HANNAH and JERLIZAH

Alona: Okay, Good afternoon Ma’am Hannah and Ma'am Jerlizah

Hannah: Good afternoon ma’am.

Jerlizah: Good afternoon ma'am.

Alona: So, we are here today, you submit yourself for an interview so that I can obtain
information regarding your views, your perceptions in teaching English subjects. Since,
you are not BSED English majors. So, you qualify as two of my participants for the
study entitled NON-ENGLISH MAJOR TEACHERS SELF EFFICACY, ENGLISH
PROFFICIENCY, and PEDAGOGICAL STRATEGIES IN TEACHING ENGLISH. So
definitely, the scope of the entire view question will focus on yourself efficacy, your
English proficiency, and your pedagogical strategies. So to start with, I'd like to know,
what are your views toward teaching English subjects? Then what was your first
reaction when you were given the loads? What was your instant or your first reaction?
Did you have ever… did you ever have a doubt about yourself? Did you ever refuse at
first in handling the teaching loads? Or at first, instantly you were confident that you
can do it or that you can handle the English subjects. Let's start with Ma'am Jerlizah.

Jerlizah: Actually, I was really confuse if I can handle English subjects because I know
myself that I am science major and although we are actually using English as our
language in discussing, in having a discussion with our learners. Is just that English
focuses more on grammar, focuses more on ideas, focuses more on expanding ideas,
explanation and definitely it is more on pronunciation, grammar so on and so forth.

Alona: Yes, okay.

Jerlizah: It’s a big confusing for me, if really I can handle this subject.

Alona: So, you were giving the teaching loads way back?

Jerlizah: 2015

Alona: Okay, 2015. So, continuously you have been handling the subjects?

Jerlizah: No.

Alona: Aha...
Jerlizah: For 1 year it’s stop.

Alona: For 1 year it’s stop. Alright, so after then did you have ever that the confidence
that when you were again giving the teaching loads. You have the higher belief that you
can do it this time or that you are confident this time.

Jerlizah: I myself, know that I am confident because since, that that English language is
a language that we use in discussing the subjects in science.

Alona: Aha.

Jerlizah: Guess I’m really confident using English or I mean in handling English subjects
for the second time around.

Alona: Okay, for the second time around. Okay, so why do you think you were giving
such teaching loads Ma’am Jerlizah?

Jerlizah: Actually, it’s because there is lacking of English major and they really had to
do it by ourselves.

Alona: So, you never refuse your principal or rejected. How about ma’am Hannah?

Hannah: Yes ma’am!

Alona: What are your views towards teaching English subjects?

Hannah: So first is, my view in teaching English subjects is that, for me it’s really
challenging ma’am.

Alona: Oh hmm..

Hannah: ‘cause I know that I’m not that good in English ma’am especially in grammar
but during our principal talk with me, the time when she talk with me that I’ll be going
to handle English. Well ma’am, my first reaction was that, again I am a bit amaze
because..

Alona: Ohhuh.. amazed.

Hannah: Amazed and challenged but then again, I never refuse that opportunity
because again I want English as to be handle because I want to be challenge. I want
myself to be challenge in another subject area, aside from being a Science major. So, my
beliefs toward English, well, I can talk in English but not a really fluent unlike major in
English. In terms of grammar I may not be directly aware in my statement when I use
English as my language but in writing I am very critic about..
Alona: Okay.

Hannah: about the grammar.

Alona: You can put in nicer own write up.

Hannah: Yes ma’am! So my, in handling in English as my first , yes my first main
subject here in Wright National since I have two English ma’am, I only have one Science
permit of Science research. Well in research I’m also using English as my language in
teaching my students. So I encounter a lot of difficulties especially about the
competencies because unlike Science in English, there’s a lot of competencies ma’am
writing popular and etc. But in, in doing to solve that problem, I go to my mentor
Ma’am Analiza and I really ask a lot of questions to her.

Alona: So, you ask for assistance from your mentor.

Hannah: Yes ma’am.

Alona: Alright, so did you ever like English as your subject way back high school,
college, was it one of your favorite subjects?

Jerlizah: Actually, mine. It is one of my favorite subjects before especially high school,
it’s because of ma’am Abarcar.

Alona: Wow!

Jerlizah: Yes, she was my inspiration since then. Because she in every activity we have
to make write ups and that was the first time that I discover that I have a talent
specifically in grammar.

