WORKING THESIS (Teavher's Effectiveness in Teaching The English Language As Perceived by The Grade 9 Students of Quezonian Educational College Inc., Atimonan, Quezon S.Y. 2017-2018

QUEZONIAN EDUCATIONAL COLLEGE INC.
EDUCATION DEPARTMENT
TEACHER’S EFFECTIVENESS IN TEACHING THE ENGLISH

LANGUAGE AS PERCEIVED BY THE GRADE 9 STUDENTS
OF QUEZONIAN EDUCATIONAL COLLEGE INC.,
ATIMONAN, QUEZON
S.Y. 2017-2018
Presented to the Faculty of the College Department

Quezonian Educational College, Inc.
Atimonan, Quezon
In Partial Fulfillment of the Requirement for the Degree of

Bachelor of Secondary Education – Major in English
JHOMAR B. ALVAREZ
May 2019
APPROVAL SHEET
The Thesis of
JHOMAR B. ALVAREZ
Entitled
TEACHER’S EFFECTIVENESS IN TEACHING THE ENGLISH
LANGUAGE AS PERCEIVED BY THE GRADE 9 STUDENTS
OF QUEZONIAN EDUCATIONAL COLLEGE, INC.,
ATIMONAN, QUEZON
S.Y. 2017-2018
Submitted in Partial Fulfillment of the

Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION – MAJOR IN ENGLISH
To the Education Department of the Quezonian Educational College, Inc.and has been approved
by the Committee
CARMENCITA L. ARAGON, MBA RUTHSENETT A. MAGNO, MaEd

Member Member
VENUS A. VICTORIA, Ed.D

Chairman
EMELITA A. RICAFORT, MaEd

Adviser
Accepted and Approval in Partial Fulfillment of the Requirements for the Degree
Bachelor of Secondary Education
VENUS VICTORIA, Ed. D

Dean of College
______________________
Date
EDUCATION DEPARTMENT iii
ACKNOWLEDGMENT
The researcher would like to encompass his sincerest appreciation and

profound gratitude to Quezonian Educational College, Inc. for offering
affordable education in my hometown thus, the researcher was able to
acquire quality education at a lower cost. To the president, Mrs. Angelita L.
Aragon, for her immeasurable concern to the students of this institution.
To the Dean of College, Dr. Venus A. Victoria on her wisdom that gives
guidance to his study.
To the Thesis Director, Ms. Carmencita L. Aragon for the approval of his
research problem and constant support to his study.
To his thesis adviser, Mrs. Emelita A. Ricafort, for her assistance and deep
concern to this study.
To his panelist, Ms. Ruthsenett A. Magno for giving valuable suggestions

and recommendation for the enhancement of this study.
To the researcher’s parents Narciso and Cecilia, for their financial and
moral support, and who served as the researcher’s inspiration while
conducting this study.
To the respondents, who honestly answer the questionnaires without any

hesitations.
And above all, to God our Father, for the blessings He gave,
And for the strength and provisions
He showered on him.
J.B.A.
EDUCATION DEPARTMENT iv
DEDICATION
The researcher dedicates this to his loved ones:
To his parents Narciso and Cecilia, for their all-out support, love and
understanding…
To his sisters Chrisel and Michelle for being his driving force to pursue…
To his classmates Romalyn and Samuel for the support and help in his study
To his best friends Ailene, Dominic, and MJ for their precious comradeship
and being his sanctuary…
To his teachers, who nurtured them…
And above all…to our God Almighty, whose divine assistance and
protection had made him carry on his daily undertakings…
J.B.A.
EDUCATION DEPARTMENT v
TABLE OF CONTENTS
Content Page
Title Page i
Approval Sheet ii
Acknowledgment iii
Dedication iv
Table of Contents v
List of Tables vi
List of Figures vii
Abstract viii
CHAPTER 1 (THE PROBLEM AND ITS SETTING) 1

Introduction 1
Statement of the Problem 2
Locale of the Study 3
Significance of the Study 3
Scope and Limitation of the Study 4
Conceptual Framework 4
Definition of Terms 5
CHAPTER II (REVIEW OF RELATED LITERATURE AND STUDIES) 6

Review of Related Literature 6
Review of Related Studies 8
CHAPTER III (METHOD OF RESEARCH AND PROCEDURE) 10

Method of Research Used 10
Method of Collecting Secondary Data 10
Method of Collecting Primary Data 10
Statistical Treatment of Data 11
CHAPTER IV (ANALYSIS, PRESENTATION, AND INTERPRETATION OF DATA)
12
CHAPTER V (SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS)

23
Summary 23
Findings 24
Conclusions 25
Recommendations 27
BIBLIOGRAPHY 28
APPENDICES 30
A. Letter of Request 31
B. Questionnaire 32
CURRICULUM VITAE 37
vi
LIST OF TABLES
Table Page
1.1 Teacher’s Effectiveness in Teaching the English Language
as Perceived by The Grade 9 Students of Quezonian Educational College Inc.
in terms of Mastery of the Subject Matter 11

in terms of Ability to Engage Students 13

in terms of Instructional Materials. 15

in terms of Classroom Management. 17

in terms of Teacher-Students Relationship 19
2.1 Summary of Teacher’s Effectiveness in Teaching the English Language

as Perceived by The Grade 9 Students of Quezonian Educational College Inc. 21
vii
LIST OF FIGURES
Figure Page
1. The Relationship of Independent Variable and Dependent Variable
on the Teacher’s Effectiveness in Teaching the English Language 4
EDUCATION DEPARTMENT viii
Title : Teacher’s Effectiveness in Teaching the English

Language as Perceived by the Grade 9
Students of Quezonian Educational College,
Inc. Atimonan, Quezon
Researcher/Developer : Jhomar B. Alvarez

Degree Conferred : Bachelor of Secondary Education – Major in English
Name and Address : Quezonian Educational College, Inc.

of Institution Dr. R. Soler St. Zone II Poblacion, Atimonan, Que.
Thesis Adviser : Mrs. Emelita A. Ricafort, MaEd
Research Director : Ms. Carmencita L. Aragon, MBA
Year Written : 2017-2018
ABSTRACT
This study aimed to determine the teacher’s effectiveness in teaching the English
language as perceived by the Grade 9 students of Quezonian Educational College Inc., Atimonan,
Quezon, S.Y. 2017-2018.
Specifically, the study sought to address the following questions:
1. What is the teacher’s effectiveness in teaching the English language as perceived by the
Grade 9 students of Quezonian Educational College Inc., Atimonan, Quezon, S.Y. 2017-
2018 in terms of:
1.1 Mastery of the Subject Matter
1.2 Ability to Engage Students
1.3 Instructional Materials
1.4 Classroom Management
1.5 Teacher-Students Relationship
2. In what aspect are the teachers of QECI perceived to be most effective in teaching
English Language?
3. In what aspect are the teachers of QECI perceived to be least effective in teaching
English Language?
The respondents of this study were the Grade 9 students of Quezonian Educational
College Inc. The Grade 9 students were divided into two (2) sections: CFF which consisted of
seventeen (17) male and seventeen (17) female with the total number of thirty-four (34) students
and GVA which consisted of fifteen (15) male and ten (10) female with the total number of
twenty-five (25) students. The total number of respondents is fifty-nine (59) Grade 9 students.
The researcher did not used any sampling technique because he selected the total number of
Grade 9 students that consisted of fifty-nine (59) Grade 9 students of Quezonian Educational
College Inc overall.
The researcher used a descriptive method of research to determine the teacher’s

effectiveness in teaching the English language as perceived by the Grade 9 students in terms of
Mastery of the Subject Matter, Ability to Engage Students, Instructional Material, Classroom
Management, and Teacher-Students Relationship. The 5-point Likert scale was used to arrive at a
corresponding descriptive analysis of Strongly Agree, Agree, Uncertain, Disagree, and Strongly
Disagree.
The data collected were tallied, analyzed, and interpreted. The researcher used weighted
mean (WM) to determine the effectiveness of teachers in teaching the English language as
perceived by the Grade 9 students of Quezonian Educational College Inc., Atimonan, Quezon,
S.Y. 2017-2018.
Based from the result of the study, the following finding were drawn:
1. The teachers of Quezonian Educational College Inc. are perceived by their Grade
9 students to be most effective in their classroom management whenever they teach science. They
are perceived to be effective in their ability to engage students, in their mastery of the subject
matter, in their teacher-student relationship, and in their instructional materials:

The respondents agreed that their teachers mastered the subject matter being taught, as
evidenced in the weighted mean of 4.20 with the descriptive analysis of Agree and which is
ranked 3.
Teaching entails helping others to learn, then understanding what is to be taught is a

central requirement of teaching. The myriad tasks of teaching, such as selecting worthwhile
learning activities, giving helpful explanations, asking productive questions, and evaluating
students' learning, all depend on the teacher's understanding of what it is that students are to learn.
As Buchmann (2004) points out.

The respondents agreed that their teachers have the ability to engage their students in the
learning process through the use of various teaching strategies and motivations. It evidenced in
the weighted mean of 4.21 with the descriptive analysis of Agree and is ranked 2.
Engaging students in learning process increases their attention and focus, motivates them
to practice higher-level critical thinking skill and promotes meaningful learning experiences.

The respondents agreed that their teachers have creative strategies in presenting their
lesson through instructional materials. It evidenced in the weighted mean of 4.15 with the
descriptive analysis of Agree and it is in rank 5.
Being creative in presenting the lesson helps learners to actively participate in the
activity. It also motivates them to learn more from their teachers. It also helps the teachers to lay
on the lesson to the students easily in the exact time.

