Thesis Shslsei

LAKE SHORE EDUCATIONAL INSTITUTION
A Bonifacio St. , Canlalay, Binan, Laguna
SENIOR HIGH-SCHOOL
STEPHEN KRASHENS INPUT HYPOTHESIS: THE EFFECTIVENESS

OF THE TEACHER IN USING SECOND LANGUAGE IN
INTELIGIBLE LEARNING OF STUDENTS
A Thesis Presented to
The Faculty of General Academic Strand
of Lake Shore Educational Insitution
In Partial Fulfillment of the Requirements

For the subject Research II
By:
Aguila, Rochelle A.
Arroyo, Maria Trisha M.
Buco, John Carl C.
Calala, Honey Lyka T.
Cruz, Hanna Joyce
Freo, Jhonaliza L.
Hora, Rhode Cyril L.
Isabelo, Paul Liera G.
Levantino, Jenelle M.
March 2018
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Language is one of the important means of communication. For such exposure to language,
learners easily adapt these languages. Nowadays, teachers tend to use second language in teaching a
subject. The learner improves and progresses when he or she receives the input or second language and
helps the issue of whether and how to use the students understand the second language in teaching or
education.
According to the researchers’ source, input hypothesis also known as monitor model is a group of
five hypothesis of second language acquisition developed by Stephen Krashen. It explains how the
learners acquire second language. This hypothesis is only concerned with acquisition not learning.
There are two independent system of second language the acquisition and learning. Acquisition is the
product of subconscious process very similar to the process where children acquire their first language,
and learning is the product of a subs conscious formal instruction which result in conscious knowledge
about language.
Second language makes the learners to improve their understanding. Sometimes learners have a
hard to understand if the teacher uses unfamiliar words or languages and do not have enough vocabulary
that students want to satisfy their mind to understand the thoughts of the teacher. On the other hand,
teacher use graphical or visual aids just to help the student to understand the lesson more even if they use
second language. To test if the learners understand the lesson, even if the teachers uses second language,
teachers give some quizzes, exercises and other exam just to know or prove that the learner understand
the lesson.
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With this information, the researchers want to conclude the effectiveness of the acquisition of
second language to help the students find a way to understand and use it.
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THE PROBLEM AND ITS BACKGROUND
Teaching English as a second language is a quite complex task for a teacher. Language learning
should be more fun and enjoyable for students to learn. Teachers need to have effective teaching
strategies in order for students to grasp better in learning English. It is important for a teacher to
facilitate students’ interest towards learning the English Language. (Amjah, 2014)
The aim of this research is to prove the effectivity of Stephen Krashens Input Hypothesis which
will deal on how does teaching using the second language may affect the performance of the students in
English subject.
Pre-test was given to the select grade 7 students of Lake Shore Educational Institution to
determine their schema. The researchers summed up the result of the pre-test. After the pre-test,
classroom demonstration took place. A researcher served as the demonstrator, where she demonstrated
the topic indicated in the post-test. The demonstration was delivered using the second language. Post-
test was given to the same respondents after the classroom demonstration to determine if there was a
relationship between the performance of the students and the use of second language in delivering the
lesson.
From the finding there were few recommendations used by teachers in developing students’
interest towards learning using the second language. There were also recommendations for the students
to boost their interest in learning using the second language. With the findings, the researchers were
expecting that the teachers will help the students to boost their confidence in learning using the second
language, that will lead the students in enhancing their achievements in learning through second
language.
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STATEMENT OF THE PROBLEM
This study aimed to determine the “Stephen Krashens Input Hypothesis: The Effectiveness of The
Teacher in using Secondary Language in Term of intellegiable Learning of Students”.
Specifically, it will seek answers to the following questions formulated by the researchers:
1. What is the performance of the select grade 7 students in the pre-test?
2. What is the performance of the select grade 7 students in the post-test?
3. Is there any relationship between the performance of the students’ pre-test and post-test, and the
use of second language in delivering the lesson?
STATEMENT OF THE HYPOTHESIS
For clearer understanding on how the problems under the study was dealt with the research
hypothesis was formulated:
There is a relationship between the performance of the students and the use of second language in
delivering the lesson.

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SCOPE AND DELIMITATION

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DEFINITION OF TERMS
The following term is conceptually defined the purpose of this study to facilitate common
understanding:
Particular – specific meaning or thought
Progresses – the process of developing or improving
Acquire - a skill that gain on your own effort
Learning - the knowledge or skill that you gain on studying
Subsconscious - an action or thought that you’re not fully aware
Conscious - aware of something that will keep you thinking
Understanding - a way of something that you understand
Unfamiliar - not familiar
Satisfy - contented to something
Second Language – pertains to international language used

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IMPORTANCE OF THE STUDY
The results of the study would be of great help to those who are delivering the lesson using the
second language.
It is hoped that the study will be beneficial to the following:
To the School Heads. They will be cognizant on the problem of the teachers in improving the
academic achievement of the students in different language using the secondaru language; thus,
awareness of the importance of second language as potential aid to the teaching-learning process.,
To the Teachers. This study will be of a great help; the outcome may reveal important aspects in
delivering the lesson daily using the second language that need to be given emphasis in order to perform
well in academics.
To the Parents. They may be informed about the use of the second language in delivering the
lesson so that they will guide their children in doing their tasks.
To the Students. Improvement in academics will surely redound to the benefit of the students.
This may help the student to use the second language and to overcome the anxiety in using the second
languge in classroom interaction that will surely boost their confiedence in expressing themselves.
To the Future researcher. The study will help the future researcher to be more effective and
knowledgeable about the effectivity of Stephen Kreshner Input Hypothesis. And the relationship
between the performance of the students and the use of second language in delivering the lesson.
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CONCEPTUAL FRAMEWORK
Target
Population
SELECTION PRE-TEST
RESULT
INTERVENTION
COMPARISON
RESULT POST-TEST
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Chapter 2
REVIEW OF RELATED LITERATURES AND STUDIES
FOREIGN LITERATURE
Bennhardt (32) believes that is important to recognize that second language is a new and
different literacy. A such it is complex social and psycholinguistic process that cannot be separated into
reading components and language components. Indeed, it can be hypothesized that second language is in
part dependent of first language literacy and other language operations.
Pit Corder and Larry Selinker (2009). Corders essay rejected the SLA's point of view about
the second language acquisition in which the contents of his essay are the significnt of learner's errors.
While Larry Selinker's article argued that second language
learners possestheir own linguistic styles that are independent from both the first and second language.
This article continues the debate sparked by Cook (2001) in the most recent issue of Canadian
Modern Language Review examining when and how much the target language (TL0 should be used in
second language (SL) and foreign language (FL) teaching, and why. In this paper, I agree with Cook that
SL and FL teachers would minimize thei use of the TL; I also argue that doing so benefits that students’
TL proficiency. Aside from agreeing with cook that there is an indeed place for the teacher to use the
students L1 in SL and FL teaching, I also highlight some disadvantages when teachers rely too
extensively on the L1. I also call into question what maximize really means in terms of an optimal or
acceptable amount of when and how much the target language (Tl) should be use in second language (SL)
and foreign language (FL) teaching, and why. In this paper, I agree with Cook that SL or FL teachers
should maximize their use of the TL; I also argue that doing so benefits students’ TL proficiency. Aside
from agreeing with cook that there is indeed a place for the teacher to use the students’ L1 in SL and FL
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teaching, I also highlight some disadvantages when teachers rely to extensively on the L1. I also call into
questions what maximize really means in terms of an optimal or acceptable amount of TL and L1 use by
teachers.
(Hoekje, 2012) State the Tips for Effective teaching with international and English as a Second
Language (ESL) students. 1. Early identification Screen students without adequate language or
academic preparation and refer them to appropriate resources as early as possible (noting that high
conversational abilities do not necessarily predict high literacy skills). Require early assignment that
tests comprehension and academic production skills, such as a summary of the main points of the day’s
lecture or reading. 2. In the classroom. Build inclusive classroom communities Learn students’ names
and use them smoothly Encourage participation through various mechanisms of calling on students (such
as round robin; assigned reporting roles) index cards with questions collected from each person Use
different participation structures for discussions (not only full group discussions, but small group with
“report back” summaries, etc. Require an early assignment where students can meet others in class by
name and contact info. 3. Managing the workload Help students manage the academic workload Make
expectations about reading assignments explicit esp. relationship between the lecture and reading In
large reading assignments, point out key sections Avoid folksy, highly idiomatic language on syllabus or
in reading texts Give models and other examples of good work Develop and post rubrics for evaluation
Give interim due dates (drafts) 4. Assessment create fair testing environments. Make sure the intent of
test questions is clear: Give a chance for students to ask questions to clarify question intent; Give
ungraded quizzes throughout the term so students can be familiar with your testing style; Establish one
achievable standard for all (use of standard English including spelling checker; errors that don’t interfere
with comprehensibility) Allow paper, not electronic dictionaries

