CHAPTER I

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the context

and rationale, the statement of the problem, scope and delimitation, significance of the study,

and definition of terms of the study.

CONTEXT AND RATIONALE

According to the British Council (2022), knowledge of English is crucial for people

wishing to study, work, or live in an English-speaking country, as it enables effective

communication and understanding in different contexts and environments. English language

proficiency is the level of competence or skill that a person has in communication,

understanding, reading, and writing the English language. It encompasses the ability to use

proper grammar, pronunciation, and vocabulary in different contexts and situations. English

proficiency means mastery of language skills, including mastery of English in listening,

speaking, reading, and writing. English proficiency is operationally defined as passing an

English language test (Law Insider, 2023).

Many studies recognize that English proficiency contributes to academic performance

and ultimately impacts careers. Whether English proficiency could be a predictor of students’

academic performance (Azkiyah…et al, 2023).

According to the latest Social Weather Stations survey, nearly half of Filipino adults

nationwide are proficient in English. The survey, conducted March 26-29, 2023, found that at

least 47% of Filipinos are able to think in English (Ryan, 2022). The Senior High School
(SHS) covers the final two years of the K to 12 program and includes grades 11 and 12. In the

SHS, students complete a core curriculum and subjects in a major of their choice. The

Philippines slipped four places to 22nd out of 111 countries with a score of 578 in the 2022

edition of international education firm Education First's (EF) English Proficiency Index

(EPI). The country's EPI score is classified as high proficiency and is considered sufficient

for tasks such as making presentations in class, understanding television programs or reading

newspapers. The Philippines ranked second highest in English proficiency in East and

Southeast Asia behind Singapore (English Proficiency Index, 2022).

The Philippines is recognized globally as one of the largest English-speaking nations

with majority of its population having at least some degree of fluency in the language.

English has always been one of the official languages of the Philippines and is spoken by

more than 14 million Filipinos. It is the language off commerce and law, as well as the

primary medium of instruction in education. In the Philippines, some literatures linking the

proficiency of Senior High School (SHS) students and their skills through writing or speaking

proficiently using English language. In addition, international research on this topic provides

some evidence that goes beyond students’ English language proficiency and provides some

different reasons that impact students’ English language proficiency.

The researchers observed that English language proficiency is essential as a student,

that’s why we created this strategy called EL PRO LITERACY. The EL-PRO LITERACY

strategy is a comprehensive educational initiative designed to improve the English reading,

writing, speaking and listening skills of individuals. This program is delivered through face-

to-face classes, making it flexible and convenient for individuals and also this program

consists of fun and entertaining activities. Therefore, the purpose of this study is to determine

and improve the proficiency level of the Senior High Students (SHS) in Gabi National High

School in using English language.

RESEARCH OBJECTIVES

1. To improve or develop the English language speaking, writing, listening, and

reading skills of the participants.

2. To help the participants to communicate effectively.

3. Students should be able to effectively convey their thoughts and ideas through

speaking, writing, listening, and reading in English.

4. To gather information about the respondents profile and their English language

proficiency levels before and after the implementation of EL PRO Literacy.

LITERATURE REVIEW

With the aim of deeper understanding of the nature of the study, presented in this

section is the related literatures and studies. There are some reading resources gathered from

online references which are considered significant to achieve the aforementioned.

English Language Proficiency

The term "language proficiency" describes the capacity to use language for a range of

interpersonal and professional contexts. Users who are proficient are considered to have a

strong command of the language they are able to communicate with other speakers

intelligibly, grasp the language with ease, and articulate a variety of ideas both orally and in

writing. Typically, language competency is measured using five performance indicators, i. e. ,

appropriateness, capacity, complexity, accuracy, and fluency. A person is fluent in a language

if he can automatically implement the guidelines and elements of language in spontaneous,

real-world situations according to Rubio and Hacking (2019). This competence highlights the

breadth of the language even further user's awareness of the location, time, and method of
Language usage and acquisition will occur (Ocampo, 2021). A person is considered

proficient in English if they can read and comprehend written texts in the language with ease,

write texts in the language with ease, follow and comprehend spoken English, and speak the

language in a way that other people can understand, and an individual who is proficient in the

language can use it for both written and spoken communication. (Adytia, 2020). Moreover,

understanding grammar helps us arrange our thoughts and words into coherent sentences.