The respondents strongly agreed that their teachers are effective in managing the class
while they are teaching them. It evidenced in the weighted mean of 4.27 with a descriptive
analysis of Strongly Agree and it is ranked 1.
Proper discipline of the students starts at school. Teachers manage their students for them
to focus on their studies and for educating and disciplining their behavior while learning.
Effective classroom management should be done by the teacher because it helps them to facilitate
more learning.

The respondents agreed that they have a good relationship with their English teachers. It
evidenced in the weighted mean of 4.19 with a descriptive analysis of Agree and it is ranked 4.
Teachers are the students’ second parents. Having comfortable relationship with the
teacher helps students to open up problem for the teachers. Teacher support their learning by
pushing them to work hard in English subject, help students to understand themselves better. In
that way student build trust to their teachers. In that way it is easy for the students to actively
participate to the lessons and learn more from their teachers.
2. Based on the Teacher’s Effectiveness in Teaching the English Language as

Perceived by the Grade 9 Students of Quezonian Educational College Inc., CLASSROOM
MANAGEMENT is the aspect that teachers of QECI was perceived to be the most effective in
teaching the English language with the average weighted mean of 4.27 and a descriptive analysis
of STRONGLY AGREE.
3. Based on the Effectiveness of Teachers in Teaching the English Language as
Perceived by the Grade 9 Students of Quezonian Educational College Inc., INSTRUCTIONAL
MATERIALS is the aspect that teachers of QECI was perceived to be the least effective in
teaching the English language with the average weighted mean of 4.15 and a descriptive analysis
of AGREE.
In the light of foregoing findings, the following conclusions are made:

1. The result of the study will help the involved individuals such as students, parents, and
teachers in understanding Teacher’s Effectiveness in Teaching the English Language as
Perceived by the Grade 9 Students of Quezonian Educational College Inc., Atimonan,
Quezon, S.Y. 2017-2018. As the respondents perceived on what they have in mind on
their teachers’ performance, their teacher had accomplished to manage them in learning
the language, motivated them in different teaching strategies and techniques and mastered
the subject matter. However, teachers must observe their students on some other errands
of their life and that way, students will be motivated in learning. Also, teachers must
improve creativity in presenting the lesson to avoid boredom in class.
1.1 Mastery of the subject matter

The Grade 9 students of Quezonian Educational College Inc. believed that teachers in
order to become effective in teaching especially in English should master her/ his
topic before going in front of the class. The students knew that their teacher is aware
about their problems in constructing sentences, correct grammar, and sentence
patterns, has a strong background in pronunciation of words through the use of good
diction, stress, pitch, intonation, and expression, and gives an advice on how to
criticize the elements of a literary work easily by knowing the author, characters,
setting, plot, and motifs of a certain English story. When teachers master the topic,
there is smooth flow of teaching – learning process. They are ensuring that they are
teaching the right ideas, theory and other matters.

The Grade 9 students of Quezonian Educational College Inc. also believed that
teachers should motivate them in the learning process in order to gain knowledge
from them. The students were motivated by their teacher in giving activities through
pair and group work to get their interest in the English lesson, and such activities are
mostly real-life situation that encourage them to participate in the subject. Teachers
have engaged their students in adopting good behavior, having positive feelings and
improving students thinking.

Learning materials are essential because they can significantly increase student
achievement by supporting students learning. Students mostly observed that their
teachers used slide and video presentation, and different types of references that can
help them visualize how does dramatization being done and how dialogues being
delivered. Using concrete examples can also improve their strategies in life on how to
be aware on their surroundings and to survive struggles they come through.

The respondents believed that their teachers have taught them in a way of setting
rules in the class while discussing lessons in English. Before starting the lesson, their
teacher always set rules like assigning cleaners in every school days. Their teacher
also engaged us not to be shy to answer something that will boost their confidence
and letting them to seat wherever they want to be. Classroom management creates a
set of expectations to engage the students in learning. Routines and expectations
make it easier for the teachers to do their jobs and by that, students are able to learn
academically and morally.

The respondents agreed that they were taking of their teacher in different problems
they had. Their teacher pushed them to study hard in English without bias in his/her
learners and supports them to enter contest and competition that can enhance more of
their skills. Great teachers care about their students. They want them to succeed and
are committed to helping them achieve their goals, their happiness, well-being, and
life beyond classroom. Teachers must focus and help on their student’s problem
inside and outside the classroom to prevent from failing and excel in their class.
2. The overall perception of the Grade 9 student of Quezonian Educational College showed
that the teachers are most effective in teaching the English Language in terms of
Classroom Management. It connotes that teachers have excellently managed their
students in the teaching-learning process. They consider setting rules in the class right
after at the first meeting. Classroom management aid teachers in delivering the lessons
effectively because students are aware of the rules in the class.
3. Nevertheless, the Grade 9 Students of Quezonian Educational College Inc., Atimonan,

Quezon S.Y. 2017-2018 agreed that the teachers are somehow least effective in
Instructional Materials. Hence, the teachers must enhance strategies and techniques in
presenting the lesson and make every instructional material their last bullet for students to
actively participate in every lesson.
RECOMMENDATIONS
To the School Administrators
 Include opportunities for teachers to practice teaching English in new ways and to
interact with peers in improving the implementation of new teaching strategies.
 Provide speech room and other instructional materials for the students to easily adopt and
learn the English language, especially their communicative skills through the use of
foreign language.
 Monitor the teachers if they provide what the learners need in learning the English
language.
To the Teachers
 Apply new activities that will suit to their students’ capabilities while teaching the
English language.
 Encourage students to avoid absenteeism in the class, especially in English so that they
will not miss any topics in English.
 Make sure that the lesson plan is presented and ready every day to avoid skipping
lessons.
 If necessary, approach students and ask about their problems in and outside the school to
avoid them from being stressed out and out of focus on their studies.
 Set rules and regulations that are mixed of traditional and modern strategies of teaching
to have stability in behaviour of the students.
To the Parents
 Encourage their children to read English selections and make it as their hobby whenever
they have free time inside and outside the house.
 Make it also a hobby to speak in English while talking with their children to enhance
their children’s listening and speaking skills.
To the Students
 Listen to the teachers carefully.

 Have discipline in the class.
 Try to approach their teacher/s so that they will able to have comfortable connection
while learning and listening to each other.
To the Future Researchers
 Conduct further studies about the effectiveness of teacher in teaching the English
language
 Explore more information about effective teaching strategies and techniques.
To the Researcher
 The result of this study will serve as the researcher’s guide on how to become effective
English teacher in the future.
 Be prepared on the different teaching strategy in English to address students’ difficulties
in the English language.

EDUCATION DEPARTMENT 1
CHAPTER I
THE PROBLEM AND ITS SETTING
A. INTRODUCTION
In recent years, students do not practice their universal language which is the English
language that will help them to enter opportunities in the near future. Also, some students don't
participate and try to learn the subject because it is not significant to them. This may affect their
communicative skills when it comes to talking and speaking to foreign people in applying a job in
a company. This study will help teachers in their perspective subject, especially in English on
what aspect of being a teacher is needed to push more through and to enhance techniques and
abilities in teaching the subject English and by that, teachers may able to share their knowledge
about the subject and the language to their students to learn.
English Language Learners (ELL) is the term for students learning the English language
grammatically and verbally. They typically take from three to seven years to attain oral English
proficiency, and many still have significant challenges associated with academic language
fluency for even longer.1 Fewer studies have examined the relationship between teacher
characteristics or training experience and ELL achievement, research suggest that teachers who
are effective with one group of students are often effective with another group of students as
well.2 The Professional Regulatory Commission (PRC) reports that passers of board examinations
in all fields of endeavor continue to go down. One of the important cause for this phenomenon is
the low academic performance in the elementary and secondary levels. This academic
performance of the students can be attributed to their proficiency in the English language. 3
1
Dixon et al., 2012; Hakuta, Butler & Witt, 2000 from Different Skills? Identifying Differentially Effective
Teachers of English Language Learners
2
Lockwood & McCaffrey, 2009; Sander & Rivers, 1996 from Different Skills? Identifying Differentially
Effective Teachers of English Language Learners
3
Robelle Millie Ann B. Racca & Ronald Candy S. Lasaten, June 2016. English Language Proficienncy and
Academic Performance of Philippine Science High School Stuents, http://www.ijill.org/vol2/65-
LL0011.pdf
The researcher encountered some English Teachers in his school days who had great
ability in teaching but less in motivating their students to improve language fluency. Other
teachers also used local language frequently in teaching English rather than practicing his other
students to listen and understand the language.
The researcher would like to pursue this problem because he needs to know if there are
any improvements in teaching the language from the last curriculum to the new improved
curriculum which is the K-12 Curriculum to relay the results to the readers, especially the
teachers.
Having the result and solution, the problem will help the researcher to gain ideas in
motivating students and improve his teaching skills.
B. STATEMENT OF THE PROBLEM
General problem
The study aimed to determine the teacher’s effectiveness in teaching the English
Language as perceived by the Grade 9 students of Quezonian Educational College Atimonan,
Quezon, S.Y. 2017-2018.
1. What are teacher’s effectiveness in teaching the English language as perceived by the Grade 9
students of Quezonian Educational College Atimonan, Quezon, S.Y. 2017-2018 in terms of:
2. In what aspect are the teachers of QECI perceived to be most effective in teaching English
Language?
3. In what aspect are the teachers of QECI perceived to be least effective in teaching English
Language?
C. LOCALE OF THE STUDY
The study was conducted in Quezonian Educational College located at Dr. Ramon, Soler
St. Zone II Poblacion, Atimonan, Quezon during the School Year 2017-2018.
Quezonian Educational College Inc. is a private non-sectarian school. It is headed by the