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Local Literature
The Philippines is recognized globally as one of the largest English-speaking nations, with the
majority of its population having at least some degree of fluency in the language. English has always
been one of the country's official languages and is spoken by more than 14 million Filipinos. It is the
language of commerce and law, as well as the primary medium of instruction in education. Enhancing
the teaching of second language in Philippines presents opportunities for the country in the area tourism.
"To maintain the Philippines' strenght as a major ESL destination, we need to address the gap in qualified
ESL schools. This also includes explloring how can we extend incentives to ESL schools and teacher,"
Renee Marie REyes, the chief of the ESL Market DEvelopment group under the deparment of tourism
said at the roundtable. The DOT is encouraging local ESL schools to offer structured tour packages to
ESL learners, the majority of whom come to south Korea, China, Russia, and Japan, by incorporating
English-Learning activities in the travel experience. (Mike Cabigon-Philippine Daily Inquirer)
Research in the world Englishes (WE) and English as a Lingua Franca (ELF) have long been
promoting what Pakir describes as common working axioms (2009:228) which uphold the pluricentricity
of English: the existence of varieties, the acceptance of language change and adaption, the highlighting of
discourse strategies. These principles have profound effects on understanding of the english language
and, consequently on the teaching of the language. In this paper, I argue that, for all the benefits offered
by varieties of english, it not might be appropriate to teach varieties explicitly as a model to non-native
learners of the language. I make this argument with the Philippine Education context in the mind and
propose a framework for Philippine ELT that recognizes both the identity and communication fubctions
of the language. (Isabel Pefianco Martin,2004)

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As announced in DepED Memoramdum No. 560, s. 20008 (special program in second
language), public and private secondary schools are encouraged to offer foreign languages. The schools
offering the program are advised to follow this guidelines: Subject Nomenclature, description, time
allotment, unit credits , assessment , qualification and compensation of Teachers and instructional and
facilities. Schools are encouraged to offer any of the foreign language initially as a pilot for two years.
appropriate adjustments shall be made on the curriculum based on the results of the monitoring and
evaluation of the program.

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Foreign Studies
Kimura (iv) conducted a study to investigate second language listening anxiety (L2 listening
anxiety) among university students learning english in Japan and demonstrate that L2 listening involves
social concerns that are specific to L2 settings. Successful performance in aural interaction presupposes
mutual understanding, and L2 listeners have good reason to become anxious when it is doubtful whether
they properly comprehend what others say. The verbal data suggested that L2 listening anxiety was
receiver specific in that it involved concerns over comprehending and responding appropriately to aural
messages. They also indicated that the levels of L2 listening anxiety were (a) susceptible to individual
differences, (b) influenced by different social situations.
Matt Purland, the man behind (www. Englishbanana. com), has shared a whole host of useful
english language teaching resources based on his philosophy of demystifying the english language. Find
that introduction to the you are the course book method, together with an amusing explanation of why and
how he designed it after years of frustration working in english schools. You are the book course two
offers more. Matt’s talk a lot english course is another great set of resources. Start with the foundation
to help students get from written words on page to spoken english using sounds, stressv and connected
speech. Fine elementary ook one, which is complete 12- week spoken english couse for beginners,
elementary book two and book three. Students can take their english learning to the next level with
internidiate book one.
The goal of this study was determining the overall effects of pronunciation instruction (PI) as
well as the sources and extent of variance observed effects. Towards this end, a comprehensive search
for primary studies was conducted, yielding 86 unique reports testing the effects of PI. Each study was
then coded on substantive and methodological features as well as study outcomes (Cohen’s d).
Aggregated results showed a generally lsrge effect of P1 (d= 0. 89 and 0. 80 for N- weighted within- and
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between- group contrasts =, respectively.) In addition, moderator analyses revealed large effects for (I)
longer interventions, (ii) treatments providing feedback, and (iii) more controlled outcome measures. We
interpret these and other results with respect to their practical and pedagological relevance. We also
discuss the findings in relation to instructed second language acquisition research generally and in
comparison, with other reviews of PI (e. g. Saito 2012). Our conclusion points out areas of PI research
in need of further empirical attention and methodological refinement
(Amjah, 2014) Teaching English as a second language is a quite complex task for a teacher.
Language learning should be more fun and enjoyable for students to learn. Teachers need to have
effective teaching strategies in order for students to grasp better in learning English. It is important for a
teacher to facilitate students’ interest towards learning the English Language.
All good teachers must be good planners. (Costa and Garmston 1985, as cited by Met, 2014)
have suggested that good teaching rests on good planning. They indicate that the planning phase of
the teaching process requires high levels of thought and may be the most important element in
successful teaching. According to Costa and Garmston, good teachers see each lesson in terms of
long-range and short-term instructional goals. They think about the lesson from the viewpoint of the
learner and consider how individual learning styles, preferences, and abilities will interact with the
lesson to be delivered. They envision the lesson as it will unfold (almost as though viewing a video in
their head). Effective teachers plan with precision, identifying what they and their students will be
doing in each part of the lesson, anticipating areas that may cause difficulty, and ensuring that time and
materials needed for the lesson will be available.
Teachers who educate students in a non-native language need to do all of the above. But their
unique charge requires that they perform additional planning tasks as well. These include sequencing
objectives, planning for language growth, identifying instructional activities that make content
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accessible, selecting instructional materials appropriate to students' needs, and planning for assessment.
(Met, 2014)
Second (or foreign) language classroom research is research that is carried out in the language
classroom for answering important questions about the learning and teaching of foreign languages.
This kind of research derives its data from either genuine foreign language classrooms (classrooms
specifically constituted for the purposes of foreign language learning and teaching) or in experimental
laboratory settings that are set up for research. These experimental settings are sometimes established
to replicate or recreate what happens in language classrooms, although often laboratory settings make
no pretense at such replication. (Nunan, 1990)
Regarding the role of the teacher in a second language classroom, I believe that a teacher who is
the center of attention always—leading each activity, calling on students one-by-one to respond, and
talking for nearly the whole class time (whether in the students’ native language or the target language)
—will feel burdened and 9 overwhelmed. (Lee and VanPatten, 2003 as cited by Logan, 2014) call
this type of role, in which the teacher is “the authority, the expert, the central figure in the classroom
who transmits knowledge to the students” the Atlas complex. Early his teaching career, in a high
school Spanish language classroom, he experienced the Atlas complex, and he believe his students did
not reach their full potential because he did not give them enough opportunities to use the language in
a meaningful way. (Logan, 2014)

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Local Studies
Go, Lucas and Miraflores (1994) conducted a study to determine the causes of anxiety in english
language learning of students in the Philippines. Findings suggest that these types of learners used
vocabulary strategy to efficiently learn the english language and to cope with their english class anxiety.
Two hundred fifty students were the respondents of this study. The target participants were college
students taking any course in these institutions provided that they are enrolled in any english course
during the time of the administration of the questionnaire. It has been found that the employment of this
strategy enables the learners to take charge of their own learning as this serves as their basics aids tp learn
other macro skills in the target language.
Sagucio, Dahlia. (2016). CONTENT AREA EFFECTIVENESS: ENGLISH VS FILIPINO
MEDIUM OF INSTRUCTION. PEOPLE: International Journal of Social Sciences. 2. The rate of
students who get low grades in the content areas is alarming, particularly in the subjects of Sciences and
Mathematics. Among the different factors affecting level of achievements as considered by several
studies, is the Language factor. The teaching of subjects in the content area in Philippine schools uses
English as a Second Language (ESL), wherein a certain mastery of the English language must preceed, to
understanding more of the subject. It is of great importance for teachers to evaluate the methods and
techniques used in the process of teaching their subjects to raise level of performances of the students.
This mini research aims to see the result of an evaluation of a classroom instruction while using
monolingual instruction in ESL, or L2 that is English instruction, as compared with the use of bilingual
instruction, in this case Filipino (the native language in the Philippines) and English combination. It is
the hope of the researcher that the information gathered from this endeavor shall provide an insight for
language educators and mathematics teachers to join forces in developing students' linguistic, verbal, and
logical-mathematical intelligences.
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(Gaerlan, 2016) Despite being bilingual in Filipino and English, not all Filipino learners are
successful in learning in English which is their second language (L2) and the MOI in Philippine schools.
Majority of research on learning course content in a L2 have investigated the factors that lead to
successful learning. However, for a complete picture of learning in a L2, factors that render a learner
“less successful” must also be explored as this may lead to a better understanding of this group of
learners. In this study, 15 Filipino high school ESL learners were interviewed about their learning in
English. They were selected from four schools in Metro Manila (two public, two private) through
purposive sampling method. The qualitative investigation was carried out from a
constructivist/interpretivist research paradigm (Ponterotto, 2005) and data were analyzed with the
Consensual Qualitative Research (CQR) methodology (Hill, Thompson, & Williams, 1997; Hill et al. ,
2005). A central finding is that the participants are not motivated to use or learn in English. They do
not see English as part of or necessary to their future, and even if they do, they do not seem to want to
exert too much effort to use the language The study sheds light on the actual lived experiences of Filipino
high school students who are ESL learners as to their learning strategies, learning goals, and the
difficulties they experience in learning in their L2.
(Abao, 2013) In the 21st century, effective communication is considered the bedrock towards
globalization. In the Philippines, English communication is made the medium of instruction. Some
state universities and colleges in the country like Cebu Normal University Integrated Laboratory School,
students in the elementary and high school department are taught in English by the student teachers.
Observations noted that the latter still lack the proficiency of the language. It is therefore the aim of this
study to assess the Bachelor of Secondary Education and Bachelor of Elementary Education-student
teachers’ English communication skills in oral and written discourses and their teaching performance.
Using the Pearson –r correlation, finding revealed that both groups are comparatively better in oral than in
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written communication. About teaching performance, both groups show satisfactory results. There is
however a low relationship between the English communication skills and the student teachers’ teaching
performance. If a student teacher is equipped to teach, he/she can still perform well with the
consciousness that facility of the language still needs to be continually enhanced. Based on the mentors’
comments and students’ observations, the student teachers’ second language facility serves as an
opportunity for the latter towards wider exposure in various oral communication setting as well as a
challenge to realize the need for more comprehensible communication of ideas. With the belief that
facility of the language helps usher meaning learning, then appropriate and relevant training is a potent
avenue to ensure consistency of purpose.

