Usage of Filipino Language in English Medium- Science Class

A case study proposal presented to the faculty of Baco Catholic School, Inc.
Poblacion, Baco, Oriental Mindoro

In partial fulfilment of the requirements

for the subject Inquiries, Investigation and Immersion

by
JIAN RUSSEL M. CASTILLO
RHEINCHRISTEL JEIRENE A. CASTILLO
TEO GERIE JAY A. MENDOZA

December 2022
Focus of the Case Study Usage of Filipino Language in English Medium- Science
Class
Objective(s) This case study aimed:
1. To assess the positive and negative effects of teaching
using Filipino Language to students and teachers
2. To identify the importance of utilizing Filipino
language in an English-medium class.
3. To investigate the precise factors that contribute to the
usage of the Filipino language by teachers in the
classroom .
4. To make recommendations on methods to enhance
students' capacity for learning.
5. To formulate and propose recommendations to the
subject teacher for more effecient teaching
Subject of the Study (class/ Grade 11- St. Casimir of Poland and Ma’am Maria Luz
person) Galvezo (S.Y. 2022-2023)
Schedule/ Duration October to December 2022
Case Study Details
Research Question(s) 1. What is the relation of the Science subject in the
teacher's use of the Filipino language in class?
2. What are the factors that contribute to teacher's usage
of the Filipino language instead of the English
language?
3. What is the difference between using Filipino
language and using English language in teaching and
learning for students?
4. What benefit for the students' participation and
engagement in class may the use of Filipino language
in Science class be expected?
5. What are the effects of the use of Filipino language in
English medium science class on both students and
teachers?
Assumption of the Study 1. The usage of Filipino language in English medium
science class is of great benefit to the students because
they can understand the lesson more easily.
2. There are many factors that contribute to the teacher's
use of the Filipino language in English medium
science class and one of them is the students' inability
to understand the English Language.
3. The use of the Filipino language in English medium
science class has more of a negative impact on both
students and teachers than a positive effect.
4. The teacher is more comfortable using the Filipino
language than the English language that is why.
 5. There is a more effective way of teaching than the
teacher's use of Filipino language in English medium
science class.

Scope and Delimitation of the
Study
This study focused only on the usage of Filipino language
in English-Medium Science class in Grade 11 St. Casimir
STEM students in Baco Catholic School, Inc. The data
collection will be conducted only to 100% total population of
Grade 11 St. Casimir STEM students in Baco Catholic
School, Inc. The other students which do not fall as part of
this are not within the scope of this research. This study will
not cover other topics and problem that are not connected to
the usage of Filipino language in English-Medium Science
class. The study would be done through giving questionnaires
to Grade 11- St. Casimir STEM students of Baco Catholic
School, Inc. The result of this study can also be applicable to
other students and teachers.
This study will be conducted during school year 2022-
2023.

Significance of the Case This study is deemed beneficial to the following:

Study 1. Administrators. The school administration may use the
data from this study to develop policies and programs
regarding the use of the Filipino language in classes taught in
English that will help teachers and students improve their
ability to teach and learn.
2. Teachers. As this study intends to know both good and
negative effects of the topic, the information that will be
generated may also serve as a guide for the subject teachers to
be cautious while using Filipino Language in English
Medium Classes.
3. Parents. Parents may find the information that will be
produced by this study useful in understanding their child's
academic position. Their ability to find a means for their child
to actively participate in school during the English Class
Medium may also be aided by this research.
4. Students. Students will benefit from the information that
will be presented by this study because they will discover and
understand some of the aspects that influence their academic
achievement. Additionally, they can use it as a foundation and
guide for improvement.
5. Researcher. The researchers themselves would benefit
from the information that will be generated by this study
since they will be able to identify the answers to the questions
they are looking for and stimulate their curiosity.
6. Future Researchers. The outcome that will be interpreted
by this study will be a useful reference for the future
 researchers who would plan to make any related study.
Data Gathering Method Observation and Casual Interview as needed
Introduction
In today's time, varieties of teaching strategies and methods have been
implemented. Teachers around the world use these teaching instructions to provide effective
and adequate knowledge for students to learn. One of the strategies that educators apply in
teaching is the using a more understandable language for learners to easily cope up with the
topic on in the discussion. In the Philippines, under the K-12 curriculum, teachers and students
are encouraged to use English language as a medium in certain subject areas. A substantial
amount of exposure to English as the primary instruction language guarantees competency.
However, some aspects of using the English language, including untranslatable complicated
vocabulary, could cause students to misinterpret the lesson, which would have a negative
impact on their performance. As Filipino remain to be the country's official language, it is
often use by teachers and students in communication especially in teaching. Other institutions
employ the use of the Filipino language in science classes, and it often takes precedence over
the use of English in instruction. Filipino terms are offered as a translation tool to offer phrases
that would fit the meaning of the English word, but their use may have an impact on teachers
and students in particular, which could lead to further misconceptions. As a result, a student's
capacity to participate in class alters.