principal, Mrs. Maria Aurora Aragon Tamayo. The school is consisting of two (2) buildings –
Old Building which comprise of eight (8) classrooms, one (1) MA room, two (2) Science
Laboratory, one (1) faculty room, and two (2) comfort room; and the New Building which
comprise of nine (9) classrooms, one (1) registration office, one (1) accounting office, one (1)
office of the Dean, one (1) Computer Laboratory and one (1) library. Each grade level is divided
into two (2) sections – 35-40 students in each section. There are also nine (9) teachers, one (1)
JHS Coordinator, and one (1) Guidance Counsellor who are teaching in Junior High School.
The researcher had chosen this school because he had observed that some students were
not good in grammar, as he experienced since it is his Alma mater. It is the hope that the result of
this study can contribute to the enhancement of the teaching – learning process in English subject.
D. SIGNIFICANCE OF THE STUDY
The researcher believes that this study is beneficial to the following:
To the School Administrators, for them to have an insight about effective strategies in
teaching the students of the 21st century and what aspect will they focus more.
To the Teachers, for them to be informed in finding new and creative techniques to
motivate their students to be interested in the subject which is English.
To the Parents. For them to guide their children in their problems in the subject English
as well as the language.
To the Students. The students will be able to benefit on the study in improving their
skills in speaking English fluently and grammatically that will help them in applying jobs in the
future.
To the Future Researchers. For them to explore more about teaching strategies and
techniques, and students’ performance in the designated time.
To the Researcher. For him to give knowledge what strategies should he use whenever
he teaches his students.
E. SCOPE AND LIMITATION OF THE STUDY
The study focused only on the student’s perception about the effectiveness of teachers in
teaching the English Language in terms of Mastery of the Subject Matter, Ability to Engage
Students, Creative Instructional Materials, Effective Classroom Management, and Teacher –
Students Relationship. The respondents of this study were only the Grade 9 Students of
Quezonian Educational College, Inc. during the School Year 2017 – 2018. The researcher did not
used any sampling techniques because he selected the total number of Grade 9 students of Quez
The data were gathered through questionnaire to discover the students' choices and
perceptions on the frequently used teaching strategies done by their teachers.
F. CONCEPTUAL FRAMEWORK / RESEARCH PARADIGM

Independent Variable Dependent Variable
Teacher's Effectiveness in
Teaching The English
Grade 9 Students of Language in terms of:
Quezonian 1.1 Mastery of the Subject
Matter
Educational Colege
Inc., Atimonan,
Quezon, S.Y. 2017- 1.4 Classsroom Management
2018 1.5 Teacher-Students
Relationship
Figure 1 – The Relationship of Independent Variable and Dependent Variable on the Teacher’s
Effectiveness in Teaching the English Language
Figure 1 shows the independent or the manipulated variable in this study are the Grade 9
students of Quezonian Educational College Inc., Atimonan, Quezon for the School Year 2017-
2018. This is fixed and the source of research inputs. The independent variables are the
Perceived Effectiveness of Teachers in Teaching the English Language in terms of; Mastery of
the Subject Matter, Ability to Engage Students, Creative Instructional Materials, Effective
Classroom Management and Teacher-Students Relationship. The independent variable is
expected to change as a result of the manipulation of the independent variable.
G. DEFINITION OF TERMS
The following words are defined conceptually and/or operationally;
Ability to Engage Students is a strategy of the teacher on how he or she will engage his
or her students to participate in the lesson. It is also known as motivation.
Classroom Management is the term for organizing the students’ awareness and
responsibility of being an individual and a learner effectively.
Effectiveness in Teaching is a term for seeing how good or excellent a teacher in

teaching through motivation, classroom management, mastery of the subject, etc.
English Language Learners (ELL) is a term for those students taking the English
language and has the ability to speak English fluently.
English Proficiency is a skill of an individual in speaking and communicating in English.

It is also an ability to use English to make and communicate meaning verbally and also in
writing.
Instructional Materials is the term for the medium used in teaching which is done in a
fun experience for the students while learning.
Language Fluency is a manner of a teacher that has the speed and accuracy in
communicating through a certain language. It also has a wide range of vocabulary words to
introduce for his/her students.
Mastery of the Subject is a characteristic of a teacher wherein the teacher has the broad
knowledge on the subject he/she is teaching.
Teacher-Students Relationship is the term for interaction between teacher and students
on how the teacher cares for the students’ lives and their studies to help them achieve their
dreams in life. This term is not the typical term of relationship.
CHAPTER II
REVIEW OF RELATED LITERATURE AND
STUDIES
A. REVIEW OF RELATED LITERATURE

Foreign Literature
With the advent of globalization, the ‘ideal native speaker’ idea has been on rapid
decline. English language is supposed to serve the purpose of non-native English speakers who
now outnumber native speakers. Since its inception, the proponents of CLT have been blowing
trumpets to prove its efficacy in ELT. Although the matter is mostly in favor of applying the CLT
approach in an EFL classroom, some criticism has been laid against it, which is, for the most part,
justified when we evaluate its implementation in such countries as Korea, China, Japan,
Bangladesh and Vietnam where EFL teaching faced a lot of hurdles caused by local conditions. 4
In 2005, 4 percent of ELL eighth graders achieved proficiency on the reading portion of
the National Assessment of Educational Progress (NAEP) versus 31 percent of all eighth graders
who were found to be proficient. Non-native English speakers 14–18 years old were 21 percent
less likely to have completed high school than native English speakers. 5
Without some knowledge of vocabulary, neither language production nor language