Alona: Ohh… okay.

Jerlizah: That every time there is a composition I really like to write I mean I think.

Alona: So, your passion is into writings?

Jerlizah: Yes, unlike with the oral.

Alona: Okay.

Jerlizah: With the communication but in terms of write up, I can see that I am one it’s
because of ma’am Abarcar.

Alona: How about ma’am?

Hannah: Well as for me, I’m also like ma’am Jerlizah so way back, but in elementary.
I‘m very… in that moment of getting hard in my English major subjects. Yes the
grammar especially the grammar but on my high school day’s ma’am Jabonete was our
teacher back then in SNS.

Alona: Samar High.

Hannah: Yes, Ma’am Jabonete was my inspiration in striving English but when I’ve
been transferred here because of my…

Alona: What grade level was you transferred?

Hannah: I was transferred when I was 3rd year.

Alona: 3rd year, alright.

Hannah: Yes, high school. So ma’am Abarcar was also my teacher and ma’am Abajo.

Alona: Okay.

Hannah: So when English again it’s really my passion in making poems.

Alona: Oh hmm…

Hannah: I mean to poetry…

Alona: Oh hmm…

Hannah: because the rhythm there and even the use of, even though I find hard
sometimes in the use of figurative language, figure of speech but I find it very amusing.

Alona: Oh hmm…

Hannah: Yes ma’am! and…

Alona: To create poems.

Hannah: Yes, to create poems.

Alona: Alright, so you were saying that English has been your favorite subject way back
your high school, college days but when you became English teachers, did you ever
have realization that English as one of our favorite subjects before is different when you
are already the teacher of the subject.

Jerlizah: Definitely!
Hannah: Yes ma’am.

Alona: So, what were your realization is it really difficult? That is good that your liking
by yourself but when it comes to teaching others or students, it’s another story.

Hannah: Yes ma’am, very much.

Alona: So, what were your difficulties that you have encountered in your classroom
ma’am Jerlizah?

Jerlizah: I guess, if to that to student write a doing write ups.

Alona: Oh hmm…

Jerlizah: because it’s really just, I’m just frustrated that whenever especially when I’m,
when I handled Grade 11.

Alona: Oh hmm…

Jerlizah: I’m expecting too much from them.

Alona: Oh hmm…

Jerlizah: To write something and that I am asking them why is it at your time when
technology is there where in there’s lot of book you have to read it that you cannot, you
cannot do some write ups about certain subject.

Alona: Oh hmm…

Jerlizah: I mean it’s a bit frustrated comparing our days before.

Alona: Yes.

Jerlizah: and now...

Alona: So what do you do to overcome this difficulties, this struggle that you, yourself
encounter in your own classroom. What do you do with them? Or do you ever change
your strategies?

Jerlizah: Yes! Actually I use technology especially in a sound.

Alona: Okay.

Jerlizah: and teaching them with the use of technology, I’m giving them the scripts, the
lyrics
Alona: Oh hmm…

Jerlizah: copy of certain song and then they are going to read or at least join the music
and then later on I’m going a, I’m letting them explain it about that song wherein they
can express their self and by doing that actually I was a bit happy because it’s really
amazing seeing your student

Alona: learned?

Jerlizah: understand without your help.

Alona: Oh hmm…

Jerlizah: I mean your rule there is just to facilitate them, not in the other way around.

Alona: Does it always work when you are only a facilitator or sometimes you observe
that they need your help, not just a facilitator but sometimes they need you to spoon
feed them?

Jerlizah: In the higher level, actually you need to be a facilitator but in Grade 7 and
Grade 8, it‘s really spoon feeding. Yes I’m striving harder.

Hannah: Yes ma’am! Like ma’am Jerlizah I also encountered difficulties such like that
especially that my student even though they already in Grade 9 because their section
are in the lower section.

Alona: In the lower section

Hannah: In the lower section so especially in the use of grammar the subject verb
agreement, they don’t know the different between singular and plural still.

Alona: Oh hmm…

Jerlizah: So that moment of time I really go back to the basic because for me before you
go on level up in teaching English, you need to really know the basic

Alona: Oh hmm…

Jerlizah: the basic skills, the basic of English so I go back teach them in a spoon feeding
way, especially in grade 8.

Alona: So when you go back to the basic lessons so that it’s your time.