Taking the findings into consideration, the researcher came up with a study that aims to look
into the impact of using Filipino Language in English Medium Science Class into Grade 11
Students and their Science teacher in Baco Catholic School, Inc. The use of the Filipino
language as a teaching and learning tool in science classes is significant, yet there are some
drawbacks to doing so. This research should be conducted in order to form a conclusion to
give recommendations to the teachers and also to the students. This research will help them to
improve their capability in teaching and learning. Although they already are capable and have
the ability, the researchers want to further enhance eduactor and learner’s competency in terms
of different teaching and learning approach. As effective communication develops
comprehension amongst participants, teachers should consider using both English and Filipino
language in their teaching method to help students in their studies and improve their
vocabulary in both medium.
 Supporting Literatures and Studies
Filipino and English remain to be the country’s official languages. Although largely
based on Tagalog, Filipino was envisioned to be a language developed by incorporating the
many other tongues the country has. After all, there’s always an 84% chance that someone from
the Philippines can speak two or more languages. Yes, they are all languages. But the long
debate of language versus dialect is still ongoing — no matter how much linguists insist that
distinguishing the two is pointless. For the sake of it, let’s decipher what the confusion is all
about. Language is often believed to be “official” — written in literature, and widely
understood, while a dialect carries a lower classification for being “informal,” regional, and
devoid of literature. David Crystal, renowned author and linguistics professor, defines language
as a “system of conventional spoken, manual (signed), or written symbols by means of which
human beings, as members of a social group and participants in its culture, express
themselves”. On the other hand, he defines dialect as a “variety of a language that signals
where a person comes from.” Another popular definition of language is the one credited to
celebrated linguist and Yiddishist Max Weinreich, wherein he attributes it to a “dialect with an
army and a navy,”  or simply put, a ‘glorified dialect’. This alone should be enough to end the
comparison between the two. However, this debate has a deep historical background within it.
(Commoner, August 2020)

Although the Philippines uses the Filipino language, English is used as the primary
medium of instruction, and its presence ensures sufficient exposure to provide proficiency.
However, recent studies show that some factors in English classes, such as untranslatable
complex words, would lead to the misinterpretation of the lessons, thereby resulting in the
poor performance of students. Hence, Filipino words are suggested as a translation tool to
provide words that would fit the meaning of the English word, but its use may affect the
teachers and especially students, which can result in additional misunderstandings. The design
of the study is descriptive research. The survey is used to gather data from the selected 80
Grade 11 Humanities and Social Sciences Strand students by using questionnaires, which
collect data from respondents through a set of questions. The team used a random sampling
technique where each individual is randomly chosen. To interpret the data gathered, the
researchers use a 5-point Likert scale. The information gathered from the questionnaires will
serve as the primary data that will be used to answer the statement of the problem. The
interpretation of the gathered data shows the following results of using Filipino during English
classes. With a total average weighted mean of 3.88, which is interpreted as agreed, students
agree that it would affect their academic performance on these subjects. It has positive effects
on major exams, which was interpreted as agreed with a total average weighted mean of 3.97.
However, with a total average weighted mean of 3.23, which is interpreted as undecided, most
of the students are undecided on its effect on their grades. The data gathered also show a total
average weighted mean of 4.38, which is interpreted as agreed. The students believe that it has
positive effect on them as students. As for the teachers, with a total average weighted mean of
3.66, students agree that it would have a positive effect on the teachers as well. The
researchers conclude that utilizing the Filipino language in English classes would be beneficial
to students and teachers. The use of the Filipino language creates a link between teachers and
students in communicating ideas and thoughts. Good communication improves understanding
between participants. As such, the researchers suggest that teachers should consider using
Filipino in their teaching method to help students in their studies and improve their grades.
(Villanueva, 2020)