comprehension would be possible. Thus, the growth of vocabulary knowledge is one of the
essential pre-requisites for language acquisition and this growth of vocabulary knowledge can
only be possible when teachers employ effective vocabulary teaching and learning strategies
which are the objectives of this research thesis. 6
4
Saeed Ahmad (2013), "Applying Communicative Approach in Teaching English as a Foreign Language: a
Case Study of Pakistan", from Institute of International & Comparative Education, Northeast Normal
University, China, Pg. 189
5
Boyson, B., & Short, D. (2003), Secondary school newcomer programs in the United States, Research
Report No. 12. Santa Cruz, CA, & Washington, DC: Center for Research on Education, Diversity, &
Excellence.
6
MukorolLiterature (2011), "Effective Vocabulary Teaching Strategies for The English For Academic
Purposes Esl Classroom", MATESOL Collection
According to “The Room 241 Team” (2018), the building blocks of mathematics starts
early on, when learning the basic skills. The key to teaching basic math skills that students can
apply and remember for future instruction is to use several teaching strategies like Repetition,
Timed testing, Pair work, Manipulation tools, and Math games. 7
Local Literature
From the book “Learning Theories: An Educational Perspective”, teachers intuitively
understand the idea of motivational states. Their goal is to have students in a motivational state
for learning. At any given moment, some students will be in that state, but others will be
experiencing different states, including apathy, sadness, hyperactivity, and distraction. To change
these states, teachers may have to first address the present states (e.g., attend to why Kira is sad)
and then attempt to focus students’ attention on the task at hand. 8
However, on the book “Developing the Curriculum”, Peter F. Oliva described how
teachers taught their students in their styles. The teacher with a high, thin voice had best not rely
heavily on lecture as a method. The teacher who is formal and proper in dress and manner will
probably rule noisy games out of his or her repertoire. The teacher who lacks confidence in his or
her management skills may not feel comfortable with a free-wheeling, open-ended discussion. If
a teacher of low energy level or low motivation refuses to carefully read students’ assigned essays
or term papers, there is little point in using such strategies. 9
As the book “What Is Curriculum Theory?” as stated by Willinsky is clear that the new
intellectual technologies do offer opportunities to advance our understanding of curriculum
design as well as to improve public access to academic knowledge. Given the number and
complexity of research studies on a given topic, facts which intensify the fragmentation that
divides and subdivides discipline (themselves divisions of the larger knowledge enterprise), the
establishment of structures such as the Automata Data Corporation might function, Willinsky
theorizes, “as countervailing forces. These structures should be directed not at seeking the unity
of all knowledge but at mapping the diversity, the ways of knowing, so that one can find a
bridge.10
Jon Wiles and Joseph Bondi in their book “Curriculum Development” stated that for new
teachers, planning activities and students grouping patterns is important. New teachers often
over- or underestimate the time required to hold an activity such as a discussion. They also need
to decide whether there should be small groups (dyads and triads) or ability groups (mixed or
homogeneous).11
Of course, the teacher must give thought to classroom management and discipline. Rules
and procedures enables the teacher to be effective, and routines promote greater students focus on
7
The Room 241 Team (2018), “Basic Math Teaching Strategies”,
https://education.cu-porlangd.edu/blog/classroom-resources/basic-math-teaching-strategies/
8
Schunk, Dale H. (2012), “Learning theories: an educational perspective”, page 59
9
Oliva, Peter F. (2001), “Developing the Curriculum”, page 369
10
Pnar, William F. (2004) “What is Curriculum Theory?”, page 156
11
Jon Wiles et. Al., “Curriculum Development”, page 182
the lesson being presented. Record keeping is very important part of any standards-based
curriculum.12
B. REVIEW OF RELATED STUDIES
Foreign Studies
In the research study of Joseph Mukoroli (2011), he discovered new insights, challenges
and possible solutions to the problems experienced by the ESL teacher in the English for
academic purposes classroom. Most ELLs have a deficit in second language vocabulary and
teachers have a limited time for direct instruction. In this regard, it is important for teachers to
develop creative methods to expose ELLs to vocabulary in many ways that develop and reinforce
word meaning throughout the school day as well as in and out-of-school settings. This can be
done by using technology, additional reading texts and games for students that provide incentives
for students to listen for new words or previously taught words outside the vocabulary lesson; one
can also use word walls to display the target vocabulary. 13
Yun Ho Shinn (1997) in his study, the most important teaching/learning principles that
can be used in teaching foreign language are: recognition that individual differences exist among
students, feedback is important for student learning, teaching strategies are very important for
students to learn well, use a variety of evaluation procedures is necessary, career guidance should
be provided as necessary, and teachers should set achievable objectives for lessons.
Demonstrations, discussions, laboratories, projects, contests, using real objects and supervised
experience were rated as the most used teaching methods and tools by teachers of agricultural
education.14
In the findings of Homa Babai Shishavan's (2009) study, the teachers agreed more
strongly than learners that an effective English language teacher should assign homework and
integrate group activities.15 In a way, it is necessary to use these strategies to imply and practice
students to enhance knowledge upon vocabulary and grammar through writing and interaction. 9
According to the findings of Roya Zamani (2016), caring and responsible language
teachers should therefore feel a need for discovering what their students’ needs are to make their
teaching activities more effective for learners. Conducting such research to define an effective
EFL instructor’s characteristics would pave the way for both language institutions and instructors
themselves to make the distance between the learner’s expectations and experience in EFL
classes as shorter as possible.16
12
13
Mukorol Literature (2011), "Effective Vocabulary Teaching Strategies For The English For Academic
Purposes Esl Classroom", MATESOL Collection
14
Shinn, Yun Ho, "Teaching strategies, their use and effectiveness as perceived by teachers of agriculture:
A national study" (1997). Retrospective Theses and Dissertations. 12244. from
(http://lib.dr.iastate.edu/rtd/12244)
15
Homa Babai Shishavan et al. "Characteristics of an Effective English Language Teacher as Perceived by
Iranian Teachers and Learners of English" from University of Urmia, Urmia, Iran
(www.ccsenet.org/journal.html)
Local Studies
Altez (2005) pointed out in his study that the anxieties of his student respondents in
English language in terms of general English language are making mistakes in English class,
doing something in class. Studying English more, and failing English class and its consequences;
in accordance to teacher, they are anxious when they don't understand what the teacher is
correcting; as to classmates, the respondents were uncomfortable with group assigned by the
teacher during cooperative learning, and in terms of speaking, feeling not quite sure of
themselves when speaking in English class.17
Findings in the study of Decena (2006), he stated that some instructors of Quezonian
Educational College have used the strategies being implemented in order to motivate the students
to learn and study the subject being taught. 18. This can be said that the curriculum before is better
than now. Finding more efficient techniques is required to all teachers.
According to Fabian (2006) in her study, English teachers in the 4 TH year High School
students are fair and just in grading them – without any bias in each of them and explains the
basis of his or her grading before his or her students complain in it and think of having their
teacher’s favorite student/s in the class. 19
In the findings and conclusion of Macaraig (2007), student-related personal problems are:
they do not speed enough time in studying lessons, and they find difficulties in summary work. 20
That is why teachers must have extra plans for the students so that they can clearly understand the
lesson faster.
16
Roya Zamani et. Al., “Characteristics of an Effective English Language Teacher (EELT) as Perceived by
Learners of English”, 2016, page 81
17
Altez, Jeric R. (2005), "English Language Anxiety Among Senior Students of Malinao Ilaya National
High School for The School Year 2004-2005", Pg. 24
18
Decena, Francis A. (2006), " Capabilities and Teaching Techniques Employed By Secondary Faculty
Members As Perceived By Selected High School Students Of Quezonian Educational College, Inc.,
Atimonan, Quezon, S.Y. 2005-2006, Page 25 & 26
19
Fabian, Mary Joan R. (2006), "Likes and Dislikes Towards English Teachers of Fourth Year High School
Students of Atimonan National Comprehensive High School, Atimonan, Quezon, S.Y. 2005-2006
20
Macaraig, Dionavy Angeli C. (2007), "Perceived Problems In Communication Arts-English of Fourth
Year High School Students In Malinao Ilaya National High School, Atimonan, Quezon, S.Y. 2006-2007
CHAPTER III
METHOD OF RESEARCH AND PROCEDURE
A. METHOD OF RESEARCH USED

The researcher used a descriptive method of research to determine the teacher’s
effectiveness in teaching the English language as perceived by the Grade 9 students. The
researcher used descriptive method because he believed that this method is the appropriate
method to be used since it needs to gather facts and information to support this particular study.
The researcher secured a questionnaire which was administered to his chosen respondents
to determine the degree of judgment according to their responses. It is the most appropriate tool
used in this study because it saves time for the researcher and the students' schedule.
B. METHOD OF COLLECTING SECONDARY DATA

B.1 Library Research
The researcher conducted library research in QECI library to gather information about the
study. The researcher asked permission to the librarian, Mrs. Marites Panal to borrow related
topics of this study. He also browsed other thesis the standard format of QECI thesis that served
as his guide in doing his manuscript.
B.2 E-Library Research

The researcher used e-library by surfing through the internet to collect information in
related literature and studies of foreign and local researchers that may help to emphasize the
content of this research.
C. METHOD OF COLLECTING PRIMARY DATA

The Grade 9 students were divided into two (2) sections: CFF which consist of seventeen
(17) male and seventeen (17) female with the total number of thirty-four (34) students and GVA
which consist of fifteen (15) male and ten (10) female with the total number of twenty-five (25)
students with the total number of fifty-nine (59) students. They served as the respondents of this
particular study. The researcher did not used any sampling technique because he selected the total
number of Grade 9 students that consisted of fifty-nine (59) Grade 9 students of Quezonian
Educational College Inc. overall.
To gather the needed data in this study, the researcher had constructed a structured
questionnaire. It was composed of ten items (10) per dimension to know the effectiveness of
teachers in teaching the English language.
11
The researcher used a checklist as data gathering instrument. It used a structured
questionnaire using Likert Scale with the following responses: “Strongly Agree” (5), “Agree” (4),
“Uncertain” (3), “Disagree” (2), and “Strongly Disagree” (1).
Upon validation of the research instrument, the researcher secured a request letter from
the principal of Quezonian Educational College Inc. asking permission to conduct his study to the
Grade 9 students of the said school.
On the time scheduled, he gave the letter to advisers of the students and distributed to the
students during their vacant time. After the data was collected and tallied it was subject for the
statistical treatment.
D. STATISTICAL TREATMENT OF DATA

The researcher used a statistical formula that best suit the needed results of the study and
to arrive the most reliable interpretation of the data and information reflected by the
questionnaire. To determine the students in Teacher’s Effectiveness in Teaching the English
Language as Perceived by the Grade 9 Students, the formula that will be used in the weighted
mean:
5f + 4f + 3f + 2f + 1f
Wm =
Tf
Where:
Wm = Weighted Mean
f = Frequency
Tf = Total Number of Respondents
Likert Scale
The following scale was utilized to interpret and analyze the data.
DESCRIPTIVE RATING CODE WEIGHTED MEAN SCALE
Strongly Agree SA 5 4.20 - 5.00
Agree A 4 3.40 - 4.19
Uncertain U 3 2.60 - 3.39
Disagree D 2 1.80 - 2.59
Strongly Disagree SD 1 1.00 - 1.79

CHAPTER IV
ANALYSIS, PRESENTATION &
INTERPRETATION
This chapter present analysis, presentation and interpretation of data on the teacher’s
effectiveness in teaching the English language as perceived by the Grade 9 students of Quezonian
Educational College Inc., Atimonan, Quezon, S.Y.2017-2018.
1. Teacher’s Effectiveness in Teaching the English Language as Perceived by