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CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
This chapter outlines the research design, the research method, the population under study, the
sampling procedure, and the method that will use to collect data. The reliability and validity of the
research instrument will be addressed. Ethical considerations pertaining to the research will also be
discussed.
RESEARCH DESIGN
This study employs descriptive - qualitative research design since the researchers compare the
result of the pre-test and post-test of the select grade 7 students.
This study presents a numeric value on the data gathering which will be explain through
narrative description.
Survey research is applied with the use of a checklist. It serves as a tool to produce mixed
method descriptions of some aspects of the study population. It serves as a tool in locating significant
variables in a field. It concerns with the condition or relationships that will exists, or trends that will
develop.
Survey analysis may be primarily concerned either with relationship with the variables, or with
projecting findings descriptively to a predefined population. Survey research is a mixed method
requiring standardized information from and or about the subjects that will study. It will first conduct to
students to answer the pre-test based on their schema. Next is a researcher will serve as a demonstrator
to discuss the topic given in the pre-test and will use the second language in delivering the classroom
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demonstration. Third is, same students will be given post-test to compare the result of their pre-test and
post-post test. The answers will constitute to the data to be analyse.
The objective of the study is to prove the effectivity of Stephen Krashens Input Hypothesis which
is about the effectiveness of using the second language in delivering the lesson. Score of the pre-test and
post-test will be compared to show if there is a change of results after delivering the classroom
demonstatrion using the second language. The study aims to come up with the recommendation and
suggestion to the students and teachers.
The researchers were guided by the following research principles: the first one is the qualitative
research is based on a “world view” which is holistic and has the following beliefs: (1) there is not a
single reality based upon perceptions that are different for each persons and change overtime and (2) what
we know has meaning only within a given situation of context (Ross, J, 1999).
The second one is the descriptive research. It is descriptive because it describes the differences
of the result of the scores of the pre-test and post-test given to the select Grade 7.
The above principles served as the guidelines for the implementation of the research design
adopted in this study.

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SAMPLE AND SAMPLING TECHNIQUES
The researchers chose their respondents from grade 7 students’ and was chosen using the random
sampling technique in selected private secondary school in Biñan city.
The researchers preferred to use the grade 7 students of the selecty private secondary school
because they were on their adjustment perion. Adjustment period is said to be the transition of student
from primary school to secondary school.
The respondents of the research were 12% of the total population of the grade 7 students. They
chose 49 students, the chose 7 students each in 7 sections of grade 7. These respondents where been
chosen through Random Sampling Techniques. These sampling techniques determined the target
population, those to be involved in the study.
In order to guarantee equality and objectivity, the researchers used the fish bowl technique wherein
the students name was placed in a bowl and draw it by section. Then the reserachers picked 7 names
each section. The respondents’ identity will be confidential and only the researchers and the cooperating
teachers were informed.
RESEARCH INSTRUMENT
The instruments used in the study was made and developed by the authors. The “pre-test” used was
checked and validated by the research adviser. Meanwhile, the researchers and the research adviser
agreed to have a follow up “post-test”. It was again enhanced and validated by the research adviser.
The “pre-test” was used to determine the prior knowledge of the students on the specific topic of the
chosen subject. Based from the scores of the pre-test, the researchers come up with the item analysis
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aiming the result of the pre-test and on what item got most wrong answer. The post-test would show if
improvement took place after delivering the lesson through second language.
These instruments were used for two days. These were enough to find out their performance before
and after delivering a lesson through second language. Perhaps, the researchers may know and compare
the difference between the result of their developed pre-test nad post-test.
DATA GATHERING PROCEDURE
The prior step of the researchers in gathering data was submission of a letter to the principals
endorsed by the course adviser, asking permission if they may use the grade 7 students of Lake Shore
Educational Institution, school year 2017 – 2018 as their respondents.
Then, made a pre-test wherein the respondents answered it based on their prior knowledge. It
was administered to the respondents which were answered with the supervision of the researchers. The
results were tallied, and the item analysis were listed to know where do the students got much mistakes.
From that pre-test, they came up to a post-test which intended to show the difference of the score of the
respondents.
It was again administered to the respondents. Afterwards, it was being tallied and the weighted
mean was computed. The result was examined and finding the relationship of the performance of the
students and the use of second language in delivering the lesson

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STATISTICAL TREATMENT
After collecting the and gather the needed information, the researchers used the statistical
treatment using the frequency table to analyze the give data. Frequency Table is used to determine on
what percent of the total number of population of the respondents got the right and wrong answer.
Afterwards, comparing the result of the pre-test and the post-test given after discussing the topic using the
secondary language.
ETHICAL CONSIDERATION
To complete the research with appropriate research guidelines research ethics is very important.
Considering ethical aspects of research, enough time was given to the respondents of the study so that
they can show their insights about the research questions. The data gathered was used in this study.
Consents from the respondents were taken and appropriate permission was ensured for usage of their
given data. Confidentiality of the responses was maintained strictly to ensure privacy of their data. The
disclosure of respondents’ identity was based on their permission where if they are not willing to reveal
their identity, their identity was not shown.
The study assured the respondents the level of confidentiality. It avoided harmful effect from all
the respondents. The study had no effect with the college and officials. It respected individual and
maintain privacy.
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PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This section presents and analyzes the findings of the study regarding the effectivity of
Stephen Krashens Input Hypothesis in grade 7 in select private secondary school in City of
Biñan.
Table 1
Result of Pre-Test Given to the Select Grade 7 Students Section Narra (Test I)
Number of Correct Number of Wrong

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 1 shows the frequency distribution and the result of the pre-test of grade 7 - Narra. It is
indicated in the test 1, items 1 to 6 all the students got the right answer.
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Table 2
Result of Pre-Test Given to the Select Grade 7 Students Section Narra (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 6 85. 71 1 14. 29 7 100
2 1 14. 29 6 85. 71 7 100
3 6 85. 71 1 14. 29 7 100
4 1 14. 29 6 85. 71 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
indicated in the test 2 that 6 or 85. 71% of total population of Grade 7 – Narra got the correct answer for
item number 1. 1 or 14. 29% of total population of Grade 7 – Narra got the correct answer for item
number 2. 6 or 85. 71% of total population of Grade 7 – Narra got the correct answer for item number 3.
1 or 14. 29% of total population of Grade 7 – Narra got the correct answer for item number 4. 7 or
100% of total population of Grade 7 – Narra got the correct answer for item number 5. 7 or 100% of
total population of Grade 7 – Narra got the correct answer for item number 6. On the other hand, 1 or 14.
29% of the total number of population of Grade 7 – Narra got wrong answer for item number 1. 6 or 85.
71% of the total number of population of Grade 7 – Narra got wrong answer for item number 2. 1 or 14.
29% of the total number of population of Grade 7 – Narra got wrong answer for item number 3. And, 6
or 85. 71% of the total number of population of Grade 7 – Narra got wrong answer for item number 4.
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Table 3
Result of Pre-Test Given to the Select Grade 7 Students Section Narra (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 5 71. 43 2 28. 57 7 100
3 5 71. 43 2 28. 57 7 100
4 6 85. 71 1 14. 29 7 100
5 4 57. 14 3 42. 86 7 100
6 5 71. 43 2 28. 57 7 100
indicated in the test 3 that 7 or 100% of total population of Grade 7 – Narra got the correct answer for
item number 1. 5 or 71. 43% of total population of Grade 7 – Narra got the correct answer for item
number 2 and 3. 6 or 85. 71% of total population of Grade 7 – Narra got the correct answer for item
number 4. 4 or 57. 14% of total population of Grade 7 – Narra got the correct answer for item number 5.
5 or 71. 43% of total population of Grade 7 – Narra got the correct answer for item number 6. On the
other hand, 2 or 28. 57% of the total number of population of Grade 7 – Narra got wrong answer for item
number 2, 3 and 6. 1 or 14. 29 of the total number of population of Grade 7 – Narra got wrong answer
for item number 4. And, 3 or 42. 86% of the total number of population of Grade 7 – Narra got wrong
answer for item number 5.