Furthermore, Pachina's (2019) study noted that providing learners with grammatical

structures in context can facilitate the acquisition of new grammar forms and structures.

Additionally, learners who are able to understand the context are more likely to effectively

communicate using these grammatical conventions.

The English proficiency of the Philippines decreased from a rank of 20 in 2019 to a

rank of 27 in 2020, according to the English Proficiency Index (EF Education First, 2022).

This demonstrates an unsettling decline in the Filipinos' level of English proficiency. And

according to Tolentino and Santos (2020), expanding one's vocabulary is essential to

becoming a better speaker. Additionally, it was discovered that speaking differed

significantly depending on the reading proficiency of the group. According to the findings,

there are various predictor variables for listening and reading proficiency, and the students

from higher socioeconomic status would prefer to attend universities where the primary

language is English in order to advance their language skills (Calma, Lapuz, Quizon, Santos,

Tupil, 2023). The Philippines used to be acknowledged as a nation that excels and claims to

be an expert in use the English language. The Filipinos were competent in a variety of speech

contexts in English circumstances. Its use is extensively shown in education, where it is

regarded a key subject and is imparted from elementary school to university education.

Additionally, it serves as the primary teaching medium in both public and private schools

(Armea, et.al., 2022).

 .

Respondents Proficiency regarding to Reading, Speaking, Writing, and Listening

Students lack language experiences, which include poor grammar or a vocabulary that

is too small for communication, as well as a lack of desire and drive to learn the language

(Nithideechaiwarachok, Maneekanon, Buphada, 2022). Speaking becomes a barrier for both

educators and learners (Bouzar, 2019), as teachers find it difficult to choose an efficient

teaching strategy and learners find it difficult to follow the right procedure to become

proficient in the language. Proficiency in written and spoken English is essential for every

individual. A clearer and more effective communication connection will result from doing

this. The Senior High School students were classified as "Proficient Users of English" or

"High" level of grammar and reading comprehension. Despite the English language is not the

original language of the country, the pupils display commendable performance includes

grammar and reading comprehension. This indicates that they have mastered the fundamental

linguistic elements that serve as the basis for learning the English language (Manuel, 2022). It

is well known that most people speak English as their first language when using media.

Convey intents, such making a request or offering a service. According to Jabbarova (2020),

effective communication is crucial, and necessary in this era of globalization, especially for

communication between nations. Furthermore, Rao (2019) asserted that speaking is the most

crucial ability to acquire out of the four primary abilities needed to learn a foreign or second

language. In fact, coming up with utterances can be difficult when teachers ask students to

present their ideas on various subjects to the class. They make a variety of errors that lower

their ability to speak English well. However, it is possible to find people who can

appropriately produce the various sounds of a foreign language; as a result, they are unable to

communicate their ideas clearly. On the other hand, some people are able to express

themselves clearly but are also unable to pronounce every word correctly.
 There are several special difficulties faced by teachers who work with students who

speak limited English. The most important of these is making sure that students receive both

rich and demanding instruction and are taught to listen, speak, read, and write in English

(Olaivar, 2023). A better understanding about the motivation to learn English would help the

university and English teachers work together to improve the language learning environment

and to stimulate students’ motivation (Nguyen, 2019). Being able to communicate with people

from different countries and gain more knowledge from outside resources are just two

advantages of being fluent in English. It will also improve overall skill set. The four skills of

speaking, writing, reading, and listening are the ones must concentrate on if wanted to be

proficient in English. Being fluent in English is challenging for a variety of reasons, both

internal and external (Martin, 2022).

In conclusion, language proficiency is a key for effective communication. Reading,

writing, speaking, and listening skills are interconnected and equally important in language

proficiency. In order to improve language proficiency, students need exposure to more

reading and writing activities, and expansion of vocabulary. Poor language experience and

lack of desire to learn the language can hinder language proficiency. Tests taken before and

after are used to gauge the knowledge acquired from taking part in an educational program.