The Grade 9 Students of Quezonian Educational College Inc.
Table 1.1 Teacher’s Effectiveness in Teaching the English Language as Perceived by The Grade
9 Students of Quezonian Educational College Inc. in terms of Mastery of the Subject Matter.
Questions SD A U D SD WM DR RANK
1. My teacher is aware about our problems in constructing
24 34 0 0 1 4.36 SA 1
sentences, correct grammar, and sentence pattern.
2. My teacher showcases her oral communication skills
16 38 5 0 0 4.19 A 6.5
especially in telling English stories and poems,
3. My teacher has a strong background in pronunciation of
words through the use of good diction, stress, pitch, 24 30 5 0 0 4.32 SA 2
intonation, and expression.
4. My teacher can easily explain a word formation of a
sentence or context like combining, blending and 14 36 8 1 0 4.07 A 9.5
backformation.
5. My teacher gives an advice on how to criticize the elements
of a literary work easily by knowing the author, characters, 24 30 4 1 0 4.31 SA 3
setting, plot, and motifs of a certain English story.
6. My teacher has a strong background of different authors
15 34 9 1 0 4.07 A 9.5
and their works.
7. My teacher knows how to be imaginative in teaching
literary works with the use of idiomatic expression, and 17 35 4 2 1 4.10 A 8
figurative language to have a creative discussion.
8. My teacher knows how to connect the English language to
22 29 6 2 0 4.20 A 5
other subjects for us to widen our information.
9. My teacher has a wide range of vocabulary so that he/she
20 34 4 1 0 4.24 A 4
can translate the lesson into a simple way.
10. My teacher is very fluent in speaking English. 17 37 4 1 0 4.19 A 6.5
Average Weighted
Mean
4.20 A 13
Table 1.1 shows that the Grade 9 Students AGREED that the teachers were effective in
teaching the English language in terms of MASTERY OF THE SUBJECT MATTER with an
average weighted mean of 4.20.
The Grade 9 Students of Quezonian Educational College Inc. STRONGLY AGREED to
the following statements:
 My teacher is aware about our problems in constructing sentences, correct grammar, and
sentence pattern with the weighted mean of 4.36 and ranked as #1.
 My teacher has a strong background in pronunciation of words through the use of good
diction, stress, pitch, intonation, and expression with the weighted mean of 4.32 and
ranked as #2.
 My teacher gives an advice on how to criticize the elements of a literary work easily by
knowing the author, characters, setting, plot, and motifs of a certain English story with
the weighted mean of 4.31 and ranked as #3.
The respondents AGREED to the following statements:
 My teacher has a wide range of vocabulary so that he/she can translate the lesson into a
simple way with the weighted mean of 4.24 and ranked #4.
 My teacher knows how to connect the English language to other subjects for us to widen
our information with the weighted mean of 4.20 and ranked #5.
 My teacher showcases her oral communication skills especially in telling English stories
and poems with the weighted mean of 4.19 and ranked #6.5.
 My teacher is very fluent in speaking English with the weighted mean of 4.19 and ranked
#6.5.
 My teacher knows how to be imaginative in teaching literary works with the use of
idiomatic expression, and figurative language to have a creative discussion with the
weighted mean of 4.10 and ranked #8.
 My teacher can easily explain a word formation of a sentence or context like combining,
blending and backformation with the weighted mean of 4.07 and ranked #9.5.
 My teacher has a strong background of different authors and their works with the
weighted mean of 4.07 and ranked #9.5.
9 Students of Quezonian Educational College Inc. in terms of Ability to Engage Students.
S S
Questions A U D WM DR RANK
A D
1. My teacher gives real life situation to encourage us to
20 38 1 0 0 4.32 SA 2
fluently speak in English.
2. My teacher gives educational games in our classroom for
17 34 7 0 1 4.12 A 8
us to get excited about our English lesson.
3. My teacher motivates us through listening music connected
14 37 5 3 0 4.05 A 10
to the topic to inspire us to read literary works.
4. My teacher motivates us by giving an activity through pair
23 36 0 0 0 4.39 SA 1
and group work to get our interest in English lesson.
5. My teacher gives energizer before proceeding to our class
21 25 11 2 0 4.10 A 9
in English.
6. My teacher gives extra grade if I actively perform in our
23 27 9 0 0 4.24 A 5
class discussion.
7. Whenever I fail on our test or quiz in English, my teacher
23 27 6 1 2 4.15 A 7
encourages me not to give up and try again.
8. My teacher motivates us through seating arrangement by
grouping us with peer friends to get our interest before going 20 34 5 0 0 4.25 SA 4
to discuss our English lesson.
9. My teacher gives brain teaser to challenge our minds
24 27 4 3 1 4.19 A 6
before our lesson starts.
10. My teacher encourages us to participate in the activities
22 34 2 1 0 4.31 SA 3
that involve English.
Average Weighted
4.21 A
Mean
Table 1.2 shows that Grade 9 Students AGREED that the teachers were effective in
teaching the English language in terms of ABILITY TO ENGAGE STUDENTS with an

 My teacher motivates us by giving an activity through pair and group work to get our
interest in English lesson with the weighted mean of 4.39 and ranked as #1.
 My teacher gives real life situation to encourage us to fluently speak in English with the
weighted mean of 4.32 and ranked as #2.
 My teacher encourages us to participate in the activities that involve English with the
 My teacher motivates us through seating arrangement by grouping us with peer friends to
get our interest before going to discuss our English lesson with the weighted mean of
4.25 and ranked as #4.
 My teacher gives extra grade if I actively perform in our class discussion with the
 My teacher gives brain teaser to challenge our minds before our lesson starts with the
 Whenever I fail on our test or quiz in English, my teacher encourages me not to give up
and try again with the weighted mean of 4.15 and ranked as #7.
 My teacher gives educational games in our classroom for us to get excited about our
English lesson with the weighted mean of 4.12 and ranked as #8.
 My teacher gives energizer before proceeding to our class in English with the weighted
mean of 4.10 and ranked as #9.
 My teacher motivates us through listening music connected to the topic to inspire us to
read literary works with the weighted mean of 4.05 and ranked as #10.

9 Students of Quezonian Educational College Inc. in terms of Instructional Materials.
S S
Questions A U D WM DR RANK
A D
1. My teacher used printed materials like images in
motivating us in a new topic in literary works of a certain 20 33 4 2 0 4.20 A 4
author.
2. My teacher uses music in teaching grammar by analyzing
15 34 8 1 1 4.03 A 8
the lyrics of the song.
3. My teacher uses different types of reference in our
literature subject by searching dialogues that can use in a 20 35 4 0 0 4.27 SA 2
role play.
4. My teacher uses a type of game in our grammar lesson by
picking a small paper with an action word written on it and 20 28 11 0 0 4.15 A 5.5
demonstrates what word is that.
5. My teacher uses animated characters in grammar lesson
to bring out the use of noun and pronoun in creating a new 17 36 4 2 0 4.15 A 5.5
sentence.
6. My teacher uses a speaker to play a recorded speech or
14 33 8 3 1 3.95 A 10
poem for us to analyze the speaker’s message.
7. My teacher uses graphic materials like charts to view the
different types of genres in stories and poem, kinds of noun, 16 37 4 2 0 4.14 A 7
etc.
8. My teacher uses supplemental materials like newspapers
or magazine articles as examples for sentence structuring, 16 33 4 5 1 3.98 A 9
etc.
9. My teacher presents a video for us to analyze the story. 20 34 5 0 0 4.25 SA 3
10. My teacher presents slide presentations about our new
27 28 1 2 1 4.32 SA 1
lesson in English using a projector.
Average Weighted
4.15 A
Mean
Table 1.3 shows that Grade 9 Students AGREED that the teachers were effective in
teaching the English language in terms of INSTRUCTIONAL MATERIALS with an average
weighted mean of 4.15.
17
 My teacher presents slide presentations about our new lesson in English using a projector
with the weighted mean of 4.32 and ranked #1.
 My teacher uses different types of reference in our literature subject by searching
dialogues that can use in a role play with the weighted mean of 4.27 and ranked #2.
 My teacher presents a video for us to analyze the story with the weighted mean of 4.25
and ranked #3.
 My teacher used printed materials like images in motivating us in a new topic in literary
works of a certain author with the weighted mean of 4.20 and ranked #4.
 My teacher uses a type of game in our grammar lesson by picking a small paper with an
action word written on it and demonstrates what word is that with the weighted mean of
4.15 and ranked #5.5.
 My teacher uses animated characters in grammar lesson to bring out the use of noun and
pronoun in creating a new sentence with the weighted mean of 4.15 and ranked #5.5.
 My teacher uses graphic materials like charts to view the different types of genres in
stories and poem, kinds of noun, etc. with the weighted mean of 4.14 and ranked #7.
 My teacher uses music in teaching grammar by analyzing the lyrics of the song with the
weighted mean of 4.03 and ranked #8.
 My teacher uses supplemental materials like newspapers or magazine articles as
examples for sentence structuring, etc. with the weighted mean of 3.98 and ranked #9.
 My teacher uses a speaker to play a recorded speech or poem for us to analyze the
speaker’s message with the weighted mean of 3.95 and ranked #10.