Hannah: I “kuan ma’am” I utilized more time for example one hour
Alona: Oh hmm…

Hannah: I allow 10 minutes on that

Alona: Oh hmm..

Hannah: then I’ll go back to our lessons.

Alona: Okay.

Hannah: multi grade what they learn from basic and then assist after that so that’s what
I usually do when I encounter difficulties such things like that and also like ma’am
Jerlizah, I’m really frustrated of this students nowadays there they so called millennial
you can’t write an essay in writing those you can already let’s say for example a
statement

Alona: Okay

Hannah: unlike our time if we will be facing or having that statement to be further
elaborates but the student nowadays is not like that, they don’t know how to elaborate a
statement.

Jerlizah: In a day correct capitalization my God!

Hannah: Yes, yes... the use of periods, the punctuation mark. Yes ma’am.

Alona: Actually we still have that in college so the tendency in college will blame the
high school teachers.

Hannah: Yeah…

Alona: High school teachers will blame the elementary teachers

Hannah: but for that ma’am I stop blaming the teachers I really make some remedies

Alona: correct, alright, okay that’s good. So how do you compare yourself or yourselves
with an English major teachers?

Jerlizah: Very different (laugh)

Alona: Ohh… maybe looking at your fellow teachers here who are BSEd English
majors, do you think they have an edge or do you think your just equal something like
that or maybe which aspect of English language teaching are they let’s say they have
the edge over you?
Jerlizah: For me, their edge is above the grammar.

Alona: grammar

Jerlizah: ‘cause every time there is a program or there is an activity and they are going
to be the EMCEE I mean the impact is “WOW” what a nice words, what a nice
pronunciation, my goodness!

Alona: How many English teachers are here? English major teachers: Sir Tom, ma’am
Analiza, ma’am Mabejo, ma’am Abarcar…

Jerlizah and Hannah: ma’am May

Jerlizah: 5 or 6, I guess.

Alona: ma’am, ma’am sir Tom, ma’am Analiza, ma’am Mabejo, ma’am Abarcar, ma’am
May

Hannah: 5 or 6, I guess.

Alona: Ah okay, so grammar only?

Hannah: Grammar and also the strategy, strategies that they are using

Alona: Strategies, okay I will ask first ma’am Jerlizah. Do you think grammar is very
important in teaching English?

Jerlizah: I guess so…

Alona: Why?

Jerlizah: It’s because when we talks about English it’s really more focusing on grammar.
I mean you really have to be a good communicator, to be competitive communicator;
you really have that quality of being or having a good grammar correct grammar.

Alona: You must be a grammarian.

Jerlizah: Yes

Alona: How about ma’am Hannah?

Hannah: Will just the same ma’am especially is communication

Alona: Oh hmm…

Hannah: Because there are some bashers already

Jerlizah: Yes (laugh)

Hannah: Around. Yes there are just against errors

Alona: Against you?

Hannah: Well of course! Because we’re not English majors

Alona: Aha!

Hannah: Well you have to

Alona: So who are bashing you, the English major teachers?

Hannah: example the…

Jerlizah: sometimes (laugh)

Hannah: sometimes, some students also

Jerlizah: especially if you are using…

Hannah: using the…

Jerlizah: a microphone

Hannah: Yes

Jerlizah: my goodness and the pronunciation is very wrong

Alona: So how do you feel? What’s your reaction when you are bash that way?

Hannah: Well first... (laugh)

Jerlizah: Sad

Alona: We just accept the fact that we were best not good in grammar buts…

Alona: Are you saying that this not our choice, this is not our faults.

Hannah: well…

Alona: You respond that way?

Hannah: We just stay silent

Alona: Ah… silent okay. So you were saying are here ma’am Hannah that as to teaching
strategies this English major teachers also have the edge
Hannah: really

Alona: Why?

Hannah: Well, whenever I was a practice teacher ma’am here, I just keep on observing
practice teachers also, well in the field in the future they will be English major, they
really have that one way of teaching the students unlike us because we don’t know the
maze in teaching

Alona: the practice teachers

Hannah: Yes!

Alona: but are these, practice also by the actual by the license professional teachers?

Hannah: License? Yes, well yes ma’am.

Alona: Yes

Hannah: ma’am Mabejo was different ways in teaching English, unlike us I guess were
not experience yet ma’am especially me, I’m just only 3 months in my teaching English

ALona: So in that and I’m sorry for the next question but do you think do you deserve
to be call as an English teacher?

