their difficulties in studying English. The teacher can apply these

activities, those are, playing guess and communication games, doing role-replay

and skits; sing a song, using group work, laughing with the students, having them

share fears in small groups.

According to Brown (2001), long-term goals may include the mastery of

English, the passing of an exam (at the end of the year), the possibility of a better

job in the future, etc. Short-term goals, on the other hand, might be the learning

of a small amount of new language, the successful writing of an essay, the ability

to partake in a discussion or the passing of the progress test at the end of the

week.

Allen (cited in Brown, 2001), there are some 18 characteristics of good

language teachers. Firtsly, the teachers should love and comprehend English

language such as listening, speaking, reading, and writing. Secondly, they

understand and use a wide variety of techniques. Next, they give optimal

feedback to students, use appropriate principles of classroom management,

adapt textbook material and other audio creatively, enjoy people, and show

enthusiasm. In a classroom, teachers’ roles can influence activities. It means that

the teachers change from one activity to another. If they are fluent at making

these changes, the effectiveness as the teachers is greatly enhanced.

Teachers should be good organizer. It means that the teachers should organize

the students to do various activities. This often involves giving the students

information, telling them how they are going to do the activity, putting them into

pairs or groups, and finally closing things down when it is time to stop (Harmer,

2001)

In a classroom, teacher does not only teach the students but also observe them.

It is aimed to give them useful feedback. In the classroom observation, the

teachers watch students’ learning process in order to judge the success of

different materials and activities. The teachers can make changes in the future if

the activities are not appropriate to the students’ needs (Harmer, 2001)

Kemp (1977), for example, says that media are supporting materials that

can motivate students and can effectively explain and illustrate subject content.

His concern is on the use of materials in order to make the students motivated to

learn something and to make clear the content of a subject. He also adds that

media as any tools, methods and technique used to make the communication

and interaction between the teacher and the students more effective in the

teaching learning process. Here media can be anything, material and non-

material, physical, and non-physical, those are useful to support the

communication and interaction in the teaching learning process. It can be for

explaining, motivating or making clear the thing being discussed or talked about.

Feez (2002), she says that in the building the context, the students are

introduced to the social context of an authentic model of the text-type being

studied and the students explore features of the general cultural context in which
the text-type is used and the social purposes the texttype achieves. In this stage,

the researcher tried to brainstorm the students’ background knowledge by

providing some questions related to the material that they would learn. He

encouraged the students to use the background of the knowledge they had

already known, such as knowledge that they got in daily life related to the text

studied by them.

According to Feez (2002), the students investigate what they have learnt

in this teaching and learning cycle can be related to other text in the same or

similar contexts. It is important to note that the genre approach does not

advocate that students mindlessly imitate the teacher. Instead, it gives students

the opportunity to learn to function at a level beyond that which they could learn

to do on their own. The teacher may continue the task to independent task when

a group or pair construction has shown that the students have gained control of

the field and the mode. The teacher’s rule in this stage is only to provide

constructive comment to the students on what further development may be

necessary. The problem that may emerge in this stage is how to support

students to complete their task independently.

According to Slavin (1995) cooperative learning is a variety of teaching

method in which students work in small groups to get helps from one student to

another in learning academic content. In cooperative classroom, students are

expected to help each other, to discuss and argue with each other, to assess

each other’s current knowledge and fill in gaps in each other’s understanding.

Bintari (2010) did action research in improving the students’ achievement in

speaking learning. This thesis tries to find out whether the jigsaw can improve the

student’s speaking ability especially in narrative texts in the learning process.

The result of this study shows that there is an indication that implementation of

teaching speaking by using jigsaw method ran well. By using this technique, the

students can improve their speaking ability. Additionally, most of the students

agree that jigsaw method is effective, appropriate, and not bored. Based on this

research, it is clear that helping students to improve their speaking skill by using

jigsaw method is successful.

The English proficiency is an important tool in learning not only for the
tertiary students but also for the lower year that are learning the process of being
proficient in the said language. It is also useful in getting a job because it is now
used as the medium of instruction. Learning the English language is also useful
for it can help use in creating our reflections and other projects in the school.
English proficiency affects the class performance of the students for it is being
practiced inside the premises the English language more effective. Class
participation can help the students in enhancing their grades in school. It is said
that the child learn as they grow. So, as the students grow they must learn the
language step-by-step so that when they get into tertiary level it not difficult for
them to understand the instructions that the teacher will give. Reading books can
also help the students learn more word and it can also help them in enhancing
their vocabulary. Creating phrases is now easy for them.
 Conceptual Framework

English Class
Proficiency Performance
Figure 1. This diagram shows the relationship between English proficiency
and the class performance of PE students of HCDC

HOLY CROSS OF DAVAO COLLEGE

Sta. Ana Avenue, Davao City

Research 1

English Proficiency and Class Performance

Among PE students of HCDC

 Members:

Vitor, Trisha Vanne

Osnan, Leamel

Navales, Sanny

Florentino, Diego

Statement of the Problem

Primarily, this study aims to evaluate the proficiency of the PE students.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Gender; and

1.3 Year Level?

2. What is the level of English proficiency of the respondents in terms of:

 2.1 Oral Recitation

2.2 Essay Writing

3. What is the level of class participation of the respondents in terms of: GWA?

4. Is there a significant relationship between English proficiency and class

performance among PE students of Holy Cross of Davao College?
 Rationale

English is the most spoken language in the world and also it is the official
language in a large number of countries according to Hirsch (2011). It is now
easier to communicate with other people from other country. In school, it is the
medium of instruction used by the teachers even in books that is used by the
students. It is not used only by the Americans but also by the Asian countries.

In Germany, Jenniferc (2014) stated that developing language skills is an

early predictor of success in school. Mastery of language is one of the
components to achieve something bigger. Using the specific language may lead
to success, understanding, peace and harmony to everyone.

In Brazil, Torres (2011) mentioned that good communication creates a

good ambiance and relationship between everyone in every organization most
especially if it is inside a business while English is now required in every
company. In order to be successful you must have sufficient English proficiency
and reading, writing, listening and speaking comprehension. English is mostly
used when you want to get a job for your resume and application letters.

In the Philippines Suelto (2012) cite that learning English aims at helping
students used the language effectively for real life purposes. Students need to
use English to become functional in professional, academic and social setting.
Learning the language can be challenging and time consuming. It is not easy to
learn the language but in the end you feel that everything you learn from the
language is worth it.

The society of honor, Philippines (2014) noted that English is the official
language of the Philippines. Thus, the number one reality is that the economy is
based on English, and successful workers and managers are fluent in English.
The language has become essential factor in strengthening trade and travel. It is
also a factor of business and looking for a job to hire fast and promotion. Besides
from that is widely used in communication through modern technology and media
communication devices such as mobile phones and the internet.

In HCDC, English is the easiest way to communicate other people. It is

indeed a universal language that is spoken by the people. Especially, when there
is an exchange student from the other country. It is easier for the students to
communicate to them by speaking the same language. It is now a way of making
friends with the students.

Most of the local school in Davao, student must use English as an asset of
their performance not just in a school but also in their future career. English
nowadays are usual particularly in foreign jobs. Hence, there is a lot of
advantage by using this language since it is now a universal.