9 Students of Quezonian Educational College Inc. in terms of Classroom Management.
S S
Question A U D WM DR RANK
A D
1. My teacher lets us feel comfortable with her while
28 28 3 0 0 4.42 SA 2
teaching English by not pressuring us to study hard.
2. My teacher gives time out for those who are noisy,
aggressive, or left their English books at home as 11 43 2 3 0 4.05 A 10
punishment.
3. My teacher calls up parents to know what is going to their
19 35 5 0 0 4.24 A 6
children in his/her English class.
4. My teacher delivers moral values after explaining the
17 38 2 2 0 4.19 A 8
story generally because we have different religions.
5. My teacher arranges our seats not according to my rank
31 23 3 2 0 4.41 SA 3
and grades in English.
6. My teacher arranges our seats facing to the blackboard so
18 39 2 0 0 4.27 SA 5
that we are able to listen to him/her clearly and effectively.
7. My teacher pastes inspirational quotations from famous
authors like William Shakespeare on the wall to reflect the 25 28 6 0 0 4.32 SA 4
message of it that I need as a student.
8. My teacher taught us how to pray before every lecture in
20 35 1 3 0 4.22 A 7
English to ask wisdom from the Lord.
9. My teacher assigns cleaners to promote cleanliness inside
32 24 2 0 1 4.46 SA 1
our room after our English class.
10. My teacher taught us to erase the writings on the board
22 30 4 1 2 4.17 A 9
after every lecture in English.
Average Weighted
4.27 SA
Mean
Table 1.4 shows that Grade 9 Students STRONGLY AGREED that the teachers were
effective in teaching the English language in terms of EFFECTIVE CLASSROOM
MANAGEMENT with an average weighted mean of 4.27.
 My teacher assigns cleaners to promote cleanliness inside our room after our English
class with the weighted mean of 4.46 and ranked as #1.
 My teacher lets us feel comfortable with her while teaching English by not pressuring us
to study hard with the weighted mean of 4.42 and ranked as #2.
 My teacher arranges our seats not according to my rank and grades in English with the
 My teacher pastes inspirational quotations from famous authors like William Shakespeare
on the wall to reflect the message of it that I need as a student with the weighted mean of
4.32 and ranked as #4.
 My teacher arranges our seats facing to the blackboard so that we are able to listen to
him/her clearly and effectively with the weighted mean of 4.27 and ranked as #5.
 My teacher calls up parents to know what is going to their children in his/her English
class with the weighted mean of 4.24 and ranked as #6.
 My teacher taught us how to pray before every lecture in English to ask wisdom from the
Lord with the weighted mean of 4.22 and ranked as #7.
 My teacher delivers moral values after explaining the story generally because we have
different religions with the weighted mean of 4.19 and ranked as #8.
 My teacher taught us to erase the writings on the board after every lecture in English with
the weighted mean of 4.17 and ranked as #9.
 My teacher gives time out for those who are noisy, aggressive, or left their English books
at home as punishment with the weighted mean of 4.05 and ranked as #10.
9 Students of Quezonian Educational College Inc. in terms of Teacher-Students Relationship
S S D
Questions A U D WM RANK
A D R
1. My teacher treats us equally when asking questions about
21 34 3 1 0 4.27 SA 3
our lessons in English.
2. My teacher understands the situation of every student by
14 40 4 1 0 4.14 A 6.5
talking to each of us with problems at home or at school.
3. My teacher accepts me as I am while discussing LGBTQA
(Lesbian, Gay, Bisexual, Transgender, Queers, and Asexual) 18 32 8 1 0 4.14 A 6.5
in our lesson in English.
4. My teacher accepts all answers whether it is right or
17 35 3 4 0 4.1 A 8
wrong in analyzing an English story.
5. My teacher makes the class fun by acting as our friend
18 30 8 1 2 4.03 A 10
while teaching English.
6. My teacher supports us in doing the activities like writing
poems or songs, acting, and others that involves in our 26 30 0 3 0 4.34 SA 2
English subject.
7. My teacher helps me to understand myself better as well
in enlightening the right use of words in a sentence, affixes, 19 31 8 1 0 4.15 A 5
etc.
8. My teacher helps me in constructing sentences or
translating Filipino words to English although he/she is busy 23 27 9 0 0 4.24 A 4
in other students.
9. My teacher makes sure I am included in the activities that
14 36 8 1 0 4.07 A 9
include English because he/she has a vision on me.
10. My teacher cares to our studies by pushing us to work
28 29 1 0 1 4.41 SA 1
hard in learning the English language.
Average Weighted
4.19 A
Mean
Table 1.5 shows that the Grade 9 Students AGREED that the teachers were effective in
teaching the English language in terms of TEACHER-STUDENTS RELATIONSHIP with an
 My teacher cares to our studies by pushing us to work hard in learning the English
language with the weighted mean of 4.41 and ranked as #1.
 My teacher supports us in doing the activities like writing poems or songs, acting, and
others that involves in our English subject with the weighted mean of 4.34 and ranked as
#2. 21
 My teacher treats us equally when asking questions about our lessons in English with the
 My teacher helps me in constructing sentences or translating Filipino words to English

although he/she is busy in other students with the weighted mean of 4.24 and ranked as
#4.
 My teacher helps me to understand myself better as well in enlightening the right use of
words in a sentence, affixes, etc. with the weighted mean of 4.15 and ranked as #5.
 My teacher understands the situation of every student by talking to each of us with
problems at home or at school with the weighted mean of 4.14 and ranked as #6.5.
 My teacher accepts me as I am while discussing LGBTQA (Lesbian, Gay, Bisexual,
Transgender, Queers, and Asexual) in our lesson in English with the weighted mean of
4.14 and ranked as #6.5.
 My teacher accepts all answers whether it is right or wrong in analyzing an English story
with the weighted mean of 4.1 and ranked as #8.
 My teacher makes sure I am included in the activities that include English because he/she
has a vision on me with the weighted mean of 4.07 and ranked as #9.
 My teacher makes the class fun by acting as our friend while teaching English with the
2. Summary of Effectiveness of Teachers in Teaching the English Language as

Perceived by The Grade 9 Students of Quezonian Educational College Inc.
Table 1.6 Summary of Effectiveness of Teachers in Teaching the English Language as Perceived
by The Grade 9 Students of Quezonian Educational College Inc.
Weighted Descriptive
Dimension Rank
Mean Analysis
Mastery of the Subject 4.20 SA 3

Ability to Engage Students 4.21 SA 2
Instructional Materials 4.15 A 5
Classroom Management 4.27 SA 1
Teacher-Students Relationship 4.19 A 4
Table 2.1 shows the summary responses of the respondents in terms of Mastery of the
Subject Matter, Ability to Engage Students, Instructional Materials, Classroom Management, and
Teacher-Students Relationship. 22
In general, the Grade 9 Students of Quezonian Educational College Inc. strongly agreed
to the effectiveness of teachers in teaching the English language in terms of Effective Classroom
Management. The remaining four (4) dimensions which are Mastery of the Subject Matter,
Ability to Engage Students, Creative Instructional Materials, and Teacher-Students Relationship
had been agreed by them.
Effective Classroom Management ranked as number one (1) with the weighted mean of
4.27, with the descriptive analysis of Strongly Agree, it followed by Ability to Engage Students
with the weighted mean of 4.21, with the descriptive analysis of Agree, followed by Mastery of
the Subject Matter with the weighted mean of 4.20, with the descriptive analysis of Agree and
ranked at no. 3. Next is the Teacher-Students Relationship with the weighted mean of 4.19 with
the descriptive analysis of Agree and ranked at no. 4. Lastly, is the Creative Instructional
Materials with the weighted mean of 4.15 with a descriptive analysis of Agree.
2. In what aspect does teacher is most effective in teaching English Language?
The aspect that teacher is most effective in teaching English Language is the Effective
Classroom Management with the weighted mean of 4.27 with the descriptive analysis of
Strongly Agree.
3. In what aspect does teacher is least effective in teaching English Language?
The aspect that teacher is least effective in teaching English Language is Creative
Instructional Materials with the weighted mean of 4.15 with the descriptive analysis of Agree.
CHAPTER V
SUMMARY, FINDINGS, CONCLUSION AND
RECOMMENDATIONS
SUMMARY:
The study aimed to determine the effectiveness of teachers in teaching the English
language as perceived by the Grade 9 students of Quezonian Educational College Inc., Atimonan,
Quezon, S.Y. 2017-2018.
1. What are effectiveness of teachers in teaching the English language as perceived by the Grade
9 students of Quezonian Educational College Inc., Atimonan, Quezon, S.Y. 2017-2018 in terms
of:
1.3 Creative Instructional Materials
1.4 Effective Classroom Management
2. In what aspect does teacher is most effective in teaching English Language?
3. In what aspect does teacher is least effective in teaching English Language?
The respondents of this particular study were the Grade 9 students of Quezonian
Educational College. They were divided into two (2) sections: CFF which consist of 17 male and
17 female with the total number of 34 students and GVA which consist of 15 male and 10 female
with the total number of 25 students. The total number of respondents is 59 Grade 9 students.
The researcher used a descriptive method of research to determine the effectiveness of
teachers in teaching the English language as perceived by the Grade 9 students in terms of:
Mastery of the Subject Matter, Ability to Engage Students, Creative Instructional Material,
Effective Classroom Management, and Teacher-Students Relationship. Data were treated using
formula for weighted mean and the 5-point Likert scale was used to arrive at a corresponding
descriptive analysis of Strongly Agree, Agree, Uncertain, Disagree, and Strongly Disagree.
The data collected were tallied, analyzed and interpreted. The researcher used weighted
mean (WM) to determine the effectiveness of teachers in teaching the English language as
perceived by the Grade 9 students of Quezonian Educational College Inc., Atimonan, Quezon,
S.Y. 2017-2018.
FINDINGS:
After the presentation, analysis and interpretation of the data, the research arrived at the
following findings:
1. As to the effectiveness of teachers in teaching the English language as perceived
by the respondents, the following were revealed:

The respondents were agreed that their teachers mastered their subject matter being
taught, as evidenced in the weighted mean of 4.20 with the descriptive analysis of Agree and
which is ranked 3.
Teaching entails helping others to learn, then understanding what is to be taught is a
central requirement of teaching. The myriad tasks of teaching, such as selecting worthwhile
learning activities, giving helpful explanations, asking productive questions, and evaluating
students' learning, all depend on the teacher's understanding of what it is that students are to learn.
As Buchmann (2004) points out.

The respondents were agreed that their teachers have the ability to engage their students
in the learning process through the use of various teaching strategies and motivations. It
evidenced in the weighted mean of 4.21 with the descriptive analysis of Agree and is ranked 2.
Engaging students in learning process increases their attention and focus, motivates them
to practice higher-level critical thinking skill and promotes meaningful learning experiences.

The respondents were agreed that their teachers have creative strategies in presenting
their lesson through instructional materials. It evidenced in the weighted mean of 4.15 with the
descriptive analysis of Agree and it is in rank 5.
Being creative in presenting the lesson helps learners to actively participate in the
activity. It also motivates them to learn more from their teachers. It also helps the teachers to lay
on the lesson to the students easily in the exact time.

The respondents were strongly agreed that their teachers are effective in managing the
class while they are teaching them. It evidenced in the weighted mean of 4.27 with a descriptive
analysis of Strongly Agree and it is ranked 1.
25
Proper discipline of the students starts at school. Teachers manage their students for them
to focus on their studies and for educating and disciplining their behavior while learning.
Effective classroom management should be done by the teacher because it helps them to facilitate
more learning.

