TABLE OF CONTENTS

TITLE.................................................................................. 1

TABLE OF CONTENTS…………………………………….. 2

A. THE PROBLEM AND ITS SCOPE

Rationale……………………………………………… 3

Theoretical Background…………………………….. 8

Statement of the Problem………………………….. 18

Statement of the Hypothesis………………………. 18

Significance of the Study…………………………… 19

B. RESEARCH METHODOLOGY

Research Methodology……………………………... 20

Research Environment……………………………… 20

Research Participants………………………………. 21

Research Instruments………………………………. 22

Research Procedure………………………………… 30

Gathering of Data…………………………… 30

Treatment of Data…………………………… 31

Definition of Terms………………………………….. 32

Organization of the Study………………………….. 34

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BIBLIOGRAPHY…………………………………………… 35

APPENDICES

Answer Keys for Reading, Listening and Writing Tests……… 38

Answer Sheet for Reading………………………… 39

Answer Sheet for Writing………………………….. 40

Answer Sheet for Listening……………………….. 41

Score Sheets for Speaking………………………. 42

The Communicative Test

Reading……………………………………. 44

Writing……………………………………… 52

Speaking…………………………………... 54

Listening…………………………………... . 56

Attitude Survey…………………………………….. 63

COMMUNICATIVE APPROACH-BASED LESSONS… 65

CURRICULUM VITAE………………………………........ 78

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 CHAPTER 1

THE PROBLEM AND ITS SCOPE

RATIONALE

“Language is at the center of human life. It is one of the most important

ways of expressing our love or our hatred for people; it is achieving many

of our goals and our careers; it is a source of artistic satisfaction or simple

pleasure. Some people are able to do some or all of this in more than one

language. It affects people’s careers and possible futures, their lives and

their very identities in this world where probably more people speak two

languages than speak one”

Vivian Cook, 1996

The many changes in society have forced individuals to communicate with

people outside their circle. The advent of technology and the increased

awareness of communication eventually led us to globalization. Countries around

the world have to keep up with the pace by updating oneself of the trends and

making themselves competitive, meaning, able to adjust and answer the

demands of the era---- physically, mentally---- and of course---- linguistically. This

has led people to learn another language to break the barriers of communication.

As quoted by Cook, language is, and to add, not only the center of human life but

an indispensable tool of communication. Muma (1978) emphasizes that

3
communication is the primary function of language. She adds that a competent

communicator has the “capacity not only to conceive, formulate, modulate and

issue messages but also to perceive meanings.” This only means that

communication requires a broad understanding of human interaction.

For this reason, people developed the notion that knowing another

language may mean the following: getting a job, a chance to get educated, an

opportunity to immigrate to another country, expanding one’s literary and cultural

horizons or participating in national and international aspects.

Language classrooms are aware of the changes and attempts to bridge

the demand by changing and improving its curriculum. Shifting from a grammar-

based to a more communicative-based schooling, the Communicative Approach,

as popularly known, has been introduced in the world of language education in

the 70’s. Proposed by Dell Hymes and supported by others who came after

him----- Finocchiaro, Krashen, Cook and Richards, to name a few, anchoring on

the belief that ‘grammar constructs’ and ‘context‘ go hand in hand to bring out

‘meaning’ if one must achieve a communicative purpose. Larsen-Freeman

(1986) also accords to this by stating that everything is done with a

communicative content. Communicative competence, then, is at the heart of this

approach.

It is clear that competent participation in our various communicative

activities involves a range of knowledge and abilities. Over the last several years,

various models articulating the components of communicative competence for

4
teaching and testing purposes have been proposed in the field of second and

foreign language learning.

This approach has even been introduced to EFL countries—in Vietnam

(Hiep, 2005), Japan (Sato, 1999), Korea (Li and Park (1998), China (Leng, 1998)

and other countries where L2 learning has gained popularity, especially in terms

of learning the English language.

With the importance of English in the world today and the demand to

teach learners a good working command of English to satisfy various

communicative needs in their life, language classrooms in many Asian countries

have felt an urge to learn the newest and best method of teaching. In the

research of Hiep (2005), CLT has quickly gained popularity in universities and

even send their teaching staff abroad to study TESOL (Teaching English to

Speakers of Other Languages) or TESOL-related programs. It is no different in

Korea, Vietnam, China and other EFL countries.

Although the adoption of CLT in language classrooms have been

encouraged, introducing and implementing CLT, especially in the EFL countries,

has been difficult. This is supported by Sato and Kleinnasser’s report in 1999,

stating that teacher’s belief play a key factor in its difficulty in integrating CLT in

classrooms. Many teachers agree to use the principles of CLT in classrooms, but

also thought that CLT is not entirely appropriate for their classroom setting.

Howatt in 1997 also states that integrating grammar instruction and CLT seems

to be the biggest challenge for teachers. In Japan, Sakui (2002) says that

inasmuch as the communicative curriculum is deemed important, teachers still

5
prioritize grammar and reading comprehension, a major part of college entrance

exams. In China, English is not taught because it is used inside China. Instead,

English is taught in the educational system because of the benefits it brings from

outside the home country (Cook, 1996). In Korea, Confucianism influences its

educational system, where it establishes the superior status and knowledge of

teachers over that of students (Stapleton, 1995), which go against the student-

centered principle of CLT.

For these reasons, there is a great influx of students going to English-

speaking countries. They believe that “immersing” themselves to the second

language they are studying would help them become better English speakers.

Koreans, Japanese, Chinese, and the latest addition, Taiwanese students, have

come to the Philippines to study English.

In the Philippines alone, Koreans, which first displaced Japan as the

second major source of tourists for the Philippines in 2005, has moved to number

one in the first two months of 2006 with 106,261 arrivals and a growth of 31.2 %.

The Department of Tourism Region 7 also announced that there is a 61.26

percent increase of Koreans from January to May this year, at 98, 822 from 61,

280 in the same period last year. (Sun Star, 2007). The Department of Tourism

monitoring team recently discovered that more and more Korean students are

coming to the Philippines to study English language in colleges and universities

and even in special language schools. It may be safe to say that Korean students

6
have this growing awareness of the importance of English in global

communication.

In the researcher’s five years experience of teaching Korean students, she

had come to know quite well about how English was taught in the classrooms.

The students professed that English instructors in Korea concentrate on

vocabulary, grammar and reading while ignoring speaking, listening and writing.

On top of that, teachers use their mother tongue to teach English, which is

surprising since teachers should be equipped in teaching English. Some also say

that they study English only to get high scores in their examination, meaning,

getting a high paying job. English examinations determine an individual’s future

quality of life. These observations were also noted in the research of Li (1998),

Park (1998), Sato and Kleinnasser’s (1999) and Flattery (2007).

Questions are also asked by these students like “How did you study

English?” or “How can I study English?” These questions result from the sudden

shift of curriculum in studying their L2. Because students were not taught how to

study their L2, they face transition problems, which may result in frustration or

losing motivation.