Jerlizah: 50 % (laughing)

Hannah: Yes ma’am

Alona: 50%

Alona: So what is this 50%, the other 50% for?

Hannah: well that‘s the grammar thing

Alona: Okay, the teaching strategies

Hannah: teaching strategies in the grammar but…

Alona: How about…

Hannah: but

Alona: Yes ma’am Hannah?

Hannah: But there are other also, yes other aspects that were…
Alona: you lack?

Hannah: No ma’am, that we are…

Alona: Okay

Hannah: Yes because we as not non English major, we are more into the students, we
know their struggle

Alona: Oh hmm…

Hannah: Yes we are more…

Alona: Compassionate?

Hannah: Yes, compassionate. We go deeper down to their loved ones.

Alona: So that is your edge?

Hannah: Yes, because we understand more the student and we make some innovations
and other strategies unlike the English teachers are using, we make some alternatives.

Alona: Thank you ma’am Hannah. Yes ma’am Jerlizah? Do you think you deserve to be
called an English teacher?

Jerlizah: I guess so, it’s because I do believe in the saying “They can do it, so why
should I?” if they have different strategies can be rule and we Science major or those
non-majors that teaching an English subject can also have that kind of different
strategies.

Alona: Okay…

Jerlizah: They have the same struggles if the English teachers have those struggles,
different from struggles they are actually having the same struggles so I can leave that
we can be called as English teacher, we deserve to be an English teacher.

Alona: in the long run!

Jerlizah: in the long run, yes but next..

Alona: What do you think do you need so that later on you will be called English
teachers?

Jerlizah: For me, if we are going to focus in this subjects. It’s because we are teaching
other subjects just like Sciences because it’s our major and we also teaching English and
really if we can be focusing on that subject area definitely. We can adjust at the same
time; we can know those things that the English major knows.

Hannah: Yeah.

Alona: Thank you, so how do you assess your own capability in teaching English
subjects based on the following your content knowledge your pedagogical knowledge
and your understanding of the nature of the ESL learners, if we say context knowledge
this about content itself, okay mastery of the subject matter. How do you assess your
capability if we say one is the lowest then 5 in the highest which skill are you From one
to five?

Hannah: Content? Is there need to have a decimal point ma’am?

Jerlizah: point zero

Hannah: or whole number la?

Alona: It’s up to you ma’am.

Hannah: I think 3.5

Alona: 3.5 why ma’am?

Hannah: 3.5 because I’m not yet into that because 4 and 5 is I think good and excellent,
‘cause I really need to have more especially on yes on the grammar, basic of English I
need to go.

Alona: How about ma’am Jerlizah?

Jerlizah: I guess center 3.

Alona: Okay.

Jerlizah: Especially that is content. And mind you! Studying those lessons is already
struggle, struggle in studying, struggle in teaching and struggle also on the feedback of
the student and content. My gosh! There should be mastery.

Alona: What is the feedback of the student?

Jerlizah: Feedback, I’m looking at the score.

Alona: Ahh, okay.

Jerlizah: That is one, especially when they got a low score meaning to say the lesson that
I discussed are I mean I am not competent on the lesson that I discussed to the student.

Alona: How about pedagogical knowledge? Teaching strategies. You know Science
majors your focus of teaching strategies are into laboratory method. Right! Project
method, demonstrations while the English majors we have taught, we have been feed
the silent way method. Are you familiar with silent way?

Hannah: That’s the (laughing) the student one will just discovery learning? Ma’am?

Alona: Not really, the grammar translation method.

Hannah: Ahh, grammar.

Alona: total physical response are you familiar with that? So probably, you need
training or seminar.

Hannah: Yes.

ALona: Since you are giving the teaching loads. So far in your own classroom in the
actual teaching, what do you just do for students to succeed, to succeed, to pass the
quizzes, to be able to communicate in English? What do you do ma’am?

Hannah: ‘will be using perennialism write up.

Alona: How is it ma’am?

Hannah: Well, we just go to our module and...

Jerlizah: and discuss.

Hannah: and discuss.

Alona: discuss what are given in the module.

Hannah: Well we also let the student have their activity guided by us, motivated by us.

Alona: Okay. How about ma’am Jerlizah?

Hannah: (murmuring)

Alona: Do you conduct peer work, group work.