In 2003, the Philippines, through the Department of Education (DepEd), participated

in the global campaign for Education for All (EFA) in the year 2015. This is translated through
the implementation of the Alternative Learning System (ALS) Program of DepEd’s Bureau of
Alternative Learning System.

The Filipino language has its great role in the teaching and learning process in ALS as
it is used as the medium of instruction in the National Capital Region. It is one of the major
reasons why the researchers aimed to investigate its effectiveness the ALS Program of the
DepEd in the National Capital Region (NCR), Philippines. The researchers used the Learning
and Training Evaluation theory of Kirkpatrick to evaluate the effectiveness of the use of
Filipino (Mother-tongue) in the ALS program through the four level training evaluation
models namely Reaction, Learning, Behavior and Results. The program evaluated 126
learning centers located in NCR that consist of 839 learners and 251 Instructional Managers.
The Instructional managers rated the use of Filipino language in teaching the ALS as the Very
Effective while Effective for the Learners. It is also evident that there is a significant
development in the learning and behavior of the learners. Further, there is a significant impact
to the family and the community of the learners who undergone the ALS program. Medium of
Instruction on Student Achievement and Confidence in English Arriane Kris E. Maramag-
Manalastas, MAEd English is arguably the most important subject in the Philippine school
curriculum and to be able to understand his or her teachers in all other subjects effectively, a
student needs at least fair knowledge of the English language. English language is referred to
as the key to all other subjects. To be eligible for admission to universities and other higher
institutions of learning, a student must pass English language at credit or distinction level.
English is also the sole medium of communication in the university communities in the
Southeast Asia, particularly in the Philippines (Kirkpatrick, 2014). The Philippine education
system has been using English as a medium of instruction from elementary to university level
for decades (Gonzalez, 2003). This has also reinforced the notion that English is easy - even a
child can do it - and available. It is a tool for learning and a medium of communication. More
than this, English is the language of power and progress. In the Philippines, it is highly valued
not only because it is functional and practical and washes over us constantly, but more
importantly, because it is an affordable item, a skill that can be used to increase one's position,
respectability and marketability. In most cases, the greater one's ability to understand and use
English, the better chances of career advancement. In today’s global world, the importance of
English cannot be denied and ignored since English is the most common language spoken
everywhere (Crystal, 2003; Antimoon, 2012). With the help of developing technology, English
has been playing a major role in many sectors including medicine, engineering, and education,
which is the most important arena where English is needed (Muyijento, et. al., 2010).
Particularly, as a developing country, Philippines needs to make use of this world-wide spoken
language in order to prove its international power. This can merely be based on the efficiency
of tertiary education; however, English language learning is a distressing experience of many
learners, knowing that language is the most efficacious way of communicating and in
expressing our thoughts and opinion with others. Many learners perform well in other subject
areas, but they felt anxious in the English language and described as underachievers; thus,
English language educators have long been in search of answers to account for the vast
difficulty faced by some students (Chen and Chang, 2004 and Grigorenko, 2002).
Furthermore, MacIntyre, et. al., (2002) stated that language use anxiety is often related to the
learning situation. If pupils fear being laughed at for making a mistake, it can hinder them
from their normal behavior. Consequently this can cause emotional stress which lowers their
linguistic self-confidence. Mwinsheikhe (2002) conducted quasi- experiment classes one
treatment group was taught in Kiswahili and another control group was taught in English and
she found out that a large number of students agree that language is the major factor that
contributes to poor performance. Wong (2009) had also investigated the effectiveness of
English as the sole medium of instruction in Hong Kong by comparing the preferences of two
non-native English language classes under two different teaching policies, while also
examining both classes for any potential correlations with improved English proficiency.