While not arguing against the notion of communicative competence,

several scholars have begun to question whether it captures fully the

competence that learners of additional language develop. According to Cenoz

and Genesee (1998), the term communicative competence was originally

proposed by Hymes to reflect the knowledge and abilities that native speakers

7
possess. As Kramsch (1993, 1998) and others, Cook (1999), Firth and Wagner

(1997), Valdes (1998) pointed out, the goal of communicative competence is not

to become like native-speaking members. Rather, it is for learners to add

alternative ways of making sense to their already established repertoires. This

also means they can broaden their communicative experiences, their worldviews

and understandings. In fact, Cook (1999) argues that if we accept the definition

of native speakers as someone who learn the language as her first language,

then L2 learners can never be native speakers.

These observations have urged the researcher to undertake this study.

She wants to determine the English communicative competence of Koreans at

CPILS. Furthermore, she wants to find out if there is an improvement in their

communicative competence knowing that there is a sudden shift of their

approach in studying their L2. Lastly, the researcher seeks to get feedback of the

students’ attitude due to the sudden shift of the approach in the curriculum.

THEORETICAL-CONCEPTUAL FRAMEWORK

The Communicative Language Teaching appeared at a time when British

language teaching was ready for a paradigm shift. Situational Language teaching

was no longer felt to reflect a methodology appropriate for the ‘70’s and beyond.

CLT appealed to those who sought a more humanistic approach to teaching,

emphasizing on the interactive process of communication.

8
 Dell Hymes

Communicative
Competence

KOREANS
At CPILS

SKILLS
Reading
Pretest Posttest
Writing
Listening
Speaking

Improvement
Of Attitude
Communication
Skills

Figure 1: Theoretical-Conceptual Framework

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 CLT was based on the work of sociolinguists, particularly that of Dell

Hymes (1972). Defining language as a social process, Hymes (1964, 1972)

called for an approach to the study of language that connects linguistic forms

with social functions. This concept was introduced as an alternative to the

concept of linguistic competence as first proposed by Chomsky. According to

Chomsky’s Theory of Language, we are born with a universal grammar, a mental

blueprint, for processing and generating language. Presumed to be a fixed

property of the human mind, this innate capacity for language is thought to

consist of sets of principles and conditions and rules for generating structural

components of a language (Hall, 2001).

In simple terms, learners need to develop the ability to use the language

they are learning appropriately in a given social encounter if they want to use the

language effectively.

The Communicative Approach to language teaching holds four

fundamental beliefs. As stated by Abayon (2003) quoting Reid (1993), 1)

materials in the language classroom should be authentic or as a authentic as

possible because the language of the “real world” is necessary for good

language learning; 2) activities in the classroom should be ‘real’ and ‘purposeful,

meaning, it is crucial for classroom activities to reflect the communicative

situations a learner is most likely to engage (Canale and Swain in Reid, 1983); 3)

language materials should be contextualized; instead of extracting and or

creating discrete pieces of language, materials should be presented in a

10
meaningful context; 4) learner needs are paramount in the language classroom,

therefore, materials and activities reflect those needs.

Since its emergence in the 1970’s, Hyme’s notion of communicative

competence was examined by a number of language educators. There have

been various models articulating the components of communicative competence

for teaching and testing in the field of second and foreign language learning.

Canale and Swain’s model (1980) emphasizes on oral skills. According to

these researchers, communicative competence comprises grammatical,

sociolinguistic, discourse and strategic competence.

Grammatical competence includes knowledge of lexical items and rules

of morphology, syntax, semantics and phonology; Sociolinguistic competence

includes knowledge of the rules of language; Strategic competence includes

knowledge of strategies to compensate for breakdowns in communication; and

Discourse competence involves selecting, sequencing and arranging of words,

structures, sentences and utterances to achieve a unified spoken or written text.

It should be noted that in Canale and Swain’s model, it places

grammatical competence within a broadly defined communicative competence,

making it clear that some combination of grammatical accuracy and emphasis on

meaningful communication from the very start of second language study is

suggested (Canale and Swain in Hiep, 2005).

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 Breen and Candlin (1980) set out the essentials of a communicative

curriculum as well, the impact of which is still apparent today. They proposed that

a communicative curriculum should encompass five aspects; 1) content is

focused on language knowledge that is personally significant to the learners; 2)

sequencing is cyclical, rather than step by step; 3) content is subdivided into

activities and tasks in which there is interaction, rather than broken down

structures; 4) continuity resides within and between activities and themes; 5)

choosing directions involves negotiation between learners and learners, learners

and teachers and learners and texts---- there is no predetermined route. It means

that the classroom need not be seen as a pale representation of some outside

communicative reality. Rather, it becomes a realistically motivating place for

communication.

Krashen and Terrell (1983) also expounded on a theory that language

acquisition takes place only in one way, and that is, by understanding messages.

The students must be allowed to use the language in real communication and

through this, they can acquire additional language, but they must have the desire

or the need to study the language and the opportunity to use it in real life

communication. In their Natural Approach, they also added that adults have two

distinct ways of developing competence in second language. The first is

language acquisition, which is a subconscious process because language is

“picked up” through use. Adults aren’t aware of the rules of language; instead,

they develop a feel of “correctness”. For instance, when they hear an error, they

12
may not know what exact rule was violated, but somehow know that an error was

committed.

The second way to develop competence in the second language is by

conscious language learning, a process of knowing about the language or the

formal knowledge of a language. This learning acquisition claims that adults can

still acquire a second language but does not necessarily imply that they can

acquire perfectly or that they can always achieve a native level of performance.

This is supported by Cook (1996), stating that if we accept the definition of native

speaker as someone who learned the language as her first language, then

additional language learners can never be native speakers.

Krashen and Terrell (1983) mentions that recent researches have shown

that formal language is not nearly as important in developing communicative

ability as previously thought. Many researchers now believe that language

acquisition is responsible for the ability to understand and speak second

language easily and well.

In addition to this theory, a concept endorsed by most language

acquisition theorists is Stephen Krashen’s "comprehensible input" hypothesis,

also know as the Input Theory, which suggests that learners acquire language

by "intaking" and understanding language that is a "little beyond" their current

level of competence (Krashen, 1981). For instance, a preschool child already

understands the phrase "Get your crayon." By slightly altering the phrase to "Get

my crayons," the teacher can provide an appropriate linguistic and cognitive

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challenge— offering new information that builds off prior knowledge and is

therefore comprehensible (Sowers, 2000). Providing consistent, comprehensible

input requires a constant familiarity with the ability level of students in order to

provide a level of "input" that is just beyond their current level.

Cook (quoted in Hall, 2001) added that the goal of foreign language

learning is not the assimilation of new language systems nor it is the acquisition

of isolated skills. Rather, it is the development of knowledge and skills needed to

understand and participate in a wide range of intellectual and practical

communicative activities realized through the target language.