SENIOR HIGH-SCHOOL
Table 4
Result of Pre-Test Given to the Select Grade 7 Students Section Mahogany (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 6 85. 71 1 14. 29 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 4 shows the frequency distribution and the result of the pre-test of grade 7 - Mahogany. It is
indicated in the test 1, items 1 to 3, 7 and 8 all the students got the right answer. 6 or 85. 71% of total
population of Grade 7 – Mahogany got the correct answer for item number 4. On the other hand, 1 or 14.
29% of the total number of population of Grade 7 – Mahogany got wrong answer for item number 4.
SENIOR HIGH-SCHOOL
Table 5
Result of Pre-Test Given to the Select Grade 7 Students Section Mahogany (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 4 57. 14 3 42. 86 7 100
2 2 28. 57 5 71. 43 7 100
3 6 85. 71 1 14. 29 7 100
4 4 57. 14 3 42. 86 7 100
5 5 71. 43 2 28. 57 7 100
6 6 85. 71 1 14. 29 7 100
Table 5 shows the frequency distribution and the result of the pre-test of grade 7 -Mahogany. It is
indicated in the test 2 that 4 or 57. 14% of total population of Grade 7 –Mahogany got the correct answer
for item number 1. 2 or 28. 57% of total population of Grade 7 –Mahogany got the correct answer for
item number 2. 6 or 85. 71% of total population of Grade 7 – Mahogany got the correct answer for item
numbers 3 and 6. 4 or 57. 14% of total population of Grade 7 –Mahogany got the correct answer for
item number 4. 5 or 71. 43% of total population of Grade 7 –Mahogany got the correct answer for item
number 5.
SENIOR HIGH-SCHOOL
Table 6
Result of Pre-Test Given to the Select Grade 7 Students Section Mahogany (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 1 14. 29 6 85. 71 7 100
2 4 57. 14 3 42. 86 7 100
3 3 42. 86 4 57. 14 7 100
4 4 57. 14 3 42. 86 7 100
5 2 28. 57 5 71. 43 7 100
6 1 14. 29 6 85. 71 7 100
Table 6 shows the frequency distribution and the result of the pre-test of grade 7 -Mahogany. It is
indicated in the test 3 that only 1 or 14. 29% of total population of Grade 7 – Mahogany got the correct
answer for item numbers 1 and 6. 4 or 57. 14% of total population of Grade 7 – Mahogany got the
correct answer for item numbers 2 and 4. 3 or 42. 86% of total population of Grade 7 – Mahogany got
the correct answer for item number 3. And, 2 or 28. 57% of total population of Grade 7 – Mahogany got
the correct answer for item number 5.

SENIOR HIGH-SCHOOL
Table 7
Result of Pre-Test Given to the Select Grade 7 Students Section Ipil (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 7 shows the frequency distribution and the result of the pre-test of grade 7 - Ipil. It is
indicated in the test 1, items 1 to 6 all the students got the right answer. 7 or 100% of total population of
Grade 7 – Ipil got the correct answer for item number 1. 7 or 100% of total population of Grade 7 – Ipil
got the correct answer for item number 2. 7 or 100% of total population of Grade 7 – Ipil got the correct
answer for item number 3. 7 or 100% of total population of Grade 7 – Ipil got the correct answer for
item number 4. 7 or 100% of total population of Grade 7 – Ipil got the correct answer for item number 5.
7 or 100% of total population of Grade 7 – Ipil got the correct answer for item number 6.
SENIOR HIGH-SCHOOL
Table 8
Result of Pre-Test Given to the Select Grade 7 Students Section Ipil (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 3 42. 86 4 57. 14 7 100
2 2 28. 57 5 71. 43 7 100
3 6 85. 71 1 14. 29 7 100
4 1 14. 29 6 85. 71 7 100
5 6 85. 71 1 14. 29 7 100
6 2 28. 57 5 71. 43 7 100
indicated in the test 2 that 3 or 42. 86% of total population of Grade 7 – Ipil got the correct answer for
item number 1. 2 or 28. 57% of total population of Grade 7 – Ipil got the correct answer for item
numbers 2 and 6. 6 or 85. 71% of total population of Grade 7 – Ipil got the correct answer for item
number 4.
SENIOR HIGH-SCHOOL
Table 9
Result of Pre-Test Given to the Select Grade 7 Students Section Ipil (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 6 85. 71 1 14. 29 7 100
2 3 42. 86 4 57. 14 7 100
3 3 42. 86 4 57. 14 7 100
4 6 85. 71 1 14. 29 7 100
5 4 57. 14 3 42. 86 7 100
6 2 28. 57 5 7143 7 100
item numbers 1 and 4. 3 or 42. 86% of total population of Grade 7 – Ipil got the correct answer for item
number 5. 2 or 28. 57% of total population of Grade 7 – Ipil got the correct answer for item number 6.
SENIOR HIGH-SCHOOL
Table 10
Result of Pre-Test Given to the Select Grade 7 Students Section Molave (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 10 shows the frequency distribution and the result of the pre-test of grade 7 - Molave. It is
Grade 7 – Molave got the correct answer for item number 1. 7 or 100% of total population of Grade 7 –
Molave got the correct answer for item number 2. 7 or 100% of total population of Grade 7 – Molave
got the correct answer for item number 3. 7 or 100% of total population of Grade 7 – Molave got the
correct answer for item number 4. 7 or 100% of total population of Grade 7 – Molave got the correct
answer for item number 5. 7 or 100% of total population of Grade 7 – Molave got the correct answer for
item number 6.
SENIOR HIGH-SCHOOL
Table 11
Result of Pre-Test Given to the Select Grade 7 Students Section Molave (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 6 85. 71 1 14. 29 7 100
2 5 71. 43 2 28. 57 7 100
3 7 100 0 0 7 100
4 6 85. 71 1 14. 29 7 100
5 7 100 0 0 7 100
6 6 75. 71 1 14. 29 7 100
item number 6.
SENIOR HIGH-SCHOOL
Table 12
Result of Pre-Test Given to the Select Grade 7 Students Section Molave (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 6 85. 71 1 14. 29 7 100
2 4 57. 14 3 42. 86 7 100
3 5 71. 43 2 28. 57 7 100
4 4 57. 14 3 42. 86 7 100
5 5 71. 43 2 28. 57 7 100
6 5 71. 43 2 28. 57 7 100
item number 6.
SENIOR HIGH-SCHOOL
Table 13
Result of Pre-Test Given to the Select Grade 7 Students Section Kamagong (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 13 shows the frequency distribution and the result of the pre-test of grade 7 - Kamagong. It is
Grade 7 – Kamagong got the correct answer for item number 1. 7 or 100% of total population of Grade 7
– Kamagong got the correct answer for item number 2. 7 or 100% of total population of Grade 7 –
Kamagong got the correct answer for item number 3. 7 or 100% of total population of Grade 7 –
Kamagong got the correct answer for item number 6.

SENIOR HIGH-SCHOOL
Table 14
Result of Pre-Test Given to the Select Grade 7 Students Section Kamagong (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 5 71. 43 2 28. 57 7 100
2 2 28. 57 5 71. 43 7 100
3 5 71. 43 2 28. 57 7 100
4 3 42. 86 4 57. 14 7 100
5 6 85. 71 1 14. 29 7 100
6 3 42. 86 4 57. 14 7 100
indicated in the test 2 that 5 or 71. 43% of total population of Grade 7 – Kamagong got the correct
answer for item 1 and 5. 2 or 28. 57% of total population of Grade 7 – Kamagong got the correct
answer for item number 2. 3 or 42. 86% of total population of Grade 7 – Kamagong got the correct
answer for item numbers 4 and 6. 6 or 85. 71% of total population of Grade 7 – Kamagong got the
correct answer for item number 5.

SENIOR HIGH-SCHOOL
Table 15
Result of Pre-Test Given to the Select Grade 7 Students Section Kamagong (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 5 71. 43 2 28. 57 7 100
2 4 57. 14 3 42. 86 7 100
3 3 42. 86 4 57. 14 7 100
4 4 57. 14 3 42. 86 7 100
5 4 57. 14 3 42. 86 7 100
6 1 14. 29 6 85. 71 7 100
indicated in the test 3 that 5 or 71. 43% of total population of Grade 7 – Kamagong got the correct
answer for item numbers 2, 4, and 5. 3 or 42. 86% of total population of Grade 7 – Kamagong got the
correct answer for item number 3. And, 1 or 14. 29% of total population of Grade 7 – Kamagong got
the correct answer for item number 6.