Results revealed that not only did the class under the strict policy have a stronger preference
for English as the sole medium of instruction, but their English proficiency had also become
higher than that of the more Cantonese-tolerant class.

Adolfo (2011) stated that the Filipinos were behind other Asian countries in terms of
English language communication because the value of dedication was neglected. There are a
lot of factors why we can't surpass, conquer or overcome weaknesses in communication skills,
and can't attempt to work out by degrees the reasons behind of such a poor communication. He
also proposed that teaching should be adjusted to the needs of the learners. Because of this, it
is imperative to determine first their difficulties and needs so that whatever materials a teacher
purports to design should be in accordance with these needs. A study made by Aina, et. al.
(2013) concluded that the proficiency in English language is strongly related to students’
academic performance in science and technical education. It is therefore very important to
always ensure that students who are admitted into these courses have good English language
proficiency. (Aguilar, 2020)

Requiring English competency among Filipino students was given reason by a

statement of Pascasio (1981) stating that the role of English is for utilitarian purposes mainly
in the domains of the school, business industry, and the judiciary courts. It is a universal
language, the language of international relations for the Philippines. It remains to be the
language of worship. It is preserved as the language of wider communication, trade,
entertainment, and the language of instruction at all levels for Science, Technology, and
Mathematics as provided in the bilingual policy.

English as a medium of instruction in higher education where English is not the first
language. Though these courses offer advantages, they also offer concerns as challenges. One
of these challenges is creating a rapport between a teacher and students who are working in a
language that is not their own. Thompson Roger (2003)

Summary of Findings and Supporting Literature and Study

 1. Students are more participative in class when the medium used is Filipino Language.
- Requiring English competency among Filipino students was given reason by a
statement of Pascasio (1981) stating that the role of English is for utilitarian
purposes mainly in the domains of the school, business industry, and the judiciary
courts. It is a universal language, the language of international relations for the
Philippines. It remains to be the language of worship. It is preserved as the language
of wider communication, trade, entertainment, and the language of instruction at all
levels for Science, Technology, and Mathematics as provided in the bilingual
policy.
2. Students do not get too much in touch in class when the medium used is English
Language
- Adolfo (2011) stated that the Filipinos were behind other Asian countries in terms of
English language communication because the value of dedication was neglected. There
are a lot of factors why we cannot surpass, conquer, or overcome weaknesses in
communication skills, and cannot attempt to work out by degrees the reasons behind of
such a poor communication.
3. The students struggle with utilizing and comprehending the English language,
particularly with words used in Earth Science class.
- This finding anchored on the study of Lydia Breiseth. When students who
are learning English struggle in school, it can be especially difficult to figure
out why—and how to help. There are plenty of “myths and misconceptions
about services and supports” for English language learners (ELLs).

4. The Full English-Medium Science Class is not followed by the teacher

- English-medium instruction classes in higher
education are increasing in countries
- English as a medium of instruction in higher education where English is not the first
language. Though these courses offer advantages, they also offer concerns and
challenges. One of these challenges is creating a rapport between a teacher and
students who are working in a language that is not their own.