All these theories reflect the need of communicative competence in this

globalized era. It is not only a need for survival but also a satisfaction for the

learners and success to the achievement of their goal. However, these theories

have also been questioned by recent researches, especially if the learners speak

different first languages. Also, the socio-cultural background plays a part of the

implementation of this principle. If this is so effective, and if researches on

communicative competence have shown that learners do improve their second

language ability, then why do foreign students travel abroad just to study their

second language? What could be the cause behind large numbers of Asian

students particularly that of Koreans, traveling to other Asian countries like the

Philippines, to study English? This then leads us to a brief background of the

English education in EFL countries, principally that of Korea, and some issues in

implementing CLT in language classrooms.

14
CLT ISSUES in PRINCIPLE and PRACTICE

There have been studies citing problems in implementing CLT in language

classrooms.

Hiep (2005) states that the EFL setting is marked differently from the ESL

setting. For example, in Vietnam, students learning English have no immediate

need to use English in the classroom. Vietnamese students rarely have real need

to communicate in English. The use of authentic material, meaning authentic to

native speakers of English, may also be a problem. Kramsch and Sullivan (1996,

1999) point out, what is authentic in London might not be authentic in Hanoi. The

large size of classes, the lack of teaching facilities and the traditional examination

system further hinder English learning among Vietnamese students.

This is also true in other EFL countries like Korea. In these classrooms,

the influence of Confucianism in their educational system interferes with CLT

principles. Park (1997) surveyed students as to the learning strategies Korean

students most used. Most of them favored cognitive strategies over social and

affective; they tended to avoid social interaction in English, preferring to rely on

memorization. Korean students are accustomed to absorbing knowledge in the

classroom, but they don’t know how to learn the language. These were also

observed by the researcher who has been teaching Korean students for five

years.

15
 Another study by Flattery (2007) showed that it is not only the principle

that poses problems for CLT in Korean language classrooms. Textbooks used do

encourage interest and confidence among students, yet listening is more

emphasized than speaking and the speaking activities are not designed for real

communication, requiring students to repeat phrases rather than to think critically

of what they hear. She also noted that the lack of CLT training for teachers, lack

of proficiency in spoken English, the tendency of having large classes, resistance

among learners to active participation and the uncritical adoption of CLT

contribute to the problems of implementing CLT in classrooms.

Korean-designed ELT syllabi for students tend to divide skills into

categories and treat them independently of each other. Many Korean adults think

grammar is very good and that studying set phrases will improve their fluency

rather than taking the opportunity to engage in genuine communication with a

native speaker. In addition, many language teachers in language

schools/academy hire native speakers with no qualification and no experience.

Moreover, scarcity of relevant authentic materials, lack of student’s prerequisite

skills, continued use of mother tongue as means of instruction and

communication, the belief of teachers about teaching and learning a language,

the misconceptions about CLT principles and the absence of new forms of

assessment pose problems in the implementation of CLT.

There have been researches, though, showing that a Communicative

Approach-based language class is effective. Results of the research by Abayon

16
(2003), Del Soccoro (1996), Abao (2002) and Angco (2006) all showed

significant improvement of the communicative skills of their respondents.

This failure to promote CLT by many EFL classrooms is not because of

the methodology itself. Rather, with how they are amended and implemented to

fit the needs of the students who come in contact with them. As pointed out,

communicative competence is shaped by the social and cultural context in which

language is used. Sullivan (2000) also suggests that CLT should have room to

be adapted to reflect ‘real communication’ meaningful to the participants and

must not be prescribed in ways to represent only a western communicative style.

Real communication must be based on a multifaceted view of communication

and language use. The point is that CLT can be manifested through a variety of

practices that may be better suited to the local context.

Although putting CLT principles into practice entails complex, interrelated

social and linguistic issues, the goal of communicative competence remains.

Whether it is in a second or a foreign language learning setting, the focus are the

learners to become communicatively competitive in this new age. Real

communication includes not only accuracy but fluency. For beginners, they must

have a solid foundation in English, which is primarily built on accuracy. It is

believed that once bad habits are formed, they are difficult to break. So, as

learners advance in their second language learning, focus on form should slowly

be withdrawn to give way to fluency practice.

17
 THE PROBLEM

STATEMENT OF THE PROBLEM

This study aims to find out the effects of the communicative approach in

the English language performance of Korean students at Cebu Pacific

International Language Services located at M.J Cuenco Avenue, Cebu City.

Specifically, it sought to answer the following questions:

1. What is the pre-post level of the English language performance among

Koreans exposed to the Communicative Approach in terms of the four

skills:

a. Listening
b. Speaking
c. Reading
d. Writing
2. Is there a significant pre-post mean gain in the English language

performance of Korean students?

3. What is the attitude of the students toward the Communicative

Approach in learning English?

RESEARCH HYPOTHESIS

Ho1: There is no significant difference in the hypothetical and the

actual mean of Korean students’ pre-post test performance in

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 the classroom using the Communicative Approach.

Ho2: There is no significant pre-post mean gain in the performance

of Korean students in the Communicative Test.

SIGNIFICANCE OF THE STUDY

The researcher willingly puts the study into effect bearing in mind that the

following would benefit from it:

English Teachers. The results of this study will serve as a guide for

teachers in designing lessons relevant for the students who are studying English.

This also gives them ideas as to which part in the English learning is difficult for

students to learn and assist them in their learning.

School Administrators. This study will hopefully provide insights for

designing programs that teaches students how to study English. This may also

serve as springboard for choosing and adapting CLT in a socio cultural context

by revising parts of the current curriculum,

Students. Since they are the direct recipients of this study, this

study may help them become more competent in the English language. This may

also help them realize some effective language learning strategies through the

exposure of the communicative type of classroom and do away with traditional

notions of learning a language.

19
RESEARCH METHODOLOGY

The researcher will use a quasi-experimental pretest-posttest single group

design. It will involve the classes handled by the researcher, with four students in

every class. One advantage of this method is that when intact classes are used,

the subjects are probably less aware of an experiment being conducted.

RESEARCH ENVIRONMENT

This study will be conducted at Cebu Pacific International Language

Services (CPILS) located at M.J. Cuenco Avenue, Cebu City. This is a language

school that caters to foreign students, specifically Koreans, Japanese and

Taiwanese students. The number of students up for enrolment every week is

around thirty to forty students, which totals to around 200 students in a month.

The curriculum used at CPILS is on language training, focusing on the

basic skills, which are listening, speaking, reading and writing. The English

curriculum at CPILS is divided in to four different programs. They are: 1:1 or the

Personalized Instruction; 1:2 or the Dyad Instruction; 1:4 or the Cooperative

Instruction and 1:8 or the General English class. Filipino instructors teach the 1:1,

1:2 and the 1:4 classes while native English teachers teach the 1:8 classes. Each

class lasts for two hours from Monday to Thursday, so a student will

approximately have six to eight hours of classes a day. For Fridays, however,

classes are shortened. It is mandatory to have all these three classes. They are

20
placed in the right level of class as soon as their placement test result is

determined.

Aside form these four ‘regular’ classes, known to be the household word

at CPILS; special programs are also offered to students to further immerse them

with English and give opportunities for them to choose a class of their interest.

They are: Business English, News English, Debate Class, Theater Arts,

Personality Development, TSE class, Pops English, TOEIC, Movie Class and the

latest addition, the PowerSIM (Power Speaking and Interactive Media).