SENIOR HIGH-SCHOOL
Table 16
Result of Pre-Test Given to the Select Grade 7 Students Section Acacia (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 6 85. 71 1 14. 29 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 16 shows the frequency distribution and the result of the pre-test of grade 7 - Acacia. It is
indicated in the test 1, items 1 to 3, 5 and 6 all the students got the right answer. 7 or 100% of total
population of Grade 7 – Acacia got the correct answer for item numbers 1 to 3, 5 and 6. 6 or 85. 71% of
total population of Grade 7 – Acacia got the correct answer for item number 4.
SENIOR HIGH-SCHOOL
Table 17
Result of Pre-Test Given to the Select Grade 7 Students Section Acacia (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 4 57. 14 3 42. 86 7 100
2 0 0 6 100 7 100
3 6 85. 71 1 14. 29 7 100
4 3 42. 86 4 57. 14 7 100
5 5 71. 43 2 28. 57 7 100
6 5 71. 43 2 28. 57 7 100
indicated in the test 2 that 4 or 57. 14% of total population of Grade 7 – Acacia got the correct answer for
item number 1. No one or 0% of total population of Grade 7 – Acacia got the correct answer for item
number 2. 6 or 85. 71% of total population of Grade 7 – Acacia got the correct answer for item number
3. 3 or 42. 86% of total population of Grade 7 – Acacia got the correct answer for item number 4. And,
5 or 71. 43% of total population of Grade 7 – Acacia got the correct answer for item numbers 5 and 6.
SENIOR HIGH-SCHOOL
Table 18
Result of Pre-Test Given to the Select Grade 7 Students Section Acacia (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 6 85. 71 1 14. 29 7 100
2 1 14. 29 6 85. 71 7 100
3 1 14. 29 6 85. 71 7 100
4 5 71. 43 2 28. 57 7 100
5 4 57. 14 3 42. 86 7 100
6 2 28. 57 5 71. 43 7 100
indicated in the test 3 that 6 or 85. 71% of total population of Grade 7 – Acacia got the correct answer for
item number 1. 1 or 14. 29% of total population of Grade 7 – Acacia got the correct answer for item
numbers 2 and 3. 5 or 71. 43% of total population of Grade 7 – Acacia got the correct answer for item
number 4. 4 or 57. 14% of total population of Grade 7 – Acacia got the correct answer for item number
5. 2 or 58. 57% of total population of Grade 7 – Acacia got the correct answer for item number 6.
SENIOR HIGH-SCHOOL
Table 19
Result of Pre-Test Given to the Select Grade 7 Students Section Yakal (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 19 shows the frequency distribution and the result of the pre-test of grade 7 - Yakal. It is
Grade 7 – Yakal got the correct answer for item numbers 1 to 6.

SENIOR HIGH-SCHOOL
Table 20
Result of Pre-Test Given to the Select Grade 7 Students Section Yakal (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 3 42. 86 4 57. 14 7 100
2 1 14. 29 6 85. 71 7 100
3 6 85. 71 1 14. 29 7 100
4 4 57. 14 3 57. 14 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
indicated in the test 2 that 3 or 42. 86% of total population of Grade 7 – Yakal got the correct answer for
item number 1. 1 or 14. 29% of total population of Grade 7 – Yakal got the correct answer for item
number 2. 6 or 85. 71% of total population of Grade 7 – Yakal got the correct answer for item number
3. 4 or 57. 14% of total population of Grade 7 – Yakal got the correct answer for item number 4. And,
7 or 100% of total population of Grade 7 – Yakal got the correct answer for item numbers 5 and 6.
SENIOR HIGH-SCHOOL
Table 21
Result of Pre-Test Given to the Select Grade 7 Students Section Yakal (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 6 85. 71 1 14. 29 7 100
2 2 28. 57 5 71. 43 7 100
3 2 28. 57 5 71. 43 7 100
4 3 42. 86 4 57. 14 7 100
5 3 42. 86 4 57. 14 7 100
6 4 57. 14 3 42. 86 7 100
item number 1. 2 or 28. 57% of total population of Grade 7 – Yakal got the correct answer for items 2
and 3. 3 or 42. 86% of total population of Grade 7 – Yakal got the correct answer for items 4 and 5.
And, 4 or 57. 14% of total population of Grade 7 – Yakal got the correct answer for item number 6.
SENIOR HIGH-SCHOOL
Table 22
Result of Post-Test Given to the Select Grade 7 Students Section Narra (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 22 shows the frequency distribution and the result of the Post-Test of grade 7 - Narra. It is
Grade 7 – Narra got the correct answer for items 1 to 6.

SENIOR HIGH-SCHOOL
Table 23
Result of Post-Test Given to the Select Grade 7 Students Section Narra (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Grade 7 – Narra got the correct answer for items 1 to 6.

SENIOR HIGH-SCHOOL
Table 24
Result of Post-Test Given to the Select Grade 7 Students Section Narra (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 6 87. 71 1 14. 29 7 100
6 5 71. 43 2 28. 57 7 100
Grade 7 – Narra got the correct answer for items 1 to 4. 6 or 87. 71% of total population of Grade 7 –
Narra got the correct answer for item 5. 5 or 71. 43% of total population of Grade 7 – Narra got the

SENIOR HIGH-SCHOOL
Table 25
Result of Post-Test Given to the Select Grade 7 Students Section Mahogany (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 6 85. 71 1 14. 29 7 100
3 6 85. 71 1 14. 29 7 100
4 6 85. 71 1 14. 29 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 25 shows the frequency distribution and the result of the Post-Test of grade 7 - Mahogany. It
is indicated in the test 1, items 1, 5 and 6 all the students got the right answer. 7 or 100% of total
population of Grade 7 – Mahogany got the correct answer for items 1, 5 and 6. And, 6 or 85. 71% of
total population of Grade 7 – Mahogany got the correct answer for items 2, 3 and 4.
SENIOR HIGH-SCHOOL
Table 26
Result of Post-Test Given to the Select Grade 7 Students Section Mahogany (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 5 71. 43 2 28. 57 7 100
3 7 100 0 0 7 100
4 2 28. 57 5 71. 43 7 100
5 7 100 0 0 7 100
6 6 85. 71 1 14. 29 7 100
is indicated in the test 2 that 7 or 100% of total population of Grade 7 – Mahogany got the correct answer
for items 1, 3 and 5. 5 or 71. 43% of total population of Grade 7 – Mahogany got the correct answer for
item number 2. 2 or 28. 57% of total population of Grade 7 – Mahogany got the correct answer for item
number 4. 6 or 85. 71% of total population of Grade 7 – Mahogany got the correct answer for item
number 6.
SENIOR HIGH-SCHOOL
Table 27
Result of Post-Test Given to the Select Grade 7 Students Section Mahogany (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 6 85. 71 1 14. 29 7 100
2 6 85. 71 1 14. 29 7 100
3 6 85. 71 1 14. 29 7 100
4 5 71. 43 2 28. 57 7 100
5 6 85. 71 1 14. 29 7 100
6 3 85. 71 4 57. 14 7 100
is indicated in the test 3 that 6 or 85. 71% of total population of Grade 7 – Mahogany got the correct
answer for items 1, 2, 3, and 5. 5 or 71. 43% of total population of Grade 7 – Mahogany got the correct
answer for item number 4. And, 3 or 85. 71% of total population of Grade 7 – Mahogany got the correct
answer for item number 6.

SENIOR HIGH-SCHOOL
Table 28
Result of Post-Test Given to the Select Grade 7 Students Section Ipil (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 28 shows the frequency distribution and the result of the Post-Test of grade 7 - Ipil. It is
Grade 7 – Ipil got the correct answer for item 1 to 6.

SENIOR HIGH-SCHOOL
Table 29
Result of Post-Test Given to the Select Grade 7 Students Section Ipil (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 6 85. 71 1 14. 29 7 100
2 3 42. 86 4 57. 14 7 100
3 6 85. 71 1 14. 29 7 100
4 2 28. 57 5 71. 43 7 100
5 5 71. 43 2 28. 57 7 100
6 5 71. 43 2 28. 57 7 100
items 1 and 3. 3 or 42. 86% of total population of Grade 7 – Ipil got the correct answer for item number
2. 2 or 28. 57% of total population of Grade 7 – Ipil got the correct answer for item number 4. And 5
or 71. 43% of total population of Grade 7 – Ipil got the correct answer for items 5 and 6.
SENIOR HIGH-SCHOOL
Table 30
Result of Post-Test Given to the Select Grade 7 Students Section Ipil (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 4 57. 14 3 42. 86 7 100
2 5 71. 43 2 71. 43 7 100
3 4 57. 14 3 42. 86 7 100
4 3 42. 86 4 57. 14 7 100
5 5 71. 43 2 71. 43 7 100
6 3 42. 86 4 57. 14 7 100
indicated in the test 3, that 4 or 57. 14% of total population of Grade 7 – Ipil got the correct answer for
items 1 and 3. 5 or 71. 43% of total population of Grade 7 – Ipil got the correct answer for numbers 2
and 5. 3 or 42. 86% of total population of Grade 7 – Ipil got the correct answer for numbers 3 and 6.
SENIOR HIGH-SCHOOL
Table 31
Result of Post-Test Given to the Select Grade 7 Students Section Molave (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 31 shows the frequency distribution and the result of the Post-Test of grade 7 - Molave. It is
Grade 7 – Molave got the correct answer for items 1 to 6.