Hannah: Yeah, group work ma’am!

Jerlizah: Sometimes.
Alona: Ahh, Sometimes. Why sometimes? Is it depends on what is necessary?

Jerlizah: especially, if the topic is very difficult one wherein they have to learn it with
their partner having a cooperative or the think, share and peer…

Alona: okay.

Jerlizah: when focusing on the cooperative learning. If the subject is very difficult then
they really have to extend their hand.

Alona: what do you think the most difficult lesson in teaching so far? The most difficult
that you have managed that you have…

Hannah: well, for me ma’am the figure of speech.

Alona: figure of speech. So, what did you do was it more on lecture method?

Hannah: lecture method, providing them a lot of examples but even though you
provide them a lot they cannot…

Alona: so, you’re the one dominating the discussion?

Jerlizah: Yes.

Hannah: Yes.

Alona: okay. How about ma’am Jerlizah?

Jerlizah: same also.

Alona: figure of speech?

Jerlizah: yes. It’s because after the third quiz. My goodness! One to fifteen, although
there are really students who excel but majority of them are fails.

Alona: okay, Figure of speech. How about understanding of the nature of the ESL
learners? The ESL ma’am stands for English on a Second Language. So, based on your
assessment self-assessment. How do you assess yourself as toward your understanding
of the nature of the ESL learners? We are all ESL learners of the second language.

Hannah: yeah.

Alona: language. So, our students are the ESL. So, how do you understand them? For
example in motivating them to speak in English? Do you do that? Do you encourage
them to speak English outside of the classroom? Do you have English only policy inside
of the classroom? Do you correct them at once when they have committed errors or you
just give them the context? You don’t correct at once because you believe that they will
be intimidated especially if they are frustrated.

Jerlizah: I always see to it that they can. Yes definitely, they can now use the English as
their language in communicating their classmate but, if there are mistakes I really have
to correct it.

Alona: so that, this mistake will not be repeated.

Jerlizah: yes! It’s because if we let them do it again and again, it will always be mistake
and maybe when they grow up it will be repeated again. So, why not at their young
age, you really have to correct them.

Alona: okay. When you correct them ma’am Jerlizah, do you observe that the next time
around when they are taught to recite they are already hesitant to recite because they
are afraid probably to be corrected.

Jerlizah: no.

Alona: they are not.

Jerlizah: because I see to it that, when I’m going to correct them I know this friendly
ways Non-intimidating.

Hannah: yes!

Alona: how about you ma’am?

Hannah: we are the same with ma’am Jerlizah. Yes! In terms of correcting their errors a
day, especially during presentation. Well, I in a manner of friendly manner, in manner
that they will be motivated to speak or another round of presentation. So, even though
they are not yet grammatically correct because I always say that “Nobody is perfect…

Alona: okay.

Hannah: keep on practicing”.

Alona: correct! Keep on practicing.

Hannah: yes.

Alona: so far, they follow?

Hannah: they follow.

Alona: well even outside of the classroom?

Hannah: I don’t know even…

Alona: you cannot…

Hannah: but I have for my grade 9. I always have them English-policy. Well, if they
commit especially them, speaking our vernacular language. I’m little bit, sort of
punishment to them. They will sing a song.

Alona: wow!

Hannah: oh, yes ma’am. Just the chorus

Alona: singing a song only, not like before that we have to collect one peso from our
classmates for every waray-waray word.

Hannah: I don’t want that collecting.

Alona: okay, so how do you assess how about listening speaking, reading, and writing?
Hannah: ah, well…
Alona: This are the four macro skills in English. How do you assess your proficiency in
terms of this macro skill? Let’s say general question first, among the four macro skills
which do you think is the most difficult to learn and the most difficult to teach? The
most difficult to learn as an English teacher and the most difficult to teach to your
student which among the four macro skills?

Hannah: Difficult to learn for me is, learn by me or by my student?

Alona: or enhance let say enhance difficult to enhance

Hannah: enhance by my students?

Alona: by yourself ma’am

Hannah: of by myself speaking…

Alona: Speaking …

How about ma’am Jerlizah?

Jerlizah: speaking
Alona: speaking. so far your speaking skill? are good enough in the classroom? so far…

Hannah: in the…

Alona: but you're not still confident

Hannah: yes ma’am
Alona: how about listening

Hannah: listening

Alona: listening attentively listening with comprehension

Jerlizah: Well I really like that listening ma’am especially when someone is talking

Alona: the same here

Alona: how about writing?