RESEARCH PARTICIPANTS

The participants of the study are Korean students studying at Cebu Pacific

International Language Services (CPILS) arriving around November 2007 and

will stay for at least two months. Sixteen Korean students are to be the

participants of the study. They are between 20-30 years old.

The table illustrates the profile of the participants, showing the number of

students in each class, their gender, the length of stay and their TOEIC average which is

to be determined the moment they arrive.

Class Male Female Length of Stay TOEIC average

1 4 4 November- (to be
January determined)
2 3 6 November- (to be
January determined)

Table 1: Profile of the Participants

21
 They have come here for different reasons. For one thing, English,

referred to as the “global language”, is deemed important in Korea for practical

reasons. Getting a better job, opportunities for travel and higher education awaits

them if they have good English ability. Knowing that English isn’t taught well in

their country, they go to Asian EFL countries such as the Philippines and to

countries like Canada, Australia and the USA not only to expose them with the

language but to enrich their English skills as well. Another reason is that the

notion of ‘preparing oneself’ before moving to their ‘formal’ English schooling in

another country seems to be popular among Korean students. Based on the

researcher’s initial information gathering, they believe that coming to study in the

Philippines is a prerequisite for studying English abroad.

RESEARCH INSTRUMENTS

In reference to problem number one, which is to determine the English

language performance of students, the researcher adapted the Preliminary

English Test (PET) from Cambridge English for Speakers of Other

Languages (ESOL) test.

The Cambridge ESOL examinations are the world's leading range of

certificates for learners of English. Each year, they are taken by over 2 million

people, in 130 countries and are widely recognised for work and study purposes.

There are five different examinations under the Cambridge ESOL

examinations. They are the following: Key English Test (KET), Preliminary

22
English Test (PET), First Certificate in English (FCE), Certificate of Advanced

English (CAE) and Certificate of Professional English (CPE).

However, for this study, the researcher will make use of only one test.

The PET or Preliminary English Test

PET is the second level Cambridge ESOL examination. It is given to

students of intermediate level. It deals with everyday written and spoken

communications, such as read simple textbooks and articles; write simple

personal letters and make notes during a meeting.

According to the Cambridge ESOL examination website

(www.cambridgeesol.org), PET is a popular way to improve language skills and

use them in a wide range of contexts. PET covers the four main language skills -

reading, writing, listening and speaking, using material from real life situations. It

provides evidence of practical skills, and indicates sufficient ability to be of

practical use in clerical, secretarial and managerial jobs, and in many industries,

such as tourism, where contact with English speakers is required.

Parts of the PET Test

PET has three papers: Paper 1 covers Reading and Writing, Paper 2

covers Listening and Paper 3 covers Speaking.

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Reading and Writing (Paper 1), 1 hour 30 minutes

The Reading and Writing paper assesses the ability to read and

understand texts taken from signs, brochures, newspapers and magazines. The

examinee should be able to understand the main messages and the effect they

may have on him or her and be able to deal with words and structures he or she

doesn’t know.

The Reading paper is divided into four parts with different task types and

format and with its corresponding task focus.

The table below shows the breakdown of the parts of the test.

Part Task Type and Format Task Focus Number of

Questions
Three-option multiple choice Reading real-world notices and
1 other short texts for the main 5
Five very short discrete texts: signs and
message.
messages, postcards, notes, emails,
labels, etc. plus one example.

2 Matching Reading multiple texts for

specific information and 5
Five items in the form of descriptions of
detailed comprehension.
people to match eight short adapted-
authentic texts.

3 Four-option multiple-choice Reading for detailed

comprehension; understanding 5
Five items with an adapted authentic long
attitude, opinion and writer
text.
purpose. Reading for gist,
inference and global meaning.
4 Four-option multiple cloze. Understanding of vocabulary
and grammar in a short text, 10
Ten items, plus an integrated example,
and understanding the lexico-
with an adapted-authentic text drawn from
structural patterns in the text.
a variety of sources. This text is of a
factual or narrative nature.

Table 2: A Detailed Description of the Reading Test

For the marking, each of the 25 questions carries one mark and it

comprises 25 points or 25% of the total marks for the whole test.

24
 The Writing Test is divided into two parts: Part 1 includes a sentence

transformation task, a short communicative message addressing three points;

and Part 2, an informal letter. Part 2 must be answered in approximately 50

words, demonstrating both ambition and control of structure, vocabulary, spelling

and punctuation.

The table below shows the breakdown of the parts of the Writing Test with

its task types and its corresponding task focus.

Part Task Type and Format Task Focus Number of

Questions
1 Sentence Transformations Control and understanding of
grammatical structures.
Five items, plus an integrated example
Rephrasing and reformulating 5
that are theme-related. Sentences are to
instructions.
be completed and then asked to complete
similar sentences using different structural
pattern so that the sentence still has the
same meaning.
2 A long piece of continuous writing. A part A short piece of writing of 30-50
of a letter is shown and candidate is words focusing on control and 1
asked to write a letter in reply. Register, range of language.
Vocabulary, Coherence/cohesion and
Grammar are checked.

Table 3: A Detailed Description of the Writing Test

For the marking, the five questions in Part 1 carry one mark. This

comprises 5 points or 5% of the total marks for the writing test. For Part 2, two

examiners will mark the answer sheet separately. These two examiners have

much experience in the field of materials and testing. They will then concur and

reach a final mark. This comprises 20 points or 20% of the total test. Therefore,

Part 1 and Part 2 totals to 25 points or 25% of the total writing test.

The table below shows the criteria for marking the writing sheets.

25
Points CRITERIA
20 Very Good Attempt:
-Confident and ambitious use of language.
-Wide range of structures and vocabulary within the task set.
-Well organized and coherent, through use of simple linking devices.
-Errors are minor, due to ambition and non-impeding.
Requires no effort by the reader.
16 Good Attempt;
-Fairly ambitious use of the language.
-More than adequate range of structures and vocabulary within the task set.
-Evidence of organization and some linking of sentences..
-Some errors, generally non-impeding.
Requires only a little effort by the reader.
13 Adequate Attempt:
-Language is unambitious, or if ambitious, flawed.
-Adequate range of structures and vocabulary.
-Some attempt at organization and some linking of sentences not always maintained.
-A number of errors may be present, but are mostly non-impeding.
Requires some effort by the reader.
9 Inadequate Attempt:
-Language is simplistic/limited/repetitive.
-Inadequate range of structures and vocabulary.
-Some incoherence; erratic pronunciation
-Numerous errors, which sometimes impeded communication.
Requires considerable effort by the reader.
5 Poor Attempt:
-Severely restricted command of the language
-No evidence of range of structures and vocabulary
-Seriously incoherent; absence of punctuation
-Very poor in control; difficult to understand.
Requires excessive effort by the reader.
0 Achieves nothing; language impossible to understand, or totally irrelevant to task.

Table 4: Writing Test Criteria

Listening (Paper 2), 35 minutes (approx.)