SENIOR HIGH-SCHOOL
Table 32
Result of Post-Test Given to the Select Grade 7 Students Section Molave (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 6 85. 71 1 14. 29 7 100
2 6 85. 71 1 14. 29 7 100
3 6 85. 71 1 14. 29 7 100
4 7 100 0 0 7 100
5 6 85. 71 1 14. 29 7 100
6 6 85. 71 1 14. 29 7 100
indicated in the test 2, that 6 or 85. 71% of total population of Grade 7 – Molave got the correct answer
for item number 1, 2, 3, 5, and 6. While, 7 or 100% of total population of Grade 7 – Molave got the

SENIOR HIGH-SCHOOL
Table 33
Result of Post-Test Given to the Select Grade 7 Students Section Molave (Test III)

Total
Answers Answers
Item
Number f % F % f %
Test I.
1 6 85. 71 1 14. 29 7 100
2 6 85. 71 1 14. 29 7 100
3 4 57. 14 3 42. 86 7 100
4 6 85. 71 1 14. 29 7 100
5 4 57. 14 3 42. 86 7 100
6 4 57. 14 3 42. 86 7 100
indicated in the test 3 that 6 or 85. 71% of total population of Grade 7 – Molave got the correct answer
for number 1, 2, and 4. And, 4 or 57. 14% of total population of Grade 7 – Molave got the correct
answer for items 3, 5, and 6.

SENIOR HIGH-SCHOOL
Table 34
Result of Post-Test Given to the Select Grade 7 Students Section Kamagong (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 6 85. 71 1 14. 29 7 100
3 5 81. 43 2 28. 57 7 100
4 6 85. 71 1 14. 29 7 100
5 6 85. 71 1 14. 29 7 100
6 5 81. 43 2 28. 57 7 100
Table 34 shows the frequency distribution and the result of the Post-Test of grade 7 - Kamagong. It
is indicated in the test 1 that. 7 or 100% of total population of Grade 7 – Kamagong got the correct
answer for items 2, 4, and 5. And, 5 or 81. 43% of total population of Grade 7 – Kamagong got the
correct answer for items 3 and 6.

SENIOR HIGH-SCHOOL
Table 35
Result of Post-Test Given to the Select Grade 7 Students Section Kamagong (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 5 71. 43 2 28. 57 7 100
2 4 57. 14 3 42. 86 7 100
3 5 71. 43 2 28. 57 7 100
4 4 57. 14 3 42. 86 7 100
5 5 71. 43 2 28. 57 7 100
6 6 85. 71 1 14. 29 7 100
is indicated in the test 2 that 5 or 71. 43% of total population of Grade 7 – Kamagong got the correct
answer for items 1, 3, and 5. 4 or 57. 14% of total population of Grade 7 – Kamagong got the correct
answer for items 2 and 4. While 6 or 85. 71% of total population of Grade 7 – Kamagong got the

SENIOR HIGH-SCHOOL
Table 36
Result of Post-Test Given to the Select Grade 7 Students Section Kamagong (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 6 85. 71 1 14. 29 7 100
4 6 85. 71 1 14. 29 7 100
5 7 100 0 0 7 100
6 6 85. 71 1 14. 29 7 100
is indicated in the test 3 that 7 or 100% of total population of Grade 7 – Kamagong got the correct answer
for items 1,2 and 5. While, 6 or 85. 71% of total population of Grade 7 – Kamagong got the correct
answer for numbers 3, 4, and 6.

SENIOR HIGH-SCHOOL
Table 37
Result of Post-Test Given to the Select Grade 7 Students Section Acacia (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 37 shows the frequency distribution and the result of the Post-Test of grade 7 - Acacia. It is
Grade 7 – Acacia got the correct answer for item number 1 to 6.

SENIOR HIGH-SCHOOL
Table 38
Result of Post-Test Given to the Select Grade 7 Students Section Acacia (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 6 85. 71 1 14. 29 7 100
3 7 100 0 0 7 100
4 5 71. 43 2 28. 57 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
indicated in the test 2 that 7 or 100% of total population of Grade 7 – Acacia got the correct answer for
items 1, 3, 5, and 6. 6 or 85. 71% of total population of Grade 7 – Acacia got the correct answer for item
number 2. And, 5 or 71. 43% of total population of Grade 7 – Acacia got the correct answer for item
number 4.
SENIOR HIGH-SCHOOL
Table 39
Result of Post-Test Given to the Select Grade 7 Students Section Acacia (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 5 71. 43 2 28. 57 7 100
3 5 71. 43 2 28. 57 7 100
4 6 85. 71 1 14. 29 7 100
5 4 57. 14 3 42. 86 7 100
6 6 85. 71 1 14. 29 7 100
indicated in the test 3 that 7 or 100% of total population of Grade 7 – Acacia got the correct answer for
item number 1. 5 or 71. 43% of total population of Grade 7 – Acacia got the correct answer for items 2
and 3. 6 or 85. 43% of total population of Grade 7 – Acacia got the correct answer for item number 4
and 6. And, 5 or 57. 14% of total population of Grade 7 – Acacia got the correct answer for item
number 5.
SENIOR HIGH-SCHOOL
Table 40
Result of Post-Test Given to the Select Grade 7 Students Section Yakal (Test I)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 7 100 0 0 7 100
3 7 100 0 0 7 100
4 7 100 0 0 7 100
5 7 100 0 0 7 100
6 7 100 0 0 7 100
Table 40 shows the frequency distribution and the result of the Post-Test of grade 7 - Yakal. It is
Grade 7 – Yakal got the correct answer for items 1 to 6.

SENIOR HIGH-SCHOOL
Table 41
Result of Post-Test Given to the Select Grade 7 Students Section Yakal (Test II)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 7 100 0 0 7 100
2 5 71. 43 2 28. 57 7 100
3 7 100 0 0 7 100
4 4 57. 14 3 42. 86 7 100
5 6 85. 71 1 14. 29 7 100
6 6 85. 71 1 14. 29 7 100
indicated in the test 2 that 7 or 100% of total population of Grade 7 – Yakal got the correct answer for
items 1 and 3. 5 or 71. 43% of total population of Grade 7 – Yakal got the correct answer for item
number 2. While, 4 or 57. 14% of total population of Grade 7 – Yakal got the correct answer for item
number 4. 6 or 85. 71% of total population of Grade 7 – Yakal got the correct answer for numbesr 5 and
6.
SENIOR HIGH-SCHOOL
Table 42
Result of Post-Test Given to the Select Grade 7 Students Section Yakal (Test III)

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 5 71. 43 2 28. 57 7 100
2 5 71. 43 2 28. 57 7 100
3 5 71. 43 2 28. 57 7 100
4 5 71. 43 2 28. 57 7 100
5 5 71. 43 2 28. 57 7 100
6 3 42. 86 4 57. 14 7 100
items 1 to 6. And, 3 or 42. 86% of total population of Grade 7 – Yakal got the correct answer for item
number 6.
SENIOR HIGH-SCHOOL
Table 43
Result of Pre-Test Given to the Select Grade 7 Students

Total
Answers Answers
Item
Number f % f % f %
Test I.
1 49 100 0 0 49 100
2 49 100 0 0 49 100
3 49 100 0 0 49 100
4 47 95. 92 2 4. 08 49 100
5 49 100 0 0 49 100
6 49 100 0 0 49 100
Test II.
1 32 65. 31 17 34. 69 49 100
2 13 26. 53 36 73. 47 49 100
3 42 85. 71 7 14. 29 49 100
4 22 44. 90 27 55. 10 49 100
5 43 87. 76 6 12. 24 49 100
6 36 73. 47 13 26. 53 49 100
Test III.
1 38 77. 55 11 22. 45 49 100
2 27 55. 10 22 44. 90 49 100
3 26 53. 06 23 46. 94 49 100
4 33 67. 35 16 32. 65 49 100
5 28 57. 14 21 42. 56 49 100
6 23 46. 94 26 53. 06 49 100

SENIOR HIGH-SCHOOL
Table 43 shows the frequency table of the result of the pre-test given to all respondents,
select grade 7 of select private secondary school in Biñan City. The test was consisting of 3
parts and each part of the test was consisting of 6 items. To sum it up, the pre-test was 18 items.
In part 1, items 1, 2, 3, 5, and 6, 49 or 100% of the total number of respondents in grade 7 got the
correct answer. And, 47 or 95. 92% of the total number of respondents in grade 7 got the
correct answer in item 4. While the remaining 2 or 4. 08% got it wrong.
In part 2 of the above table, 32 or 65. 32% of the total number of respondents in grade 7
got the correct answer and 17 or 34. 69% of the total number of respondents in grade 7 got the
wrong answer in item number 1. 13 or 26. 53% of the total number of respondents in grade 7
got the correct answer and 36 or 73. 47 % of the total number of respondents in grade 7 got the
wrong answer in item number 2. In item number 3, 42 or 85. 71 % of the total number of
respondents in grade 7 got the correct answer and 7 or 14. 29% of the total number of
respondents in grade 7 got the wrong answer. In item number 4, 22 or 44. 90% of the total
number of respondents in grade 7 got the correct answer and 27 or 55. 10% of the total number
of respondents in grade 7 got the wrong answer. In item number 5, 43 or 87. 76 % of the total
number of respondents in grade 7 got the correct answer and 6 or 12. 24% of the total number of
respondents in grade 7 got the wrong answer. In item number 6, 36 or 73. 47 % of the total
of respondents in grade 7 got the wrong answer.