The respondents were agreed that they have a good relationship with their English
teachers. It evidenced in the weighted mean of 4.19 with a descriptive analysis of Agree and it is
ranked 4.
Teachers are the students’ second parents. Having comfortability with the teachers helps
students to open up problem for the teachers. Teacher support their learning by pushing them to
work hard in English subject, help students to understand themselves better. In that way student
build trust to their teachers. In that way it is easy for the students to actively participate to the
lessons and learn more from their teachers.

Perceived by the Grade 9 Students of Quezonian Educational College Inc. EFFECTIVE
CLASSROOM MANAGEMENT is the most effective among the aspects in teaching the
English language with the average weighted mean of 4.27 and a descriptive analysis of
STRONGLY AGREE.

Perceived by the Grade 9 Students of Quezonian Educational College Inc., CREATIVE
INSTRUCTIONAL MATERIALS is the least effective among the aspects in teaching the
English language with the average weighted mean of 4.15 and a descriptive analysis of AGREE.
CONCLUSION:
In the light of foregoing findings, the following conclusion are made:
1. The result of the study will help the involved individuals such as students, parents, and
teachers in understanding Effectiveness of Teachers in Teaching the English Language as
Perceived by the Grade 9 Students of Quezonian Educational College Inc., Atimonan,
Quezon, S.Y. 2017-2018. As the respondents perceived on what they have in mind on their
teachers’ performance, their teacher have accomplished to manage them in learning the
language, motivates them in different teaching strategies and techniques and mastered the
subject matter. However, teachers must observe their students on some other errands of their
life and that way, students will be motivated in learning. Also, teachers must improve
creativity in presenting the lesson to avoid boredom in class.
1.1 Mastery of the subject matter
The Grade 9 students of Quezonian Educational College Inc. believed that teachers in
order to become effective in teaching especially in English should master her/ his
topic before going in front of the class. When teachers master the topic there is
smooth flow of teaching – learning process. They are ensuring that they are teaching
the right ideas, theory and other matters.

The Grade 9 students of Quezonian Educational College Inc. also believed that
teachers should motivate them in the learning process in order to gain knowledge
from them. Teachers have engaged their students in adopting good behaviour, having
positive feelings and improving students thinking.

Learning materials are essential because they can significantly increase student
achievement by supporting students learning. Using concrete examples can also
improve their strategies in life on how to be aware on their surroundings and to
survive struggles they come through.

The respondents believed that their teachers have taught them in a way of setting
rules in the class while discussing lessons in English. Classroom management creates
a set of expectations to engage the students in learning. Routines and expectations
makes it easier for the teachers to do their jobs and by that, students are able to learn
academically and morally.

Great teachers care about their students. They want them to succeed and are
committed to helping them achieve their goals, their happiness, well-being and life
beyond classroom. Teachers must focus and help on their student’s problem inside
and outside the classroom to prevent from failing and excel in their class.
2. The overall perception of the Grade 9 student of Quezonian Educational College, showed
that the teachers are most effective in teaching the English Language in terms of Effective
Classroom Management. It connotes that teachers have excellently managed their students
in the teaching-learning process. They are considering to set rules in the class right after at
the first meeting. Classroom management aid teachers in delivering the lessons effectively
because students are aware of the rules in the class.
3. Nevertheless, the Grade 9 Students of Quezonian Educational College Inc., Atimonan,

Quezon S.Y. 2017-2018 agreed that the teachers are least effective in Creative
Instructional Materials Hence, the teachers must enhance strategies and techniques in
presenting the lesson and make every instructional materials their last bullet for students to
actively participate in every lesson. 27
RECOMMENDATIONS:
In the light of findings and conclusions, the following are highly recommended:
To the School Administrators
 Include opportunities for teachers to practice teaching English in new ways and to
interact with peers in improving the implementation of new teaching strategies.
 Provide speech room and other instructional materials for the students to easily adopt and
learn the English language, especially their communicative skills through the use of
foreign language.
 Monitor the teachers if they provide what the learners need in teaching English.
To the Teachers
 Apply new activities that will suit to their students’ capabilities while teaching the
English language.
 Encourage students to avoid absenteeism in the class, especially in English so that they
will not miss any topics in English.
 Make sure that the lesson plan is presented and ready every day to avoid skipping
lessons.
To the Parents
 Encourage their children to read English selections and make it as their hobby whenever
they have free time inside and outside the house.
 Make it also a hobby to speak in English while talking with their children to enhance
their children’s listening and speaking skills.
To the Students
 Listen to the teachers carefully.

 Have disciplined in the class.
 Try to approach their teacher/s so that they will able to have comfortable connection
while learning and listening to each other.
To the Future Researchers
 Conduct further studies about the effectiveness of teacher in teaching the English
language
 Explore more information about effective teaching strategies and techniques.
To the Researcher
 The result of this study will serve as the researcher guide on how to become effective
English teacher in the future.
 Be prepared at the different teaching strategy in English to address students’ difficulties
in the English language.
REFERENCES
Books
Mukorol Literature (2011), "Effective Vocabulary Teaching Strategies For The English For
Academic Purposes Esl Classroom", MATESOL Collection
Oliva, Peter F. (2001), “Developing the Curriculum”, page 369
Pnar, William F. (2004) “What is Curriculum Theory?”, page 156
Unpublished Thesis
Altez, Jeric R. (2005), "English Language Anxiety Among Senior Students of Malinao Ilaya
National High School For The School Year 2004-2005", Pg. 24
Decena, Francis A. (2006), " Capabilities and Teaching Techniques Employed By Secondary
Faculty Members As Perceived By Selected High School Students Of Quezonian
Educational College, Inc., Atimonan, Quezon, S.Y. 2005-2006, Page 25 & 26
Fabian, Mary Joan R. (2006), "Likes and Dislikes Towards English Teachers of Fourth Year High
School Students of Atimonan National Comprehensive High School, Atimonan, Quezon,
S.Y. 2005-2006
Macaraig, Dionavy Angeli C. (2007), "Perceived Problems In Communication Arts-English of
Fourth Year High School Students In Malinao Ilaya National High School, Atimonan,
Quezon, S.Y. 2006-2007
Websites
Boyson, B., & Short, D. (2003), Secondary school newcomer programs in the United States,
Research Report No. 12. Santa Cruz, CA, & Washington, DC: Center for
Research on Education, Diversity, & Excellence.
Dixon et al., 2012; Hakuta, Butler & Witt, 2000 from Different Skills? Identifying Differentially
Effective Teachers of English Language Learners
Homa Babai Shishavan et al. "Characteristics of an Effective English Language Teacher as
Perceived by Iranian Teachers and Learners of English" from University of
Urmia, Urmia, Iran (www.ccsenet.org/journal.html)
Lockwood & McCaffrey, 2009; Sander & Rivers, 1996 from Different Skills? Identifying
Differentially Effective Teachers of English Language Learners
MukorolLiterature (2011), "Effective Vocabulary Teaching Strategies For The English For
Academic Purposes Esl Classroom", MATESOL Collection
Robelle Millie Ann B. Racca & Ronald Candy S. Lasaten, June 2016. English Language
Proficienncy and Academic Performance of Philippine Science High School Stuents,
http://www.ijill.org/vol2/65-LL0011.pdf 29
Roya Zamani et. Al., “Characteristics of an Effective English Language Teacher (EELT) as
Perceived by Learners of English”, 2016, page 81
Saeed Ahmad (2013), "Applying Communicative Approach in Teaching English as a Foreign
Language: a Case Study of Pakistan", from Institute of International &
Comparative Education, Northeast Normal University, China, Pg. 189
Shinn, Yun Ho, "Teaching strategies, their use and effectiveness as perceived by teachers of
agriculture: A national study" (1997). Retrospective Theses and Dissertations. 12244.
from (http://lib.dr.iastate.edu/rtd/12244)
The Room 241 Team (2018), “Basic Math Teaching Strategies”, https://education.cu-
porlangd.edu/blog/classroom-resources/basic-math-teaching-strategies/Schunk, Dale H.
(2012), “Learning theories: an educational perspective”, page 59
APPENDICES
APPENDIX A
March 2, 2018
Mrs. Maria Aurora A. Tamayo

Principal
Quezonian Educational College Inc.
Dr. Soler St. Zone II Poblacion
Atimonan Quezon
Madam,
Greetings of peace!
Attached is a questionnaire checklist approved by the thesis of the College of
Education for the study of the undergraduate thesis entitled EFFECTIVENESS OF
TEACHERS IN TEACHING THE ENGLISH LANGUAGE AS PERCEIVED BY
GRADE 9 STUDENTS OF QUEZONIAN EDUCATIONAL COLLEGE INC.,
ATIMONAN, QUEZON S.Y. 2017-2018.
In this connection, the undersigned is requesting your permission to allow your
students to answer the instrument attached as truthfully as they can.
The result of his study is expected to help teachers and future teachers what
techniques and strategies should they used to their students in teaching English.
I am requesting for your full cooperation.
Thank you and God bless!
Respectfully yours,
JHOMAR B. ALVAREZ
Researcher
Noted by:
MS. CARMENCITA ARAGON

Thesis Adviser
Approved by:
Mrs. Maria Aurora A. Tamayo

Principal
Quezonian Educational College Inc.
APPENDIX B
MASTERY OF THE SUBJECT MATTER
Strongly Agree Uncertain Disagree Strongly