Strategies for active learning include the fact that children are involved in activities (like

reading, listening, writing, and speaking), i.e., participating in more than passive listening,

with a stronger focus on fostering students' abilities (Shivaraju PT, Manu G, Vinaya M,

Savkar MK). Therefore, it is essential to provide a communicative classroom framework that

emphasizes listening, reading, writing, and speaking skills to ensure excellent language

proficiency.
STATEMENT OF THE PROBLEM

This study aims to determine how the students are proficient in using the English

language. Also, it aims to improve the proficiency level of the students in the English

language.

Specifically, this study seeks to answer the following problems;

1. What is the profile of respondents in terms of:

a.) Sex

b.) Grade level

2. What is the level of proficiency of the respondents in pre-test and post-test?

a.) Reading

b.) Speaking

c.) Writing

d.) Listening

3. Is there any difference from the pre-test to the post-test of the students in English

language proficiency after exposing them to the EL PRO Literacy Strategy?

RESEARCH HYPOTHESIS

Null Hypothesis (Ho)

 There is no significant difference in the distribution of respondents in terms of sex.

 There is no difference between the level of proficiency of the respondents in pre- test

and post-test.
  There is no difference from the pre-test to the post-test of the students in English

language proficiency after exposing them to EL PRO Literacy.

Alternative Hypothesis (Ha):

 There will be more male students that will be exposed to the strategy than female

students.

 The students have higher proficiency level in post-test than the pre-test.

 There is a difference from the pre-test to the post-test of the students in English

language proficiency after exposing them to EL PRO Literacy.

LIMITATIONS OF THE STUDY

The study limits to the objectives of this study which is to improve the English

language proficiency level of the students at Gabi National High School particularly in Grade

11 Apollo enrolled in 2023-2024. This research uses the quasi-experimental design to collect

the data needed and it will use the purposive sampling method.

SCOPE AND DELIMITATION

This study will be conducted to the senior high school students particularly in Gabi

National High School. Focusing on improving the proficiency of Senior High School students

in using English language. The 2023-2024 academic years are when the data for this study

will be collected. Moreover, this study will use the quasi-experimental research design. The

researchers will use the purposive sampling method to get the 41 respondents to get the

student-participants who will be exposed to the study among the Grade 11 Section Apollo
students in Gabi National High School. Additionally, this research study uses statistical tool,

which is to get the mean and percentage of the results, to identify the results of the study.

BACKGROUND OF THE ORGANIZATION

This study will be conducted in Gabi National High School, Purok 7, Barangay Gabi,

Municipality of Compostela, Province of Davao de Oro. Gabi National High School was

established on the 25th day of July, and was previously known as Gabi Community High

School. This learning institution is currently operating multi grade classes from Junior High

School or Grade seven to Grade ten and Senior High School or Grade eleven to Grade

twelve.

This institution is the school of the students from barangay New Alegria which is 2.3

kilometre far from the school of Gabi, barangay Magading which is 2.8 kilometre far from

the school of Gabi, and students from barangay Gabi where he school is located.

In the year 1980, the school was renamed Gabi Barangay High School. Eight years

later, the school was renamed and became Gabi National High School spearheaded by the

late Mister Gervacio Miasco. After a year, the site of the school was approached by

Presidential Proclamation No. 449 signed by then President of the Philippines, Corazon C.

Corazon. It was all made possible because of the perseverance and diligence of the barangay

officials led by Mister Fausto Libranza. Gabi National High School have four two-storey

buildings, one three - storey buildings, five-one storey buildings, and one multipurpose gym

that is used by staff, teachers, and students of this institution.

 Figure 1. Drone Shot of Gabi National High School, Gabi, Compostela,
Davao de Oro

SIGNIFICANCE OF THE STUDY

This study will be beneficial to the following:

Administrators. The result of this study will serve as information for them and will help to

teach and guide the students according to their proficiency in using the English language.