The Listening paper assesses the ability to understand recorded material

such as public announcements and dialogues. The examinee should be able to

understand the factual information in the recordings, and assess the attitudes

and intentions of the speakers. The paper has a standard structure and format so

the students will know what to expect in each part.

The table that follows shows a breakdown of the test with its task type and

formats as well as its corresponding task focus.

26
Part Task Type and Format Task Focus Number of
Questions
Multiple choice Listening to identify key
1 information from short 7
Short neutral or informal monologues or
exchanges.
dialogues. Seven three-option multiple
choice items with visuals.
2 Multiple choice Listening to identify specific
information and detailed 6
Longer monologue or interview. Six three-
meaning.
option multiple choice items.

3 Gap-fill Listening to identify, understand 6

and interpret information
Longer monologue. Six gaps to fill in.
Write one or more words in each space.
4 True/False Listening for detailed meaning,
and to identify the attitudes and 6
Longer informal dialogue. Decide whether
opinions of the speakers.
six statements are correct or incorrect.

Table 5: A Detailed Description of the Listening Test

For the marking, each item in the listening test carries one mark. This

gives a total of 25 marks, which represents 25% of total marks for the whole

examination.

Speaking (Paper 3), 10 minutes

The Speaking Test assesses the ability to interact in conversational

English with an examiner and with another student. The examinee must be able

to answer and ask questions about oneself and to talk freely about what one likes

and do not like.

The format of this test is two testees and two examiners. One examiner

acts as both assessor and interlocutor and manages the interaction by asking

questions and setting up the task. The other acts as assessor and does not join

in the conversation.

27
 The table below is a breakdown of the parts of the speaking test.

Part Task type and Format Task Focus Timing

1 Interaction with the interlocutor. Giving factual and personal 2-3 mins.
The interlocutor asks questions. answers; responding to
questions about present
circumstances, past
experiences and future plans.
2 A colour photograph is given to each Using functional language to 3 mins.
candidate and they are asked to talk make and respond to
about it for some minutes. suggestion, discuss
alternatives, make
recommendations and
negotiate agreements.
3 General conversation. Interaction with Sharing opinions about the 3 mins.
each other. The topic of the questions.
conversation develops the theme
established in
Part 2.

Table 6: A Detailed Description of the Speaking Test

Throughout the test, candidates are assessed on their language skills, not

their personality or intelligence. They must, however, be prepared to develop the

conversation, where appropriate, and respond to the tasks. They are assessed

on their own individual performance and not in relation to each other.

There are five criteria in the marking of the speaking test, namely

Grammar, Cohesion and Coherence, Pronunciation, Interactive Communication

and Register. Each criterion is awarded five points.

Grammar and Vocabulary (5 points) This scale refers to the accurate

and appropriate use of grammatical forms and words . It also includes the range

of grammatical forms. Performance is viewed in terms of the overall effectiveness

of the language used in dealing with the task.

28
 Coherence and Cohesion (5 points) This scale refers to the

coherence, extent and relevance of each candidate’s individual contribution. This

looks into the candidate’s ability to maintain a coherent flow of the language,

either with a single utterance or over a string of utterances.

Pronunciation (5 points) this scale refers to the candidate’s ability to

produce comprehensible utterances to fulfill the task required. This includes

stress, rhythm and intonation, as well as individual sounds.

Interactive Communication (5 points) This scale refers to the

candidate’s ability to use language to achieve meaningful communication. This

includes initiation and responding without undue hesitation. This also looks into

the ability to use interactive strategies and maintain or repair communication.

Register (5 points) This scale refers to the formal or informal use of the

language by the candidate.

For the sake of this research, PET has been revised and adapted to suit

the culture and situation of the respondents and the objective of the study.

Furthermore, for this research, local examiners with much experience in the area

of testing and communication shall do the marking and assessment.

To answer the question in problem number three, the researcher prepared

an attitude questionnaire that would obtain feedback from students regarding

their opinion and feeling about the communicative-based approach in English

learning.

The questionnaire covers the basic principles of the communicative-based

approach for learning English. There are 16 statements in the questionnaire

29
which looks into their priority to learn the language, desirability, accuracy and

profitability in learning the language.

RESEARCH PROCEDURE

Gathering of Data

The researcher has prepared lesson plans based on the communicative

approach. The sets of lesson plan are good for the two-month’s stay of students

at CPILS. These have been prepared by the researcher and checked by her

adviser. The lessons are also taken from the book INTERCHANGE Third Edition,

which has been used at CPILS this year. These will be used in the classes of the

researcher for two months.

Before their class starts, the researcher conducted a communicative test

using the adapted version of PET. The results will be noted down and will be

evaluated based on the scoring system which is also revised and adapted by the

researcher. After, the students will be studying English in their class.

Communicative-based lesson plans will be used by the researcher for two

months. Then, they are to be given the same communicative test after two

months’ time. The results will be noted down and interpreted.

Treatment of Data

As mentioned, the first problem seeks to find out the pre-post level

performance of students exposed to the communicative approach type of

30
classroom in each of the four skills. In order to determine this, the following Z test

of one-sample formula is to be used:

Z= a.m – h.m ___

____________ √ N
S.D.

Where: a.m. = actual mean

h.m. = hypothetical mean

SD = standard deviation

N = sample size

The researcher expects a mean performance of 75%.

The second problem looks into the significant change of the performance of the

students. In order to determine this, the T test for Correlated Samples is to be

used:

T= ∑ D
__________
______________
√ N ∑D 2 – (∑ D) 2
_______________
N-1

Where: ∑D = summation of the differences

∑D 2 = summation of the squared differences

N = sample size

To measure the attitude of the students, data from the questionnaire are to be

treated statistically by getting the weighted mean. The following formula is to be

applied:

31
 Wx = ___∑ fx_w__________

Where:

∑ - summation

F - frequency of the response

N - sample size

W - assigned mean

DEFINITION OF TERMS

For a clear presentation of this study, some terms are hereby defined

operationally:

Communicative Approach It is an approach to language acquisition

stating that communication involves both linguistic and social functions combined

in a meaningful context, thereby relating practical situations and social

interaction.

Communicative competence This is a theory of communication proposed by

Dell Hymes. It defines language as a social process, taking into account that an

individual needs to produce and utterances that are structurally sound and

contextually appropriate within one’s social and cultural environment. In simple

terms, it reflects an individual’s ability to handle social situations and be

understood in a socially generated conversation.

32
Communicative Test It refers to the tool that measures on how examinees

are able to use a language in real life situations. It is based on the language that

the testees need to use, reflecting the communicative situation in which they are

likely to find themselves.

Listening Skill This is the ability of the student to understand monologues,

dialogs between friends, colleague or family members; this also refers to the

student’s ability to get the main idea from public announcements and assess the

attitudes and intentions of the speakers. Comprehension questions are added to

check students’ understanding.

Speaking Skill It is the ability of the student to understand and respond

simple social interaction, using language appropriate for the situation and take

part in spontaneous communication in everyday setting.

Reading Skill This is the ability of the student to understand various kinds

of texts reflecting real life situation such as notices and signs, packaging

information, notes, emails, cards, postcards and other types like advertisements

and brochures.