SENIOR HIGH-SCHOOL
In part 3 of the pre-test in table 43, 38 or 77. 55 % of the total number of respondents in
grade 7 got the correct answer and 11 or 22. 45% of the total number of respondents in grade 7
got the wrong answer in item number 1. 27 or 55. 10% of the total number of respondents in
grade 7 got the correct answer and 22 or 44. 90 % of the total number of respondents in grade 7
got the wrong answer in item number 2. In item number 3, 26 or 53. 06 % of the total number
of respondents in grade 7 got the correct answer and 23 or 46. 94% of the total number of
of respondents in grade 7 got the wrong answer. In item number 5, 28 or 57. 14% of the total

SENIOR HIGH-SCHOOL
3. Is there any relationship between the performance of the students’ pre-test and post-test, and the use
of second language in delivering the lesson?
Table 44
Result of Post-Test Given to the Select Grade 7 Students

Total
Answers Answers
Item
Number f % f % F %
Test I.
1 49 100 0 0 40 100
2 47 95. 92 2 4. 08 40 100
3 46 93. 88 3 6. 12 40 100
4 47 95. 92 2 4. 08 40 100
5 48 97. 96 1 2. 04 40 100
6 47 95. 92 2 4. 08 40 100
Test II.
1 45 91. 84 4 8. 16 40 100
2 36 73. 47 13 26. 53 40 100
3 45 91. 84 4 8. 16 40 100
4 31 63. 27 18 36. 73 40 100
5 43 87. 76 6 12. 24 40 100
6 43 87. 76 6 12. 24 40 100
Test III.
1 42 85. 71 7 14. 29 40 100
2 41 83. 67 8 16. 33 40 100
3 37 75. 51 12 24. 29 40 100
4 38 77. 55 11 22. 44 40 100

SENIOR HIGH-SCHOOL
5 37 75. 51 12 24. 49 40 100
6 30 61. 22 19 38. 76 40 100
Table 44 shows the frequency table of the result of the pre-test given to all respondents,
select grade 7 of select private secondary school in Biñan City. The test was consisting of 3
parts and each part of the test was consisting of 6 items. To sum it up, the pre-test was 18 items.
In part 1 of the above table, 49 or 100% of the total number of respondents in grade 7 got the
correct answer in item number 1. 47 or 95. 92% of the total number of respondents in grade 7
wrong answer in item number 2. In item number 3, 46 or 93. 88% of the total number of
respondents in grade 7 got the correct answer and 3 or 6. 12 % of the total number of
respondents in grade 7 got the wrong answer.
In part 2 of the above table, 44 or 91. 84 % of the total number of respondents in grade 7
wrong answer in item number 1. 36 or 73. 47% of the total number of respondents in grade 7
SENIOR HIGH-SCHOOL
wrong answer in item number 2. In item number 3, 45 or 91. 84% of the total number of
respondents in grade 7 got the correct answer and 4 or 8. 16% of the total number of respondents
in grade 7 got the wrong answer. In item number 4, 31 or 63. 27% of the total number of
respondents in grade 7 got the wrong answer. 43 or 87. 76 % of the total number of
respondents in grade 7 got the wrong answer.
In part 3 of the pre-test in table 44, 42 or 85. 71% of the total number of respondents in
got the wrong answer in item number 2. In item number 3, 37 or 75. 51% of the total number
SENIOR HIGH-SCHOOL

SENIOR HIGH-SCHOOL
Table 45
Comparison of Result of the Pre-Test and Post-Test Given to the Select Grade 7 Students
Number of Correct Answers

Item
Post Test Pre-Test Difference
Number
f % f % F %
Test I.
1 49 100 49 100 0 0
2 47 95. 92 49 100 -2 -4. 08
3 46 93. 88 49 100 -3 -6. 12
4 47 95. 92 47 95. 92 0 0
5 48 97. 96 49 100 -1 -2. 04
6 47 95. 92 49 100 -2 -4. 08
Test II.
1 45 91. 84 32 65. 31 13 26. 53
2 36 73. 47 13 26. 53 23 46. 94
3 45 91. 84 42 85. 71 3 6. 12
4 31 63. 27 22 44. 90 9 18. 37
5 43 87. 76 43 87. 76 0 0
6 43 87. 76 36 73. 47 7 14. 29
Test III.
1 42 85. 71 38 77. 55 4 8. 16
2 41 83. 67 27 55. 10 14 28. 57
3 37 75. 51 26 53. 06 11 22. 44
4 38 77. 55 33 67. 35 5 10. 20
5 37 75. 51 28 57. 14 9 18. 37