Teachers. The result of this will serve as motivation for the teacher to guide their students to

be proficient in using English language.

Students. It will serve as basis for the students determine how proficient they are in English

language.

Parents. The outcomes of this study will benefit to the parents to be aware of how proficient

their children in using English language.

Future Researchers. The outcome of this study will serve as a reference and information to

the other researchers who will conduct a study related to the topic.
RESEARCH PROJECT, INNOVATION AND STRATEGY

Figure 2. EL PRO Research Innovation

Created an Transferred the

Created an
account in Book activities to
activities
Widgets Blogger

How it will works:

Step 1: Search and open the Blogger

Step2: Sign in and create an account

 Step 3: Create a Title blog

Step 4: Go to the Reading List

Step 5: Click the Manage button

 Step 6: Then, tap the ADD button

Step 7: And, paste the URL/link to answer the activities

 Chapter II

METHODOLOGY

REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
REGION XI
DIVISION OF DAVAO DE ORO
Compostela, Davao de Oro

PROJECT DESIGN, COST ESTIMATES AND TIME SCHEDULE

Table 1. EL PRO Project Design and Time Schedule (Gantt Chart)

Title of the EL PRO Literacy
Project
In order for students to improve their level of English language
Rationale proficiency, they need to be exposed to more reading, listening, speaking
and writing activities (Racca and Lasaten, 2018).
The EL PRO Literacy reflects the results of other research study to
make initiative in creating activities for the students for their proficiency
in English language. This strategy is an empowerment for students to
improve and develop their speaking, writing, listening, and reading skills
in English language to be able them to communicate effectively through
English language.

The objectives of EL-PRO Literacy are the following:

Objectives
1.) To improve or develop the English language speaking, writing,
listening, and reading skills of the participants.
2.) To help the participants to communicate effectively.
3.) Students should be able to effectively convey their thoughts and
ideas through speaking, writing, listening, and reading in
English.
4.) To gather information about the respondents profile and their
English language proficiency levels before and after the
implementation of EL PRO Literacy.
The EL-PRO Literacy (English Language Proficiency Literacy)
Project strategy is a comprehensive educational initiative designed to improve
Description the English reading, writing, speaking and listening skills of individuals.
This program is delivered through face-to-face classes, making it flexible
and convenient for individuals and also this program consists of fun and
entertaining activities. Therefore, the purpose of this study is to
determine and improve the proficiency level of the Senior High Students
(SHS) in Gabi National High School in using English language
 One applicable philosophy of education that can guide our EL
Applicable PRO Literacy strategy is constructivism. This theory emphasizes the
Philosophy of importance of student-centred learning and the idea that individuals
Education
construct their own understanding and knowledge through active
participation in the learning process. By incorporating interactive
activities in the classroom, students are not only able to practice and
apply their language skills in a meaningful context but also actively
engage with the material, making learning more enjoyable and effective.
In addition, incorporating technology into our language
proficiency strategy can also be beneficial. Interactive online platforms
and applications can provide students with additional opportunities to
practice their English language skills in a fun and engaging way. These
tools can also provide immediate feedback on students' performance,
allowing them to track their progress and areas for improvement.
The following indicators will determine the success of the Strategy:
Success 1.) English Language Proficiency Test -2024
indicators
 Students Post-test Scores

Gantt Chart February March April

Weeks 1 2 3 4 1 2 3 4 1 2 3 4

Task 1
Task 2
Task 3
Task 4
Task 5
Task 6
Task 7
Task 8
Task 9

Legend:

Task 1= Consultation

Task 2= Format Modification for Research undertaking

Task 3= Project Approval

Task 4= Concept Introduction

 Task 5= Innovation Proposal and Making

Task 6= Drafting of the Activities

Task 7= Creation of Activities to be Used

Task 8= Arranging of Activities to an Specific Website

Task 9= Manuscript Completion

COST ESTIMATES

Table 3. Detailed Budget Requirement

Budget Line Item Description Amount Needed Proposed Sources
Bond Paper Use for the printing PHP 300.00 Researchers Own
of assessment. Allowance
Cellphone Load Use for making the PHP 200.00 Researchers Own
activities. Allowance

RESEARCH DESIGN

This study uses the quasi-experimental research design to determine the experimental

and controlled groups from the population. The experimental group is the students who got

75% below score in the pre-test, and automatically the students who got 75% above is the

controlled group. Therefore, this study will use survey questionnaire to measure the English

language proficiency of the students. Then, the data collected will be analyzed using

statistical methods to determine if there is a significant difference between the pre-test and

post-test of the students.