Writing Skill It refers to the ability of the student to organize his ideas into

written form, observing appropriacy of vocabulary, sense of formality (register)

and coherence of ideas. It also reflects the student’s awareness of grammatical

structures.

33
Attitude is referred to as the reaction and the feeling of students toward the

communicative approach to teaching English

ORGANIZATION OF THE STUDY

This research report is organized as follows:

Chapter 1, The Rationale. This chapter introduces the topic and its

theoretical background in which this research is based. It also presents the

statement of the problem, the research hypothesis and the significance of the

study. It also includes the research methodology, which looks into the

environment, the instruments and procedures of how the research is done, the

gathering and the treatment of data of the study and the definition of terms.

Chapter 2. Results and Discussion. This chapter would present the data

gathered, analyzed and interpreted.

Chapter 3. Summary, Conclusions and Recommendations. This

chapter gives the highlights of the findings of the study from which the

conclusions and recommendations would be based.

34
 BIBLIOGRAPHY

BOOKS

Canale, M. and Swain, M. 1980. Theoretical Basis of Communicative

Approaches to L2 Teaching and Testing. In Hall, J.K. Methods for
Teaching Foreign Languages. 2001. Merril-Prentice Hall.

Cook, V. 1996. Second Language Learning and Language Teaching. Second

Edition. London. St. Martin’s Press.

Hall, J.K. 2001. Methods for Teaching Foreign Languages. USA. Merril-Prentice
Hall.

Hymes, D. 1971. Competence and Performance in Linguistic Theory. In R.

Huxley and E. Ingram. Language Acquistition: Models and Methods.
London. New York. Academic Press.

Hymes, D. 1972. On communicative competence. In J. B. Pride, and J. Holmes.

eds. Sociolinguistics, 269–93. Harmondsworth: Penguin.

Krashen, S.D. (1981). Second Language Acquisition and Second Language

Learning. New York, NY: Pergamon Press.

Krashen, Stephen D. and Tracy D. Terrel. 1983. The Natural Approach

Language Acquisition in the Classroom. California. Almanac Press.

Larsen-Freeman, D. 1986. Techniques and Principles in Language Teaching.

New York. Oxford University Press.

Nunan, D. 1989. Designing tasks for the communicative classroom. Cambridge:

Cambridge University Press.

Nunan, D. 1991. Language Teaching Methodology. New Jersey. Prentice Hall

International.

Reid, J.M. 1993. Teaching ESL. New Jersey. Regents/Prentice Hall.

Richards, J. and Theodore Rodgers. 1986. Approaches and Methods in

Language Teaching. USA. Cambridge University Press.

Sowers, J. (2000). Language arts in early education. Albany, NY:

Delmar/Thomson Learning.

35
RESEARCHES AND UNPUBLISHED MATERIALS

Choi, S. 1999. Teaching English as a Foreign Language in Korean Middle

Schools: Exploration of Communicative Language Teaching Through
Teacher’s Belief and Self-Reported Classroom Teaching Practice.
Doctoral Dissertation. The Ohio State University.

Del Socorro, Z.R. 1996. The Effects of Communicative Approach in the Teaching
of Communicative Skills III to First Year Engineering Technology
Students. Masters Thesis. Cebu State College, Cebu City.

Flattery, B. 2007. Language, Culture and Pedagogy: An Overview of English in

South Korea. Doctoral Dissertation, University of Ohio.

Hiep, P.H. 2005. Imported Communicative Language Teaching: Implications for

Local Teachers. Doctoral Dissertation. University of Vietnam.

Kitao, S. Kathleen and K. Kitao. 2007. Testing Communicative Competence.

Doshisa Women’s College. Kyoto, Japan.

Li, M . 1997. Absolutely not the Same: The Potential Problems of Communicative
Language Teaching in China. Doctoral Dissertation. University of Alberta.

Park, S.J. 2004. Second Language Teacher Education: International

Perspectives. University of Illinois at Urbana-Champaign.

Sakui, K. Situated Education of Communicative Language Teaching in

Curriculum Innovation. Auckland University. New Zealand.

MAGAZINES, JOURNALS AND NEWSPAPERS

Li, D. 1998. It’s Always More Difficult than you Plan and Imagine: Teachers’
Perceived Difficulties in Introducing the Communicative Approach in South
Korea. TESOL Quarterly 32 (4): 677–703.

Sato, K., and R. Kleinsasser. 1999. Communicative Language Teaching (CLT):

Practical Understandings. The Modern Language Journal 83 (4): 494–517.

Savignon, S. J. 1991. Communicative Language Teaching: State of the Art.

TESOL Quarterly 25 (2):261–77.

Stapleton, P. 1995. The Role of Confucianism in Japanese Education. The

Language Teacher 19 (4): 13–16.

Police Officials Learn Korean. Sunstar Daily. Friday, August 3, 2007. Vol.
25. No. 248. p.A10.

36
INTERNET SOURCES

www.cambridgeesolexam.org

www.finchpark.com/books

www.sietarinternational.org

www.geocities.com/~wilson_pam/culture/

www.emtech.net

www.dave’s esl.com

www.esl-lab.com

37
 APPENDIX A

ANSWER KEY
READING, WRITING AND LISTENING

Reading

Part 1 Part 2 Part 3 Part 4

1. C 6. E 11. A 16. C 21. B
2. A 7. D 12. D 17. A 22. A
3. C 8. H 13. C 18. B 23. C
4. B 9. C 14. B 19. B 24. D
5. A 10. A 15. B 20. D 25. A

Writing Part 1

1. enough (for me)

2. many
3. you play/practice/practise
4. I would/ I’d
5. I went to

Listening

Part 1 Part 2 Part 3 Part 4

1. C 8. B 14. opposite 20. A 25. B

2. A 9. B 15. (the) kitchen 21. B
3. B 10. A 16. fish/dishes 22. B
4. C 11. C 17. Saturday 23. A
5. A 12. A 18. lunch(e) 24. B
6. C 13. C sandwiches
7. B 19. 6:30 (am) (in the morning)
6:30
six thirty

38
 APPENDIX B

ANSWER SHEET

Reading

Name: Date:

Part 1 Part 3 Part 4

1. 11. 16.

2. 12. 17.

3. 13. 18.

4. 14. 19.

5. 15. 20.

Part 2 21.

6. 22.

7. 23.

8. 24.

9. 25.

10.

39
 APPENDIX C

ANSWER SHEET

WRITING

Part 1

1. __________________

2. __________________

3. __________________

4. __________________

5. __________________

Part 2
Read the part of the letter on your test sheet.

Write your answer in 30-50 words.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

40
 APPENDIX D

ANSWER SHEET

LISTENING

Name: Date:

Part 1 Part 3 Part 4

1. 14. 20.

2. 15. 21.

3. 16. 22.

4. 17. 23.

5. 18. 24.

6. 19. 25.

7.

Part 2

6.

7.

8.

9.

10.

11.

12.

13.