Situation Agree (A) (U) (D) Disagree
(SA) (SD)
1. My teacher is aware about our
problems in constructing sentences,
correct grammar, and sentence pattern.
2. My teacher showcases her oral
communication skills especially in telling
English stories and poems,
3. My teacher has a strong background in
pronunciation of words through the use of
good diction, stress, pitch, intonation, and
expression.
4. My teacher can easily explain a word
formation of a sentence or context like
combining, blending and backformation.
5. My teacher gives an advice on how to
criticize the elements of a literary work
easily by knowing the author, characters,
setting, plot, and motifs of a certain
English story.
6. My teacher has a strong background of
different authors and their works.
7. My teacher knows how to be
imaginative in teaching literary works
with the use of idiomatic expression, and
figurative language to have a creative
discussion.
8. My teacher knows how to connect the
English language to other subjects for us
to widen our information.
9. My teacher has a wide range of
vocabulary so that he/she can translate the
lesson into a simple way.
10. My teacher is very fluent in speaking
English.
ABILITY TO ENGAGE STUDENTS
Strongly Agree Uncertai Disagree Strongly

Situation Agree (A) n (U) (D) Disagree
(SA) (SD)
1. My teacher gives real life situation
to encourage us to fluently speak in
English.
2. My teacher gives educational
games in our classroom for us to get
excited about our English lesson.
3. My teacher motivates us through
listening music connected to the topic
to inspire us to read literary works.
4. My teacher motivates us by giving
an activity through pair and group
work to get our interest in English
lesson.
5. My teacher gives energizer before
proceeding to our class in English.
6. My teacher gives extra grade if I
actively perform in our class
discussion.
7. Whenever I fail on our test or quiz
in English, my teacher encourages me
not to give up and try again.
8. My teacher motivates us through
seating arrangement by grouping us
with peer friends to get our interest
before going to discuss our English
lesson.
9. My teacher gives brain teaser to
challenge our minds before our lesson
starts.
10. My teacher encourages us to
participate in the activities that
involve English.
CREATIVE INSTRUCTIONAL MATERIALS
Situation Strongl Agree Uncertain Disagre Strongly

y Agree (A) (U) e (D) Disagree
(SA) (SD)
1. My teacher used printed materials like
images in motivating us in a new topic in
literary works of a certain author.
2. My teacher uses music in teaching
grammar by analyzing the lyrics of the
song.
3. My teacher uses different types of
reference in our literature subject by
searching dialogues that can use in a role
play.
4. My teacher uses a type of game in our
grammar lesson by picking a small paper
with an action word written on it and
demonstrates what word is that.
5. My teacher uses animated characters in
grammar lesson to bring out the use of
noun and pronoun in creating a new
sentence.
6. My teacher uses a speaker to play a
recorded speech or poem for us to
analyze the speaker’s message.
7. My teacher uses graphic materials like
charts to view the different types of
genres in stories and poem, kinds of
noun, etc.
8. My teacher uses supplemental
materials like newspapers or magazine
articles as examples for sentence
structuring, etc.
9. My teacher presents a video for us to
analyze the story.
10. My teacher presents slide
presentations about our new lesson in
English using a projector.
35
EFFECTIVE CLASSROOM MANAGEMENT

(SA) (SD)
1. My teacher lets us feel comfortable
with her while teaching English by not
pressuring us to study hard.
2. My teacher gives time out for those
who are noisy, aggressive, or left their
English books at home as punishment.
3. My teacher calls up parents to know
what is going to their children in
his/her English class.
4. My teacher delivers moral values
after explaining the story generally
because we have different religions.
5. My teacher arranges our seats not
according to my rank and grades in
English.
6. My teacher arranges our seats
facing to the blackboard so that we are
able to listen to him/her clearly and
effectively.
7. My teacher pastes inspirational
quotations from famous authors like
William Shakespeare on the wall to
reflect the message of it that I need as
a student.
8. My teacher taught us how to pray
before every lecture in English to ask
wisdom from the Lord.
9. My teacher assigns cleaners to
promote cleanliness inside our room
after our English class.
10. My teacher taught us to erase the
writings on the board after every
lecture in English.
36
TEACHER-STUDENTS RELATIONSHIP

(SA) (SD)
1. My teacher treats us equally when
asking questions about our lessons in
English.
2. My teacher understands the situation
of every student by talking to each of
us with problems at home or at school.
3. My teacher accepts me as I am while
discussing LGBTQA (Lesbian, Gay,
Bisexual, Transgender, Queers, and
Asexual) in our lesson in English.
4. My teacher accepts all answers
whether it is right or wrong in
analyzing an English story.
5. My teacher makes the class fun by
acting as our friend while teaching
English.
6. My teacher supports us in doing the
activities like writing poems or songs,
acting, and others that involves in our
English subject.
7. My teacher helps me to understand
myself better as well in enlightening
the right use of words in a sentence,
affixes, etc.
8. My teacher helps me in constructing
sentences or translating Filipino words
to English although he/she is busy in
other students.
9. My teacher makes sure I am
included in the activities that include
English because he/she has a vision on
me.
10. My teacher cares to our studies by
pushing us to work hard in learning the
English language.
CURRICULUM VITAE
PERSONAL DATA:
NAME: Jhomar B. Alvarez
NICKNAME: Jo, Jhoms, Jhomar
ADDRESS: 1667 Diestro St. Zone IV Poblacion, Atimonan, Quezon
DATE OF BIRTH: September 15, 1998
PLACE OF BIRTH: Atimonan, Quezon
AGE: 20
WEIGHT: 65 kilograms
HEIGHT: 5’4’
RELIGION: Roman Catholic
LANGUAGE SPOKEN: English and Tagalog
EDUCATIONAL BACKGROUND
TERTIARY
Quesonian Educational College, Inc.
2018-2019
Atimonan, Quezon
SECONDARY
Quesonian Educational College, Inc.
2014-2015
Atimonan, Quezon
PRIMARY
Atimonan Central School
2010-2011
Atimonan, Quezon
CHARACTER REFERENCES
Dean of College, QECI
Vice President, QECI
President, QECI
I hereby certify that above information is true and correct to the best of my knowledge.
Alvarez, Jhomar B.

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WORKING THESIS (Teavher's Effectiveness in Teaching The English Language As Perceived by The Grade 9 Students of Quezonian Educational College Inc., Atimonan, Quezon S.Y. 2017-2018

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QUEZONIAN EDUCATIONAL COLLEGE INC.

TEACHER’S EFFECTIVENESS IN TEACHING THE ENGLISH

Presented to the Faculty of the College Department

In Partial Fulfillment of the Requirement for the Degree of

Submitted in Partial Fulfillment of the

CARMENCITA L. ARAGON, MBA RUTHSENETT A. MAGNO, MaEd

VENUS A. VICTORIA, Ed.D

EMELITA A. RICAFORT, MaEd

VENUS VICTORIA, Ed. D

The researcher would like to encompass his sincerest appreciation and

To his panelist, Ms. Ruthsenett A. Magno for giving valuable suggestions

To the respondents, who honestly answer the questionnaires without any

The researcher dedicates this to his loved ones:

To his teachers, who nurtured them…

CHAPTER 1 (THE PROBLEM AND ITS SETTING) 1

CHAPTER II (REVIEW OF RELATED LITERATURE AND STUDIES) 6

CHAPTER III (METHOD OF RESEARCH AND PROCEDURE) 10

CHAPTER V (SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS)

1.2 Teacher’s Effectiveness in Teaching the English Language

1.3 Teacher’s Effectiveness in Teaching the English Language

1.4 Teacher’s Effectiveness in Teaching the English Language

1.5 Teacher’s Effectiveness in Teaching the English Language

2.1 Summary of Teacher’s Effectiveness in Teaching the English Language

Title : Teacher’s Effectiveness in Teaching the English

Researcher/Developer : Jhomar B. Alvarez

Name and Address : Quezonian Educational College, Inc.

Thesis Adviser : Mrs. Emelita A. Ricafort, MaEd

Research Director : Ms. Carmencita L. Aragon, MBA

Year Written : 2017-2018

The researcher used a descriptive method of research to determine the teacher’s

1.1 Mastery of the Subject Matter

Teaching entails helping others to learn, then understanding what is to be taught is a

1.2 Ability to Engage Students

1.3 Instructional Materials

1.4 Classroom Management

1.5 Teacher-Students Relationship

2. Based on the Teacher’s Effectiveness in Teaching the English Language as

In the light of foregoing findings, the following conclusions are made:

1.1 Mastery of the subject matter

1.2 Ability to Engage Students

1.3 Instructional Materials

1.4 Classroom Management

1.5 Teacher-Students Relationship

3. Nevertheless, the Grade 9 Students of Quezonian Educational College Inc., Atimonan,

 Listen to the teachers carefully.

B. STATEMENT OF THE PROBLEM

Specifically, the study sought to address the following questions:

1.1 Mastery of the Subject Matter

1.2 Ability to Engage Students

1.3 Instructional Materials

1.4 Classroom Management

1.5 Teacher-Students Relationship

C. LOCALE OF THE STUDY

Quezonian Educational College Inc. is a private non-sectarian school. It is headed by the

D. SIGNIFICANCE OF THE STUDY

The researcher believes that this study is beneficial to the following:

E. SCOPE AND LIMITATION OF THE STUDY

F. CONCEPTUAL FRAMEWORK / RESEARCH PARADIGM

The following words are defined conceptually and/or operationally;

Effectiveness in Teaching is a term for seeing how good or excellent a teacher in

English Proficiency is a skill of an individual in speaking and communicating in English.

A. REVIEW OF RELATED LITERATURE

Without some knowledge of vocabulary, neither language production nor language