Define the research question

 Choose the research design

Select sample

Develop the data collection instrument

Create a program or strategy

Implement the program or strategy

Implement the data collection

Analyze the data

Draw conclusion and interpret results

Figure 2.Schematic Diagram

The researchers first defined the research question to help the

researchers identify the data that is needed. Second, the researchers chose the

research design to ensure that the study is conducted efficiently and effectively.

Third, the researchers select the sample to determine the target population and
select a sample that represents that population. Fourth, the researchers develop the

data collection instruments based on the research design and identify the data

collection instruments to be used such as the questionnaires. Fifth, the researchers

create a program or strategy to be implemented on the respondents. Sixth, the

researchers implement the program or strategy that had been created by the

researchers. Seventh, the researchers implement the data collection by

administering the data collection instruments to the selected sample. Sixth, the

researchers will analyse the data by checking the data for errors to ensure the data

is accurate, complete, and free from errors, choosing the appropriate statistical test,

calculate the descriptive statistics, and conduct inferential statistics. Lastly, the

researchers draw conclusion and interpret the results based on the analysis of the

data, drawing conclusion and interpret results in relation to the research question.

THE POPULATION AND SAMPLE

In this research study, there are 42 of total population. To get the sample population

the researchers used the purposive sampling method and the population got specifically from

the adviser of Grade 11 section Apollo. , the researchers chose the experimental group from

the results of the pre-test and the remaining population are the controlled group. From the

results of their pre-test, there are 11 students in the controlled group and 31 in the

experimental group.

Table 2. Distribution of the Respondents

 Grade SEX TOTAL PERCENTAGE
Level/Section (%)
M F

11- APOLLO 17 25 42 100%

Experimental Group Controlled Group

Sex Total Percentage % Sex Total Percentage %
M F M F Total M F M F Total
14 17 31 33% 41% 74% 3 8 11 7% 19% 26%

DATA GATHERING PROCEDURE

In the realm of data analysis, this quantitative research approach is employed to

systematically evaluate and enhance students' English language proficiency. The researchers,

who act as facilitators, meticulously design and implement various strategies to empower

students in this domain. By collecting and analysing numerical data, such as pre- and post-

intervention test scores, the researchers can objectively assess the effectiveness of the

facilitation methods. This study allows for a thorough examination of the improvements

made by the students, providing valuable insights into the most successful teaching

techniques and enabling further refinements to be made in the future. Ultimately, this data-

driven methodology serves as a crucial tool in empowering students to excel in their English

language skills and fostering a positive learning environment.

Moreover, this research aims to explore the impact of EL PRO Literacy strategy on

students' English language skills. Through the systematic collection and interpretation of

quantitative data, this study can provide valuable insights into the efficacy of different

teaching methodologies, allowing educators to make data-driven decisions and enhance the

overall learning experience for students. Consequently, the findings from this research have
the potential to contribute to the improvement of English language proficiency among

students and foster a more inclusive and skilled global community.

DATA ANALYSIS PLAN

In this research study the researchers used the quantitative method focuses on quasi-

experimental method.

The researchers will use statistical tool to validate the data that will gather. The

statistical tools used are:

Analysis Statistical Tool

1. 1. What is the level of

proficiency of the respondents Percentage and Weighted Mean

in pre-test and post-test?

a.) Reading

b.) Speaking

c.) Writing

d.) Listening

2. 2. Is there any difference from

the pre-test to the post-test of

T-test
the students in English language

proficiency after exposing them

to the EL PRO Literacy

Strategy?