Jerlizah: I might say that I’m really good enough in writing but not in speaking

Hannah: Well…

Jerlizah: Because in speaking you really have to expand your ideas, you must be good

Hannah: not Instant answering ma’am.

Alona: okay, unlike in writing you have the time to edit yourself

Jerlizah: yes like! There are a lot of words that being… unlike speaking it is impromptu
one

Alona: How about reading?

Hannah: I’ve been reading ever since I was a kid

Alona: that's even already don`t you find reading boring?

Hannah: no never once in my life

Alona: all right, so the most difficult to teach to your students, which skill?
Hannah: to my student? I think, they are listening, Speaking and writing. For listening,
well, they can listen especially during audios, like that. In reading, well they can read
but in writing and speaking especially in writing grammar, the correct punctuation…

Alona: right, because writing and speaking are the productive skills they need to
produce the language unlike listening and reading they only get or receive information.
Ma’am Jerlizah?

Jerlizah: ma’am, same also its writing and speaking. Because students nowadays are not
fond reading.

Hannah: yes ma`am, that`s true.

Alona: but when you scroll down your Facebook my goodness! They are good in
speaking English but during class hours, is it their own words or their own intellectual
property?

Jerlizah: I guess so. Maybe some of the student are just shy in participating

Hannah: but in social media they’re not

Alona: because that is their...

Hannah: yeah

Alona: what could be the best way that we will be able to motivate them, to express
their feelings inside the classroom, rather that isolating themselves and communicating
the technology?

Hannah: well for me, yes I don’t have some activities that use in social media, the other
teacher are using Facebook.

Alona: they already even allowed I have that, right?

Like there’re not allowed to have that right? They are not yet 18, diba? Is there no issue
regarding that?

Hannah: no.
Alona: school issue?

Hannah: well, I don’t allow them to have their cellphone.

Alona: inside the classroom?

Hannah: I really confiscate.
Alona: So going back to my question, so how do you asses your English proficiency in
terms of the following? So in general from one to five your proficiency is? Is it one, two,
three, four, five?

Hannah: for all?

Alona: for all

Hannah: four

Alona: four, okay. Why ma’am?

Hannah: well, four ma`am I can speak English, listening, reading, and writing. Four
ma’am, I’m not that yet very good enough that I will choose five, but four are the best.
Alona: how about you ma`am Jerlizah

Jerlizah: it`s actually four, I cannot sound to everyone that I am confidently, excellently
that I am good with those four, with those skills.

Hannah: yeah

Jerlizah: I know how to speak, I know how to listen, I know how to write but not that as
an excellently unlike the English majors.

Alona: okay. Okay so next question. Thank you ma`am for you is there a relationships
between your confidence in teaching English and your overall English proficiency? Is it
because you’re confident that you know you are proficient or is it the other way
around? You know you are proficient, you have the four as a rating of your proficiency
that`s why your confident? or they are not simply related, what do you think? Are they
related vice versa or they are not? Your belief in yourself that you can do it and your
proficiency?
Jerlizah: for me even though you’re not good in English in proficiency but if you are
confident enough that you can actually speak that you can actually write. For me, in
totally you will be a good one.

Alona: okay, so proficiency doesn’t matter with your confidence, so you’re saying that
confidence is necessary first for you to have proficiency?

Jerlizah: yes for me.

Alona: yes ma`am?

Hannah: well for me, I opposing to ma’am Jerlizah

Alona: you oppose. Why ma’am Hannah?

Hannah: because you need proficient first before you gain that confidence. I do believe
on that.

Alona: that these skills are important?

Hannah: yes! In order for me to be confident I need…

Alona: so you’re saying that when you were given the teaching loads what you had was
confidence and what you had was proficiency. Your asset was your proficiency and
your asset was confidence.

Jerlizah: perhaps.

Alona: perhaps, ma`am Jirlizah is not sure?

Jerlizah: yes

Alona: okay, so they are related?

Hannah: related.

Aona: related or interrelated? Related only?

Jerlizah: related because if you are actually confident, you can be an English professor
Alona: okay thank you. Now what pedagogical strategies do you use in teaching
English subjects? Earlier you mention about being peer share, cooperative learning.
What other activities or strategies that you actually employ in your classroom?

