DEVELOPMENT ON THE FOUR DOMAIN SKILLS OF ENGLISH LANGUAGE

BY THE GRADE 12 CONTACT CENTER SERVICES STUDENTS

THROUGH WORK IMMERSION

by

Jericho C. Valencia

Ma. Margie Sally Mae M. Austria

Maria Christina Ann D. Austria
Regielyn Mae S. Mendoza
Jenneth Mae M. Miraflor
Kayla G. Baluyot
Arjie C. Manuel

A Research Study Submitted in Partial Fulfillment

of the Requirements for Inquiries, Investigation and Immersion

March 2018
 ABSTRACT

The present study aims to find out the development of the students on the four

domain skills which are reading and comprehension, writing, listening and speaking that

can contribute to student’s proficiency in English language. The researchers got 30

respondents out of the population of Grade 12 Contact Center Services students that

underwent through work immersion and be described in terms of age and sex. It used a

survey descriptive research design and a Likert-scale survey questionnaire to gather the

needed data and interpreted using a mean scale.

Based on the findings, students had widened vocabulary and the acquisition of

knowledge (3.47) for reading and comprehension. In writing skills, students have prior

knowledge with the different written formats (3.07). Moreover, in listening, students have

been attentive to jot down notes (3.17) and for speaking, students were able to respond

correctly with the questions (3.10). These developments on the four domain skills

contribute to English language proficiency of students that interpreted as well-develop

and almost develop skills.

With all the significant developments, work immersion played an important role

for the students to acquire the skills needed in their future career. The proficiency of

students in English language is a great advantage to be competent in their preferred job.

Hence, the researcher suggested having an equal attention with all the skills will give

excellent results whereas for further study, it is advisable to include the grade in work

immersion as variable and also, to conduct a pre-test and post- test to have an accurate

and reliable outcomes.

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Language is the tool or mean of communication that used to express one’s

emotions, ideas and desires in spoken or written forms. Language in general has different

characteristics specifically systematic, social, productive, creative and universal.

Systematic in such way there were rules to be followed, socially used to interact with

group of people that could be understand by all, can be changed or improved for the

needs of society. It could be culturally transmitted and learned in multifaceted angles

In the Philippines, English is the second language used in communication and

merely considered as the universal language. The English language as a medium in

teaching could help the students to be an effective communicator. Also it was a need of

the student to be proficient with the language as an edge in professional, academic and

social condition. English language proficiency is the ability to use the language

effectively in communication in written and spoken context. Now, Philippines was no

longer on the top for English speaking country in Asia and that was an alarming impact to

the job providers in and out the country as the Department of Education took action to

intensify the effort in providing educational system that would improve the proficiency in

English among Filipino students. On the other hand, teachers must consider be competent

enough to use the language for them to teach the students to be critical and analytical in

communicating with the use of English (Ronda, 2009).

 English language here in the country was unique because it was challenging to

learn as a second language. Contradictory with its uniqueness and importance, most

people and likely to be students were facing problems to be proficient in English

language. Merely because English language became vernacularized- tendency to out

spoken English based on the local dialect or language. The English language in the

country has been worsen through lack of books and learning materials that were limited

and absolutely unavailable, moreover the absence of native speakers as proctors or model

that would teach the language could be a factor. Lastly, more or less of the students and

professionals aged the English skills or neglecting the standard rules of English. The

attitude matters as the students and professional ignore to develop their English skills to

be more likely proficient in the language (Marcelmar, 2016).

In relation with the given citation, the researchers tend to know the development

in English language proficiency of students after their work immersion. The variables

might be an idea of what are the areas should be enhanced. Also writing and reading

context with the medium of English would help to deeper your capabilities in English

while applying proper rules. Watching American movies without subtitles improved your

listening skills and comprehension. Additionally, the researcher attempted to know if the

different language skills may contribute to the English language proficiency of students

that can used to draw solution in the problem. Nevertheless, this research was awareness

to the people to improve their English skills.

Statement of the Problem

This study aimed to know the development of Grade 12 Contact Center Services

(CCS) students of Bataan National High School after their work immersion at Microcity

College of Business and Technology S.Y. 2017- 2018.