SENIOR HIGH-SCHOOL
6 30 61. 22 23 46. 94 7 14. 29
Table 46
Comparison of Result of the Pre-Test and Post-Test Given to the Select Grade 7 Students
Difference
Item
Test 1 Test 2 Test 3
Number
% % %
1 0 26. 53 8. 16
2 -4. 08 46. 94 28. 57
3 -6. 12 6. 12 22. 44
4 0 18. 37 10. 20
5 -2. 04 0 18. 37
6 -4. 08 14. 29 14. 29
Average -2. 72 18. 71 17. 01
Table 46 shows the comparison of the result of the post-test and the pre-test of the select
grade 7 students. Generally, in part one of the tests, no improvement was shown, and the result
was negative. In the part two of the tests, improvement was shown, and the result was positive.
And lastly, in part 3, improvement was shown, and the result came as positive.
SENIOR HIGH-SCHOOL
Chapter 4
DISCUSSION
This chapter shows the summary of the finding, conclusion, and recommendations of the study
entitled stephen krashens input hypothesis: the effectiveness of the teacher in using second language in
inteligible learning of students.
FINDINGS OF THE STUDY
This study was conducted to determine the effectivity of using second language in delivering
the lesson. It showed relationship between the performance of the students’ pre-test and post-test, and
the use of second language in delivering the lesson . The researchers used the pre-test to know the
prior knowledge of the student and the post-test to test the effectivity of delivering the lesson
using the second language. The questionnaire was being validated by their professor which was
their adviser.
After the validation of the research instruments, the researchers then proceeded in tabulating
the result. The researchers used the fish bowl random sampling technique in chosing their
respondents. The grade 7 was consist of 7 sections and 7 students were chosen per section. To
sum it up the total number of respondents were 49.
1. Pre-test shows the frequency table of the result given to all respondents, select grade 7 of
select private secondary school in Biñan City. The test was consisting of 3 parts and each part
of the test was consisting of 6 items. To sum it up, the pre-test was 18 items. In part 1, items 1,
SENIOR HIGH-SCHOOL
2, 3, 5, and 6, 49 or 100% of the total number of respondents in grade 7 got the correct answer.
And, 47 or 95. 92% of the total number of respondents in grade 7 got the correct answer in item
4. While the remaining 2 or 4. 08% got it wrong. In part 2 of the above table, 32 or 65. 32%
of the total number of respondents in grade 7 got the correct answer and 17 or 34. 69% of the
total number of respondents in grade 7 got the wrong answer in item number 1. 13 or 26. 53%
of the total number of respondents in grade 7 got the correct answer and 36 or 73. 47 % of the
total number of respondents in grade 7 got the wrong answer in item number 2. In item number
3, 42 or 85. 71 % of the total number of respondents in grade 7 got the correct answer and 7 or
14. 29% of the total number of respondents in grade 7 got the wrong answer. In item number 4,
22 or 44. 90% of the total number of respondents in grade 7 got the correct answer and 27 or 55.
10% of the total number of respondents in grade 7 got the wrong answer. In item number 5, 43
or 87. 76 % of the total number of respondents in grade 7 got the correct answer and 6 or 12.
or 73. 47 % of the total number of respondents in grade 7 got the correct answer and 13 or 26.
53% of the total number of respondents in grade 7 got the wrong answer. In part 3 of the pre-
test in table 43, 38 or 77. 55 % of the total number of respondents in grade 7 got the correct
answer and 11 or 22. 45% of the total number of respondents in grade 7 got the wrong answer in
item number 1. 27 or 55. 10% of the total number of respondents in grade 7 got the correct
answer and 22 or 44. 90 % of the total number of respondents in grade 7 got the wrong answer
in item number 2. In item number 3, 26 or 53. 06 % of the total number of respondents in grade
7 got the correct answer and 23 or 46. 94% of the total number of respondents in grade 7 got the
wrong answer. In item number 4, 33 or 67. 35% of the total number of respondents in grade 7
SENIOR HIGH-SCHOOL
wrong answer.
2. Post-test shows the frequency table of the result given to all respondents, select grade
7 of select private secondary school in Biñan City. The test was consisting of 3 parts and each
part of the test was consisting of 6 items. To sum it up, the pre-test was 18 items. In part 1 of
the above table, 49 or 100% of the total number of respondents in grade 7 got the correct answer
in item number 1. 47 or 95. 92% of the total number of respondents in grade 7 got the correct
answer and 2 or 4. 08% of the total number of respondents in grade 7 got the wrong answer in
item number 2. In item number 3, 46 or 93. 88% of the total number of respondents in grade 7
got the correct answer and 3 or 6. 12 % of the total number of respondents in grade 7 got the
wrong answer. In item number 5, 48 or 97. 96 % of the total number of respondents in grade 7
wrong answer. In part 2 of the above table, 44 or 91. 84 % of the total number of respondents
SENIOR HIGH-SCHOOL
in grade 7 got the correct answer and 4 or 8. 16% of the total number of respondents in grade 7
got the wrong answer in item number 2. In item number 3, 45 or 91. 84% of the total number
of respondents in grade 7 got the wrong answer. In item number 5, 43 or 87. 76 % of the total
respondents in grade 7 got the wrong answer. 43 or 87. 76 % of the total number of
respondents in grade 7 got the wrong answer. In part 3 of the pre-test in table 44, 42 or 85. 71%
total number of respondents in grade 7 got the wrong answer in item number 1. 41 or 83. 67%
total number of respondents in grade 7 got the wrong answer in item number 2. In item number
3, 37 or 75. 51% of the total number of respondents in grade 7 got the correct answer and 12 or
24. 29% of the total number of respondents in grade 7 got the wrong answer. In item number 4,
38 or 77. 56% of the total number of respondents in grade 7 got the correct answer and 11 or 22.
or 75. 51% of the total number of respondents in grade 7 got the correct answer and 12 or 24.
SENIOR HIGH-SCHOOL
or 61. 22% of the total number of respondents in grade 7 got the correct answer and 19 or 38.
76% of the total number of respondents in grade 7 got the wrong answer.
Conclusion
The researchers therefore conclude that:
1. It can be gleaned from the data that delivering the lesson using the second language was
effective. Positive result was shown in the performance of the students in comparing the
result of the pre-test and the post-test.
2. There is a relationship between the performance of the students’ pre-test and post-test, and the
use of second language in delivering the lesson
Recommendation
1. Parents must be aware of their child’s daily activities in order to guide them in expressing
themselves in using the second language.
2. Teacher provides activities which involve real life scenarios using the second language for
the students to remember what they have learned especially those activities that are
connected to their daily routines.
3. Teacher must encourage the students to use the second language in the teaching-learning
process.
4. Students must be aware of their grammar for them not to be conscious in expressing
themselves using the second language.

SENIOR HIGH-SCHOOL
5. Parents must support their students in practicing on their home.
6. Future researchers may have a follow up research to further determine the effectivity of
Stephen Kreshen Input Hypothesis. Thus, other variable must also be considered to make
the study more substantial and beneficial to the researchers, teachers, students and the
stakeholders.
SENIOR HIGH-SCHOOL
Bilbliography
https://www. sciencedirect. com/science/article/pii/S1877042814031486
A Study of Teachers’ Strategies so Develop Students’ Interest

towards Learning English as a Second Language☆
Author Yusimah Amjah
http://carla. umn. edu/cobaltt/modules/strategies/met1994_2/teaching. pdf
Met, M. “Teaching Content Through a Second Language. ” (1994)
Mimi Met
https://www. researchgate.
net/publication/299477353_CONTENT_AREA_EFFECTIVENESS_ENGLISH_VS_FILIPINO_MEDIUM_OF_INS
TRUCTION
Sagucio, Dahlia. (2016). CONTENT AREA EFFECTIVENESS: ENGLISH VS FILIPINO MEDIUM OF
INSTRUCTION. PEOPLE: International Journal of Social Sciences. 2. 1514-1529. 10. 20319/pijss.
2016. s21. 15141529.
http://www. dlsu. edu. ph/conferences/dlsu-research-congress-proceedings/2016/LLI/LLI-II-01. pdf
LEARNING IN A L2: An analysis of less successful Filipino ESL learners’ experiences through Consensual
Qualitative Research Marianne Jennifer M. Gaerlan De La Salle University marianne. gaerlan@dlsu.
edu. ph
SENIOR HIGH-SCHOOL
SECOND LANGUAGE FACILITY OF STUDENT TEACHERS IN THE PHILIPPINES: AN OPPORTUNITY OR A
CHALLENGE? Ethel L. Abao Cebu Normal University Cebu City, Philippines
Tips for Effective teaching with international and English as a Second Language (ESL) students Dr.
Barbara Hoekje (hoekje@drexel. edu; 215 895-2067)
https://www. ericdigests. org/pre-9216/second. htm
Second Language Classroom Research
Author: Nunan, David
Source: ERIC Clearinghouse on Languages and Linguistics Washington DC.
Briggs, Martin, "Second Language Teaching and Learning: the Roles of Teachers, Students, and the
Classroom Environment" (2014). All Graduate Plan B and other Reports. 377.
https://digitalcommons. usu. edu/gradreports/377

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LAKE SHORE EDUCATIONAL INSTITUTION

A Bonifacio St. , Canlalay, Binan, Laguna

STEPHEN KRASHENS INPUT HYPOTHESIS: THE EFFECTIVENESS

In Partial Fulfillment of the Requirements

Arroyo, Maria Trisha M.

Buco, John Carl C.

Calala, Honey Lyka T.

Cruz, Hanna Joyce

Hora, Rhode Cyril L.

Isabelo, Paul Liera G.

THE PROBLEM AND ITS BACKGROUND

THE PROBLEM AND ITS BACKGROUND

STATEMENT OF THE PROBLEM

Teacher in using Secondary Language in Term of intellegiable Learning of Students”.

1. What is the performance of the select grade 7 students in the pre-test?

2. What is the performance of the select grade 7 students in the post-test?

use of second language in delivering the lesson?

STATEMENT OF THE HYPOTHESIS

hypothesis was formulated:

delivering the lesson.

SCOPE AND DELIMITATION

Particular – specific meaning or thought

Progresses – the process of developing or improving

Acquire - a skill that gain on your own effort

Learning - the knowledge or skill that you gain on studying

Subsconscious - an action or thought that you’re not fully aware

Conscious - aware of something that will keep you thinking

Understanding - a way of something that you understand

Unfamiliar - not familiar

Satisfy - contented to something

Second Language – pertains to international language used

IMPORTANCE OF THE STUDY

It is hoped that the study will be beneficial to the following:

REVIEW OF RELATED LITERATURES AND STUDIES

part dependent of first language literacy and other language operations.

While Larry Selinker's article argued that second language

with comprehensibility) Allow paper, not electronic dictionaries

English-Learning activities in the travel experience. (Mike Cabigon-Philippine Daily Inquirer)

of the language. (Isabel Pefianco Martin,2004)

As announced in DepED Memoramdum No. 560, s. 20008 (special program in second

evaluation of the program.

differences, (b) influenced by different social situations.

internidiate book one.

in need of further empirical attention and methodological refinement

teacher to facilitate students’ interest towards learning the English Language.

materials needed for the lesson will be available.

no pretense at such replication. (Nunan, 1990)

a meaningful way. (Logan, 2014)

other macro skills in the target language.

Sagucio, Dahlia. (2016). CONTENT AREA EFFECTIVENESS: ENGLISH VS FILIPINO

MEDIUM OF INSTRUCTION. PEOPLE: International Journal of Social Sciences. 2. The rate of

difficulties they experience in learning in their L2.

avenue to ensure consistency of purpose.

RESEARCH DESIGN AND METHODOLOGY

result of the pre-test and post-test of the select grade 7 students.

projecting findings descriptively to a predefined population. Survey research is a mixed method

post-post test. The answers will constitute to the data to be analyse.

suggestion to the students and teachers.

adopted in this study.

SAMPLE AND SAMPLING TECHNIQUES

sampling technique in selected private secondary school in Biñan city.

from primary school to secondary school.

population, those to be involved in the study.

teachers were informed.