ACKNOWLEDGEMENT

The researchers would like to take this opportunity to express their deepest and

sincere gratitude to the people who helped in the success of this study.

First of all, the researchers would like to thank the Almighty God for giving the

guidance and the knowledge that the researchers need throughout this study. For giving

them strength, wisdom and determination to continue this study. Without him, this study

would be impossible.

To the respectable parents of the researchers, who wholeheartedly gave their

everlasting support, morally and financially. For giving them their trust and prayers to

make this study a successful one.

To the researchers’ research adviser, Mrs. Melanie P. Suldano, for giving them

bright ideas and for encouraging the researchers to do their very best.

To the school principal IV, Dr. Ramilito P. Paloma, for approving the letters to

have a survey to the respondents.

To the respondents of this study, the English and Filipino teachers of Valencia

National High School, for allowing the researchers to conduct their survey necessary for

them.

To their friends and classmates, who gave their support and cheers while in the

midst of the conduct of this study.

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 To their subject teachers, for understanding them and lending their time to the

researchers to continue the survey.

To all the people who were not mentioned, for their contribution on making this

study a successful one.

TO GOD BE ALL THE GLORY!

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 ABSTRACT

VEEGEE ZOE BALALIO, CRISHA JEAN H. DALIMOCON, RAISA F.

LIBAYAO, JEROLANE MAE EYRA C. PUSPOS, AND LORENCE JOY O.
RAMOSO. Valencia National High School, Valencia City, Bukidnon, March 2019.
English and Filipino Teacher Perceptions on the Inclusion of Korean Language in K to 12
Curriculum and Exclusion of Filipino and Philippine Literature as A Core Subject in
College.

Adviser: Mrs. Melanie P. Suldano

The study aimed to provide baseline information on English and Filipino

teacher’s feedback on the implementation of Korean language in K to 12 curriculum and

exclusion of Filipino and Philippine literature as a core subject in college. A researcher-

made questionnaire for interview schedule was utilized and distributed to the English and

Filipino teachers of Valencia National High School. Thematic-based Analysis method

was used in analyzing the data obtained from the results.

Results of the study revealed that most of the English and Filipino teachers in

Valencia National High School agreed on the inclusion of the Korean language in SPFL

in K to 12 curriculum, almost all of the English and Filipino teachers disagree on

excluding the Filipino and Philippine Literature as a core subject in college, and there are

lot of advantages like Globalization, Multilingualism, and Communication; and

disadvantages like Burden, Forgotten Culture, and Not a Universal language; in

including the Korean language. Same as excluding Filipino and Philippine Literature in

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college has many advantages like Field Concentration, Lesser Units, and Opportunities;

and disadvantages like Betrayal, Ignorance and Unemployment.

This concludes that there are many English and Filipino teachers who agree to

include the Korean language and there and also many who disagree to exclude the

Filipino subject thus, there are also advantages and disadvantages of these matters for the

teachers, students and the community.

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 TABLE OF CONTENTS

INTRODUCTION PAGE

Background of the Study 1

Statement of the Problem 2
Objectives of the Study 3
Significance of the Study 3
Scope and Delimitation of the Study 4
Definition of Terms 5

THEORETICAL FRAMEWORK

Review of Related Literature

Goals of Linguistics Education in Basic and Higher Education 7
The Utilization of Korean Language in the Philippines 8
Issues of Filipino and Philippine literature as a 10
Core Subject in Colleges
Related Studies on Korean Language and Filipino Curriculum 11
Conceptual Framework 12

METHODOLOGY

Research Design 13
Entry Protocol 13
Location and Duration of the Study 14
Respondents of the Study 14
Instrumentation 15
Data Gathering Procedure 15
Thematic Analysis Procedure 16
Photo Documentation 16

PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS 17

Inclusion of Korean Language 18

Exclusion of Filipino and Philippine Literature 23
Advantages on the Inclusion of Korean Language 29
Disadvantages on the Inclusion of Korean Language 33
Advantages on the Exclusion of Filipino and Philippine Literature 36
Disadvantages on the Exclusion of Filipino and Philippine Literature 38

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

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 Summary of Findings 42
Conclusions 45
Recommendations 46

REFERENCES 47

APPENDICES 49

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 LIST OF TABLES

TABLE PAGE

1 Perception on the Advantages of inclusion of Korean language 29

2 Perception on the Disadvantages of inclusion of Korean language 33
3 Perception on the advantages of excluding Filipino and Philippine 36
Literature
4 Perception on the disadvantages of excluding Filipino and 38
Philippine Literature

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 LIST OF FIGURES

FIGURES PAGE

1 Valencia National High School, Valencia City 14

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 LIST OF APPENDICES

APPENDIX PAGE

A Letter to the Principal 50

B Letter to the Respondents 51
C Questionnaire given to the respondents (page 1) 52
D Questionnaire given to the respondents (page 2) 53
E Giving questionnaires to the respondents 54
F Interpretation of the results 55

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