Specifically, the study seeks to answer the following questions:

1. What is the profile of the students be described in terms of

1.1 age, and

1.2 sex?

2. What is the major development of the students in the different language skills to

be proficient in English language

2.1. reading / comprehension,

2.2. writing,

2.3. listening, and

2.4. speaking?

3. What are the acquired skills or the areas need to improve by the students?

4. What are the implications of the study to Grade 12 CCS students?

Significance of the Study

This part explicated the people who would benefit in the study. Moreover, the

detailed objectivity of the research was discussed one by one according to the

beneficiaries. These were the people considered to have the benefits:

Students. This study served as their evidence of development regarding with their

English language proficiency. The areas of improvement were taken their way for them

to be certain of what weakness needed to strengthen. Moreover, it brought awareness that

elevates their understanding about English language.

Teachers. The teacher would also be benefited by enriching their students on how

they can be proficient in English language. The teachers would understand the different

language skills; components of English language proficiency and necessarily to be certain

of. All in all, teachers can be prominent instrument to take action in encouraging and

honing them the proper rules and technical knowledge about English language.

School. The school is also take in to consideration because it is the one operates the

organization of having the immersion for CCS students. It might be an advantage for

them to understand the areas of proficiency needed by the students to be competitive in

their work field. This will served as an idea to improve the curriculum and the alliance

for immersion to further develop competent students.

Future Researchers. The findings of the study could be beneficial to future

researchers for the content of this research could give valuable references and

information. The future researchers would take this as a basis for some strategies and

guidelines for further research study about the issue.

Scope and Delimitation

The study showed the development of Grade 12 Contact Center Services (CCS)

students of Bataan National High School (BNHS) in English language proficiency after

their work immersion at Microcity College of Business and Technology S.Y. 2017-2018.

The study focused on the profile of the respondents in terms of age and sex. The relevant

information acquired indicates the different language skills that could contribute to

English language proficiency of students.

The researchers used a non-probability random sampling in getting the

respondents in purposive sampling approach. The 30 students were selected out of the

total population of 12th grade CCS students joined the work immersion. In terms of

gathering data, the researchers intended to use Likert-scale survey questionnaire while

descriptive statistics in interpreting the responses. Moreover, the responses of the

respondents such as the personal information were assured to be confidential.

 Notes in Chapter 1

Cel, T. (2016, May 15). These 3 Major Challenges of the English system in the
Philippines that make our English unique as it is. Retrieved from Word Press:
https://www.google.com/amp/s/maricelmar.wordpress.com/2016/11/15/what-
makes-the-english-language-in-the-philippines-unique-among-filipinos-
englishproblems/amp/

English, C. (2016, May 13). 7 Ways to Improve your English. Retrieved from
https://www.topuniversities.com/student-info/admissions-advice/7-ways-improve-
your-english

Neonglish. (2010, December 16). Characteristics and Features of language. Retrieved

from Word Press.

Nordquist, R. (2017, October 10). Observations on the Nature of Language. Retrieved

from ThoughtCo.: https://www.thoughtco.com/what-is-a-language-1691218

Ronda, R. A. (2009, November 12). English proficiency among students improving,

DepEd says. Retrieved from philstar GLOBAL:
http://www.philstar.com/education-and-home/522225/english-proficiency-among-
students-improving-deped-says?nomobile=1
 CHAPTER II

A REVIEW OF RELATED LITERATURES AND STUDIES

This chapter shows the related literature and studies aligned to explain the given

variables in the statement of the problem. Also it is the way to find and prove if the

respondents’ profile and language skills contribute to the development of English

language proficiency of students.