41
 APPENDIX E

SPEAKING SCORE SHEET

(For the Interlocutor)

Interlocutor____________________ Date: ____________________

Name of Student Pronunciation Grammar and Interactive Register Cohesion and

Vocabulary Communication Coherence

TOTAL SCORE: _______________

SCORING:

Pronunciation 5
Grammar 5
Interactive Comm. 5
Register 5
Cohesion and
Coherence 5
_____________
25 pts.

42
 APPENDIX F

SPEAKING SCORE SHEET

(For the Silent Examiner)

Interlocutor____________________ Date: ____________________

Name of Student Pronunciation Grammar Interactive Register Cohesion and

Communication Coherence

TOTAL SCORE: _______________

SCORING:

Pronunciation 5
Grammar 5
Interactive Comm. 5
Register 5
Cohesion and
Coherence 5
_____________
25 pts.

43
 APPENDIX G

READING TEST

Part I

Questions 1-5

Look at each text in each question. What does it say? Write the correct letter A,
B or C on your answer sheet.

Example:

E[ORUI A. You must stay with your luggage at all times.

NEVER LEAVE
LUGGAGE B. Do not let someone else look after your luggage.
UNATTENDED
C. Remember your luggage when you leave.

ANSWER: A

________________________________________________________________

1.

A. Tickets for the disco can be collected after tomorrow.

There aren’t any tickets
left. Anyone who ordered a
ticket and hasn’t given me B. It is possible to reserve a disco ticket if you do so
the money should do so
before tomorrow.
tomorrow.
Jose Martin
C. Reserved tickets for the disco must be paid for today.

2.
WAIT FOR LIFT
DOORS TO CLOSE A. Press the button after the doors close.
BEFORE PRESSING
BUTTON.
B. Press the button while the doors are closing.

44
 C. Press the button to close the lift doors.

3.
TO: Pablo What does Fatima want Pablo to do?
FROM: Fatima

Did I leave a scarf in your A. Return the scarf he borrowed.

house? The problem is it’s
not mine—I borrowed it
and I must give it back. B. Lend her a scarf.

C. Look fir the borrowed scarf.

4.

Missa’s Spanish class

MESSAGE! A. will not be in the evening this week.
Missa—your Spanish
class is on Friday
evening this week B. will be a day later tha normal
instead of Thursday,
starting fifteen minutes C. will no longer be on Thursday.
earlier than usual.

5.

NOTE:
A. You can use this medicine up to one month after opening.
THROW AWAY
REMAINING B. This bottle contains enough medicine for one month.
MEDICINE WITHIN
C. Unopened bottles of medicine must be thrown away within
ONE MONTH OF
OPENING THIS one month.
BOTTLE.

45
46
47
Part III

Questions 11-15

Read the text questions below. For each question, write the correct letter A, B, C
or D on your answer sheet.

________________________________________________________________

AINSLEY HARRIOT

I’ve always been a bit of an entertainer and played the funny man. I was a part-time
comedian for years, so I learned how to stand in front of audiences. It made me sure of
myself. I liked being liked and I love making everyone smile.

I’ve lived in London all my life and have juts moved to a larger house with my wife Clare
and our two children, Jimmy and Madeleine. We spend a lot of time just singing and
dancing around the house. I grew up with music because my dad is a pianist, Chester
Harriot--- who’s still playing by the way. My working day is divided between television
and writing cook books, though TV takes most of my time. I spend about five days out of
the fourteen days working on the cooking programs I appear in. I eat all sorts of things at
home but I only buy quality food. When I’m cooking, I experiment with whatever is in the
fridge---it’s good practice for my TV series.

I’m a football fan and enjoy going to matches, but I’m a home-loving person really. I don’t
like going to the pub but we do go out and eat about twice a month. There’s nothing
better than a night at home playing with the children. I rarely go to bed before midnight.
Late evening is when fresh thoughts on cooking usually come to me, so I often write or
plan my programs then. When I eventually go to bed, I have no trouble sleeping!

11. What is the writer’s main purpose in writing the text?

A. to describe how he lives

B. to say what makes him laugh

C. to talk about his cooking ideas

D. to explain how he started in TV

12. What would a reader learn about Ainsley from the text?

48
 A. He is a very good musician.

B. He likes to plan the family meals.

C. He is nervous about performing on stage.

D. He enjoys spending time with his family.

13. What does the writer say about himself?

A. He loves going out and meeting people.

B. He is very similar to his father.

C. He enjoys being popular.

D. He should got o bed earlier.

14. What does he say about his working life?

A. He would like to appear on TV.

B. He gets his best ideas at certain times.

C. He prefers being a comedian.

D. He should practice cooking more.

15. Which of the following is the best description of the writer?

A. The popular TV B. The TV cook who loves

comedian who enjoys making people laugh,
cooking, watching watching football and,
football and having a above all, having a happy
busy social life. life.

C. D.
The singing TV cook who
The cook and comedian
likes making jokes,
who takes great care
playing with his children
about the way he cooks
and having an early
his food and enjoys
night. 49
listening to music more
than anything,
Part IV

Questions 16-25

Read the text below and choose the correct word for each space. For each question,
mark the correct letter A, B, C or D on your answer sheet.

Example: 0 A everyone B someone C both D each

Answer: A

______________________________________________________________________

DEEP SLEEP

Deep sleep is important for (0) _________. This (16) ________ of sleep you need
depends (17) _______ on your age. A young child (18) ______ to sleep ten to twelve
hours, and a teenager about nine hours. Adults differ a lot in their sleeping (19)
________. For most of them, seven to eight hours a night is (20 ) ______, but some
sleep longer, while others manage with only four hours.

For a good night, having a comfortable (21) _______ to sleep is very important. Also,
there should be (22) ________ of fresh air in the room. A warm drink sometimes
helps people to sleep, (23) ______ it is not a good idea to drink coffee immediately
before going to bed.

(24) _______ you have to travel a very long distance, try to go to bed earlier than
usual the day before the (25) _________. This will help you to feel more rested when
you arrive.

50
16. A size B number C amount D sun

17. A on B to C in D of

18. A could B ought C must D. should

19. A ways B habits C manners D actions

20. A few B well C less D enough

21. A point B place C position D part

22. A plenty B much C many D several

23. A because B as C although D even

24 A Since B Until C After D If

25. A journey B voyage C call D visit

51
 APPENDIX H
WRITING TEST

Part I

Questions 1-5

Here are some sentences about playing tennis. For each question, complete the second
sentence so that it means the same thing as the first. Write only the missing words on
your answer sheet.

Use no more than three words.

Example:

I prefer playing tennis to playing basketball.

I like playing tennis _______________ playing basketball.

Answer: more than

1. It’s too cold to play tennis.

It isn’t warm __________________ to play tennis.

2. There are only a few basketball courts in this town.

There aren’t very _______________ basketball courts in this town.

3. If you don’t play every week, you won’t improve your tennis.

You won’t improve your tennis unless _______________ every week.

4. Why don’t you join a tennis club?

52
 If I were you, _________________ join a tennis club.

5. I haven’t been to a tennis match for a long time.

It’s a long time since _____________ a tennis match.