Hannah: well ma`am I`m using ma’am the socratic method because I want to…

Alona: you think that`s effective?

Hannah: well in some aspects, yes in some topics, I think yes especially in collaborating
for further explanation.
Alona: what else Hannah?

Hannah: ahh... graphic

Alona: do you use videos?

Hannah: yes ma’am. Especially in ma’am Analiza.

Alona: okay. Do you allow your students to speak impromptu like there is one session
where in all of them will be saying something about the issue? A little do with
impromptu?

Hannah: okay, if there is sufficient time.

Alona: if there is sufficient time. Ma’am Jerlizah?

Jerlizah: earlier.

Alona: wow!

Jerlizah: but not actually…

Hannah: but not all of them.

Alona: but not all of them

Jerlizah: It’s just that I really cannot force my students in English or how can I motivate
them if they will not be using the English language?

Alona: ohm…

Jerlizah: okay, just that in motivating them, I always told them to express yourself. First
thing and foremost Since you are scared, you are fear with using English language.
Why not use our dialect and later on, try to translate it.
Alona: okay.

Jerlizah: That’s the best thing; I actually do with my students.

Hannah: well for me ma’am if they cannot really express it because I understand their
situation, I let them write their ideas.

Alona: write first

Hannah: then you will voice out and they will read aloud.

Alona: so that, is it so far effective?

Hannah: yes po.

Alona: they always do that or next time. They don’t need a paper anymore?

Hannah: uhmm… gradually they can talk without writing first.

Alona: okay, so as an English teacher what is your goal for your students? Okay.

Jerlizah: to learn something from me especially to the subjects and them to be confident
enough in communicating…

Alona: okay.

Jerlizah: because I always believe that during my time, I can speak English so right now
everything is in there so why should not be possess the qualities that I have as today If I
know how to speak English you can also speech English, it’s just that you really have to
meet something Because before I have this ability of speaking, I always actually read a
lots of books, test paper, movies.

Alona: because you cannot give what you don’t have right? When you have a quantity
of readings, then you also have the quality of writing.
Hannah: yeah:
Alona: and speaking. If you read a lot them you have something to speak and to write
Hannah: yeah…
Alona: that’s good
Jerlizah: it’s because especially the lesson is how to improve your vocabulary
Hannah: ohm…
Alona: correct
Jerlizah: I keep, I mean inspiring them that before I am fond of reading during my time,
college I have to go to library.
Hannah: Library
Jerlizah: and then collect some newspaper read them…. In that manner
Alona: because that’s one factor right? The vocabulary is one factor that helps you to
speak well.
Hannah: yeah…
Jerlizah: I mean I have to read English novels
Alona: wow!
Hannah: novels
Jerlizah: or stories
Alona: same here
Jerlizah: long stories
Hannah: yeah.
Jerlizah: where is there are a lots of difficult word it yes then I’m going to…
Alona: have a dictionary
Jerlizah: write down yes use in dictionary
Alona: same here! (laugh) I don’t know why students now don’t have that’s study
habits.
Hannah: yes ma’am! Correct.
Jerlizah: because ma’am I guess, with the technology
Hannah: technology
Alona: they already distracted of technology even if I came upstairs I saw 2 students
who are in the corner and they were using their phone, they are into cellphone “talaga”
they are addicted to social media. At their age they already have … what the do you call
that? Touch screen.
Hannah: yes they even have twitter ma`am
Alona: diba? At their age!
Jerlizah: they have a good cellphone than us
Alona: ohm...
Hannah: yeah
Alona: okay anyway so how about communicative competence how do you understand
this?
Jerlizah: for me…
Alona: what for you is communicative competence?
Jerlizah: you are competitively ma’am
Hannah: yes
Jerlizah: communicating to other people on esp. using interactional language
Hannah: hm…
Alona: okay
Jerlizah: you understand.
Alona: hm...
Alona: you understand, you are not only there listener but at the same time there, the
speaker.
Alona: the communicator
Hannah: okay.
Hannah: yeah the two of them go hand and hand.
Jerlizah: yes, now ma`am
Alona: hmm. So that’s you understand communicative competence. Okay so can you
differentiate the dramatically oriented and communicatively-oriented? If you can recall
in the last part of the questionnaire that you have a respondent, the checklist!
Hannah: yes ma`am
Alona: the last part there talks about your, determining your teaching strategies
whether you are dramatically oriented or communicatively oriented. So how do you
understand this two hain kamo dida dramatically or communicatively?
Hannah: grammar?
Alona: dire siguro
Hannah: yes the content of English
Alona: the content?
Hannah: well communicatively oriented
Alona: speaking? Orally
Hannah: more on speaking and grammar writing.
Alona: okay
Hannah: well also on speaking.
Alona: so in your case were do you belong or which one is your identity? Are you a
dramatically oriented teacher or a communicatively oriented teacher?
Hannah: Oh, I think both
Alona: both
Hannah: I will that…
Alona: parang neutral?
Hannah: neutral
Alona: neutral to two, okay.
Hannah: communicatively oriented. Yes, especially when I teaching oral
communication context. I really see to it their good communication Grammar. Well, at
the middle part only.