Related Literature

K to 12 Work Immersion Program gave opportunity to Senior High School (SHS)

students to develop their full potential and skills with their certain fields through

enhancing such competencies and work ethics as a preparation to their future work

environment. Schools Division Superintendent Dr. Bianito Dagatan stated that work

immersion played as the key feature of SHS program because it allowed trainees to learn

as they exposed in the authentic work place. The work immersion have 80 hours as

minimum or 240 hours as maximum working hours needed to accomplish by the trainees

(Que, 2017). With the guidelines prepared by the Department of Education (DepEd),

work immersion among learners could develop career skills and got ready to make

decision about the four exits envisioned by the department to the SHS graduates to

choose from employment, entrepreneurship, college education and further skills training

through Technical Education and Skills Development Authority (TESDA). Additionally,

the guidelines explicate that students enable to become familiarize with the workplace,

experience the work process and have to do with their competencies regard in areas of

specialization (Mendoza, 2017).

 According to Cleaver (2013), immersion learning language is a kind of

immersion program that develops bilingual and other dual languages which at least 50%

of their time is needed to be spent for non- English language. As their goal is biliteracy in

which students able to completely understand, write, speak and read in both languages.

On the other hand with the implementation of K to 12 program of DepEd explained that

Technical- Vocational and Livelihood (TVL) track has four specializations; Information

and Communication Technology, Home Economics, Agri- Fishery Arts and Industrial

Arts (Apas, 2015). Students who chose ICT strand can get different National Certificates

II and one of those is Contact Center Services (Cruz, 2015). Based on the Curriculum

Guide of Contact Center Services as a specialization of students it has 2 core

competencies communicating English language effectively and delivering quality

customer service (Department of Education, 2015).

English Language Proficiency is the ability of students to use the English

language to make and communicate meaning in spoken and written contexts while

completing their program of study (University of Southern Queensland, 2016).

Proficiency in foreign language is about how you able to use the language as well as the

knowledge to it (Harsch, 2016). Added concept of learning, the activity of students and

teacher that made them together has underlying process which are learning and teaching.

In which the training of the students has its own importance; to equip skills of

independency to work and to learn about their education in different methods and

strategies where the four skills are into consideration, speaking, writing, reading and

listening to develop linguistic competence. As listening and speaking were interrelated to

each other that accordingly work in real life situation aimed to have effective oral
communication. Such that reading and writing are effective tools in written

communication that develop strong relationship as skills by practicing yourselves into

challenging reading materials and written task (Sadiku, 2015).

The English language is divided into four major domains which are reading,

writing, speaking and listening. Upon these areas some people tend to make different

oppositions of what is essential to improve but all domains were hold equal importance

and be enhanced (Rabbitt, 2015). English Language Learners need interaction that so

called classroom interaction, cooperative learning and student engagement by having

great conversation to enhance their listening and speaking skills (Gonzales, 2013).

Reading and Comprehension

Stated by Sadiku (2015), reading is one way of acquiring knowledge but has to

decline because of the modern technology and entertainment among every group in the

world that made a lot of time, less to reading. This skill offers productive approach in

improving language-vocabulary and word power. It is advisable to read for half an hour

to maintain abreast of various styles of writing and new vocabulary. Reading is the third

language skill that may acquire in native language. Similarly like to listening, it is

receptive or passive skill that requires your eyes and brain to comprehend the written

equivalent of spoken language (Morehouse, 2017).

Upon the given citation, reading is the easiest way to be knowledgeable. It can

improve the vocabulary and word power of the students. This skill needs eyes and brain

to comprehend the written text. Also this skill needs to exercise by the students because
reading could help them a lot to be fluent in English language by knowing the different

styles of writing of authors.

Writing Skills

Writing is one of the most important skills. English as a second language must

master, particularly for the students, non-professional and the working professionals

because not like in speaking exercise, if you write you leave a lasting record of your

language. Mistakes in spellings, grammars and words choices are immediately evident.

Poor writing can cause a student to receive a lower marks, in a professional context,

people may judge you if you send emails with full of mistakes. That’s why it is important

to improve your skills in writing to prevent you from reaching your full potential at

school or in the workplace (Cicerchia, 2016). With another approach of Sadiku (2015),

writing is powerful means of expressing oneself because it is the hard copy or the evident

level of your expression. These somehow the steps of having proper writing skills; first

you have to find your topic, it is when you analyse and narrowing down the topic. Then

you try to make some pin points regarding the topic by starting sentences and paragraph.