Part II

James, your English friend, invited you to his party yesterday, which you enjoyed.

Write a card to send to James. In your card, you should

 Thank him for the party

 Say what you liked best
 Suggest when you could both meet again.

Write 45-50 words on your answer sheet.

53
 APPENDIX I
SPEAKING TEST

(Script for the Examiners)

Interlocutor and Silent Examiner

Part I (2-3 minutes)

Hello, Good morning/afternoon/evening.

What is your English name? Thank you.
Can you please spell your Korean name? Thank you.
How was your weekend?
What did you have for lunch? Was it good?
Have you been to any Filipino restaurant here in Cebu?
What do you think about Filipino food?

Part II (3-5 minutes)

It’s now time for you to work together. I’m going to describe a situation to you. You and
your partner are planning to go on a trip to England. I’d like you to talk together about
the things you will both need in England. I will give you some pictures to help you out
with your discussion. Talk about all of the pictures and decide which are the most
important things to take with you for your journey.

You have 3 minutes to talk about it.

You may begin.

Thank you.

Part III (2-3 minutes)

Have you traveled to another country other than the Philippines? Which countries have
you traveled to?
How did you get/go there?
Do you prepare a lot when you go on a trip?
Which would you prefer, going on a short trip or a long trip?
Which would you prefer, traveling by car or public transport?

54
Have you had any bad experiences while going on a trip?
Why do people travel?
If you were to choose a country to travel to, which country would you like to visit? Why?

55
APPENDIX J

LISTENING TEST

56
57
58
59
Part II
Questions 8-13

You will hear someone reviewing tonight’s television programs. For each
question, put a tick (√) on the left side of the correct letter.

8. The film about insects is A. badly photographed

B. unsuitable for some people.
C. much too long.

9. Tonight’s Miller and Edwards A. has fewer jokes than usual

program B. is longer than usual.
C. is continued next week.

10. Policewatch is not on television A. another program has taken its place.
tonight because B. Andy Mc Kay is ill.
C. You can’t see it on Thursdays any more.

11. What does the reviewer say about A. it has expensive scenery.
Stardate 3000? B. it took two months to make.
C. the stories could be better.

12. What is different about A. the main actors have changed.

Doctors in Town? B. it is now filmed in Australia.
C. there is a new director.

13. From tomorrow, TV Diary A. after the tennis match.

will be shown B. at a later time.
C. at 6:30 in the evening.

60
Part III
Questions 14-19

You will hear a tour guide talking to some new guests at their hotel. For
each question, write the missing information in the numbered space.

THE RIVERSIDE HOTEL

Tour Guide

The office is (14) ____________ the reception desk.

Meals

Breakfast: in the Green Room on the first floor beside the lifts.

Food for Trips: collect from the (15) _______________ at 9:00 a.m.

Dinner: hotel restaurant famous for its (16) _______________ dishes.

Riverboat Trip

Day (17) ________________

Time: afternoon and evening

Cost of Holiday

Everything is included except (18) ___________________.

Facilities

It’s possible to swim from (19) ________________ a.m. until 10:00 p.m.

61
Part IV
Questions 20-25

Look at the six sentences for this part.

You will hear a conversation between a girl, Lucy, and a boy, Edward,
about pocket money.
Decide if each sentence is correct or incorrect.
If it is correct, put a tick (√) in the space under A for YES. If it is not correct,
put a tick (√) in the space under B for NO.
________________________________________________________________

A B

20. At first, Edward thinks Lucy gets ______ _______

enough pocket money.

21. Lucy’s friends get more pocket money ______ ______

than she does.

22. Lucy is happy to pay for her ______ ______

own music.

23. Edward understands why Lucy’s ______ ______

mother refuses to pay for
housework.

24. Lucy’s mother has promised her ______ ______

more pocket money next year.

62
25. Edward thinks that Lucy should stop ______ ______
asking for more pocket money.

APPENDIX K

Attitude Questionnaire

Name: Date of Survey:

Sex:

Here are 17 statements that talk about your attitude towards your English
class and the English language teaching in school. There are no rights or wrong
answers here, so please feel free to answer according to what you really feel or
believe.
Read each item silently. Indicate your answer by checking the following:

Strongly Agree
Agree
Somewhat Agree

Statements Strongly Agree Somewhat

Agree Agree
1. This class gives me many
opportunities to talk.
2. It is encouraging to speak English in
my class.
3. English helps me know many things.
4. Doing activities with my seatmate
WILL NOT improve my English.
5. I study English only to get high marks
in my TOEIC test.
6. I prefer to learn English by listening
to English speakers talk.
7. The more words I learn everyday, the
better I become fluent at speaking.

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8. Reading English in textbooks is the
best way for me to learn.
9. Learning English is mostly a matter if
learning grammar rules.
10. I can improve my English by
speaking English with my classmates,
teachers and friends.
11. I feel bad about myself if I make a
wrong sentence.
12. I want my teacher to correct all my
mistakes.

13. I am afraid to ask my English

teacher a question.
14. I can learn to improve your English
only from native speakers of English.

15. Speaking and listening English are

more useful than reading and writing in
English.

16. Knowing different English accents is

important in English
17. My teacher makes learning English
easy.

Other Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________

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 APPENDIX L

Communicative Approach-Based
Lessons

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 CURRICULUM VITAE
PERSONAL BACKGROUND

Name: Janie-Lyn Alisoso Prieto

Birth Date: November 29, 1982

Birthplace: Talisay, Cebu

Address: Linao, Talisay City, Cebu c/o Dr. Alisoso Residence

Religion: Seventh - day Adventist

Parents: Arlene Alisoso Mangilin

Siblings: Janie-Vi Alisoso Prieto

Angeleen Alisoso Mangilin

EDUCATIONAL BACKGROUND

Graduate School: Cebu Normal University

2003-present

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College: Cebu Normal University
1999-2003

Secondary: East Visayan Academy

1996-1999

Elementary: Mary Help of Christians School /Lawaan Elementary

School
1994-1996; 1990-1994

TEACHING EXPERIENCE

ST. PAUL’S SCHOOL

Ormoc City, Leyte
2002-2003

Elementary/High School English Teacher

High School PEHM Teacher

CEBU PACIFIC INTERNATIONAL LANGUAGE SERVICES

M.J. Cuenco Avenue, Cebu City
2003-present

ESL Teacher
2003-present

School Adviser
2004-2007

TSE Instructor
2005-2007

Assistant Testing Coordinator

2006-2007

Assistant Supervisor
2006-2007

ESL Teacher-Trainer

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2007-present

AWARDS AND RECOGNITION

Awardee, Certificate of Recognition

Outstanding Performance in ESL Teaching
2004-2006

Awardee, Outstanding Teacher of the Year

2006

Awardee, Certificate of Recognition

Outstanding ESL Teaching Performance
King George International College-Cebu Pacific International Language School
Partnership Ceremony
2007

RECENT TRAINING WORKSHOP ATTENDED

Teaching English to Speakers of Other Languages

TESOL
King George International College, Canada
2007

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