Alona: how about ma’am Jerlizah?

Jerlizah: for me, both.

Alona: both liwat. So far, when I observe your classes. I noticed that you really are both
communicatively and grammatically. Actually this interview is just to justify the
observation and your answers to the questionnaire. So far, you really are, I mean the
two orientation of language teaching. Okay, so for you is there a relationship between
your confident to teach English and your actual teaching?

Hannah: yes ma’am!

Jerlizah: yes.

Alona: aha… is it your confidence that affect your actual teaching or is it the actual
teaching that affects your confidence?

Hannah: well, that’s the time that confidence first.

Alona: okay, you didn’t oppose this time. (laugh)

Hannah: o yes, for actual teaching we cannot teach very well from the beginning up to
the end if we don’t have the confidence. The guts!

Alona: the guts! Yes ma’am Jerlizah?

Jerlizah: yes! There is really relationship of the confidence in the actual teaching because
during actual teaching, you actually being confident especially if…

Hannah: wow!

Jerlizah: you see, your students learning from you. It’s something that it boost actually
you energy, boost your confident.

Alona: so you are saying that, actual teaching first before confident?

Jerlizah: yes.

Alona: oh you’re opposing the…

Jerlizah: no, I’m not opposing… sorry. (laugh)

Alona: really? That’s interesting answer… it’s not thought your expecting actually that
actual teaching first, then your confidence that when you observe your self being good
in the actual teaching that boosts your confidence.

Hannah: confidence.

Alona: wow, okay.

Jerlizah: it’s because when we…

Hannah: oh, best answer ma’am. (laugh)

Jerlizah: whatever you saw, whatever the feedback of your students it really matter for
us. As the teacher so if that feedback is good, definitely you are boosting your
confidence.

Alona: okay.

Jerlizah: that’s for me.

Alona: thank you ma’am Jerlizah. At this time, how about relationship between your
proficiency and your actual teaching? or use of pedagogical strategies? Are they
related?

Hannah: yes ma’am, definitely.

Jerlizah: yes, they are really related.

Hannah: in order for you to have that positive result in your actual teaching you need
to be proficient the overall totality.

Alona: okay, peace tayo. We agree each other (laugh). Okay thank you so much. And the
last question, what was so far the best experience that you had or you have in handling
English subjects? For ma’am Hannah, in three months’ time what was so far the best
experience that you have or you had?

Hannah: best experience? Was that they really all understand the lesson and that
motivates me to further enhance my strategies in order for them to learn more English,
that’s my best experience. So far, when I look at their eyes that they said I will not party
daw to enter the class in your English subject.

Alona: wow!

Hannah: some of my students are like that.

Alona: so that’s fulfilling for yourself.

Hannah: yes.

Alona: how about ma’am Jerlizah?

Jerlizah: for me, since students do so the subjects.

Hannah: yeah yeah…

Jerlizah: whenever they go out of their room, they are smiling faces and then every time
there’s really someone and I’m really happy that I have that student that every time we
dismissed, someone will say, “ma’am thank you!”

Alona: wow! Balitaw hanu?

Hannah: yes ma’am!

Jerlizah: that’s really fulfilling. I mean, although you’re not good in English, although
you are struggling in English but then again you have that… I mean, that’s actually
blessing in disguise.

Alona: okay.

Jerlizah: you help the other students, the other way around.

Alona: nakaka-touch. Okay English is fun, thank you so much ma’am Jerlizah and
ma’am Hannah. So that’s end our interview. Thank you.