5 Both the teacher and students showed that Filipino is more effective in teaching and
learning Earth Science course
-This finding is supported by Villanueva (2020) who stated that utilizing the Filipino
language in English classes would be beneficial to students and teachers. The use of the
Filipino language creates a link between teachers and students in communicating ideas
and thoughts, as cited in the study of Santana

Conclusion

The usage of Filipino language in teaching in English-Medium Science class had been an
effective strategy in boosting the level of interest of the students towards the subject.
From the data and findings gathered by this case study, it has been concluded that:
1. It shows that the implementation of K-12 program is effective.
2. The students has poor foundation in the English language.
 3. The students has poor vocabulary development.
4. Using Filipino language led many teachers to develop a solution that is essential in learning.
5. The success of changes in any language can attain through collaboration and good
performance of teachers and students.

Recommendations
This case study therefore recommends the following:
1. Use English language at the beginning of the primary level that would enable them to be
globally competitive.
2. Through practice, a student is bound to get better in any English-Medium Science class,
however if the student did not pay attention in class they will have a more challenging time
practicing English language.
3. Learning difficulty specially in Earth Science class can be addressed in a regular classroom
setting if the problem is identified right away.
4. Even though the Filipino Language is much more effective to use than the English
language, the teacher must continue to use English language for the students to be globally
competitive.
5. Teachers are in charge in helping the students to adapt good and suitable learning style, but
the students are responsible to motivate themselves to use their learning style effectively.

References:

Thompson, Roger M.(2003) Flipino English and Taglish Language switching from multiple
Perspective. University of Florida

Laslocky, Meghan (2021) 3 Tips to Remember When English Language Learners Struggle.
George Lucas Educational Foundation.
Santana, Josefina. Establishing Teacher-Student Rapport in an English-Medium Instruction Class,
Mexico

DOCUMENTATION
OCTOBER 17, 2022

Grade 11 St. Casimir during Earth Science subject. Ma’am Luz Galvezo can
be seen sitting in front while discussing due to her being sick that day. Given this
matter, the section seems to be inactive and not participative.
OCTOBER 18, 2022

It can be seen that the teacher, Ma’am Luz Galvezo is already raoming
around while discussing the lesson using both Filipino and English medium, reason
for the class to be participative and active during the oral recitation.
 OCTOBER 24, 2022

Content Since the subject teacher

exceptional is not
proficient around this
introduction day,introduction
basic only an activity
weak is given
or to
no
introduction that grabs that is interesting and that states topic but introduction
the section, but considering the fact that there is no teacher around in the first few of
50 pts. interest of reader and states topic.
minutes of the class the section is still in chaos,lacks but interest.
when Ma’am topic.Aira Albo took
states topic.
over the class, the students beganand
Content to details
settle are
downContent
and answer the activity
and details given tois
paper’s purpose
Content and details are clear and arguable are somewhat clear unclear/ content
exceptionally clear, statement of position. and arguable. and details are
well-developed, and a weak or missing.
definitive statement.

(28-27 pts.) (26-25 pts.)

(24 below pts.)
(30-29 pts.)

Technicalitie Outstanding grammar, There are some errors in There are several Too much error in

OCTOBER 24, 2022

Since the subject teacher is not around this day, only an activity is given to
 s spelling and use of grammar, spelling and errors in grammar, the grammar,
punctuations. use of punctuations. spelling and use of spelling and use of
25 pts. punctuations. punctuations.

(15-14 pts.) (13-12 pts.)

(11-10 pts.) (9 pts.)

Presentation The paper has no The paper has some The paper has The paper is not
of the Paper visible marks, neat and marks, folds, and dirt visible and some presentable at all.
presentable. yet presentable. marks, dirt and
there are folds. (8 (7 pts.)
(10 pts.) (9 pts.) pts.)
15 pts.

Performance Task (Finals)

Inquiries, Investigations and Immersions

GRADING RUBRIC FOR A CASE STUDY FINAL PAPER—100 points total

Instructions:
1. Submit in a letter size bond paper.
2. Use TIMES NEW ROMANS font style. Size: 12
3. Margins should be one inch in all sides.
4. Have single-spacing format.
5. Place in a short white folder.
6. Submission will be until the day of the December 15, 2022.
7. Late submitted outputs will be subjected to deduction.
8. Use fastener not staple wire.
9. Attach this page at the last part of your case study final paper.