Eventually you revised your draft by rereading; sharing it to someone and got some

feedback regarding the piece if there is something to change. Lastly, you check for

punctuation marks, capitalization, grammar rules, usage and paragraphing and that’s how

you worked out your writing skills.

Based on Morehouse (2017), all four skills are needed to learn if you have the access

to the language as the native speakers do. These are some activities you may do to further

enhance the four skills. In listening, try to comprehend the natives when they are
speaking, watch and understand movies, television and even online video. While in

speaking, you must engage yourself to the natives by having conversation to them and

address your audience. Reading books, magazines as well as newspaper, you able to

interpret in country signs, alerts and notices. Writing, make some compositions like

articles, essays, books, or any longer form of text and write personal emails, letters and

text messages using the language

By all the cited statements, writing skills is the best skills to enhance by the students

because it requires correct grammars, punctuation marks and certain technicalities. This

is a long lasting record if you really understand the rules of English. Additionally this is

the evident of level of someone’s expression.

Listening Skills

“Listening is the ability to understand spoken language, and to comprehend and

extract information. It is imperative that students learn how to comprehend social and

academic language”, (Gonzales, 2018).Listening is the most important element of

communication. The ability to listen well impacts the quality of all our relationships, and

not just with family and friends. It also affects the relationships and interaction the job, as

well as the effectiveness of the work. Listening is not something that comes easily

however it is a skill that must be cultivated and practiced. Active listening means that you

make a conscious and concerted effort to fully engage with the speaker. Active listening

is way differed to hearing and listening with the intent to truly understand. It is subtle but

importantly distinctive (Scuderi, 2017).

 Speaking and listening skills needs to develop consciously so that students able to

learn the second language. Allowing students to interact with other students using the

language in comfort might improve their skills. Interaction activities like having video

presentation, through games and any audio- visual presentation etc. that might get their

interest to. As always it is more essential to cover all the four domain skills to be

effective in the acquisition on the second language (Alonso & Junio, 2012).

With all the stated, listening skills is needed to develop by the students to able to

acquire the second language. Comprehension is also the key to have an effective

listening. Listening to music, watching video without subtitle could help to acquire the

second language. The tendency to be familiarized with some accents could also an impact

to the students.

Speaking Skills

Speaking skill is as important as the other domain and it is one way of expressing

your ideas and thoughts. Experts reveal that you used about five syllables per second and

there are more than forty different speech sounds. If you have difficulties in pronouncing

words it may affect the communication between the sender and the receiver (Sadiku,

2015). Ability to speak is the most essential skill since it is the basic for communication.

For improving speaking skill, students need lots of practice, and encouragement and

correction. To stimulate and enhance the students speaking, some activities need to be

carried out in the classroom apart from the traditional practices (Singh, 2016).

Through the cited information, speaking skills needs to practice that needs a lot of

encouragement and even correction. This is basic form of communication and also a way
to express your thoughts and ideas. Speaking skills requires proper pronunciation,

syllabication, intonation; blending and also proper grammar rules may apply.

Age

According to Schmid (2016), it is easier to learn second language at very young

age than adults because childhood is a critical period for learning the language. Children

were able to spend extra time and effort in learning the language more than adults who

have competing demands in time. Learning new and foreign language needed time and

effort and eventually you have to know the importance and benefits of learning it.

Experts stated that children that learned a language before their teenage years are more

likely to achieve that native pronunciation than older learners. Kids have their ability to

acquire rules that disappear in times of adulthood. The mere fact that you got more time

to commit in learning the language and more used to it is a greater factor to be proficient

with the language (KUMON, 2011). According to Richard (2012), the role of age in the

second language learning has an advantage. If you started at an early age you able to

adopt the accent of the native speakers while the older one is not. Young children able

have a lot of time to be geared in level of learning the language. While adults have

advantages too, they are good at vocabulary earning because they able to use different

cognitive and learning skills

Sex

In English language proficiency, girls outperform boys certainly in speaking and

writing but the difference may insignificant because of the new study of Cambridge

English Language Assessment that looked for 16- 19 years old from 35 countries taking
the IELTS for entrance in higher education courses on January 2014 and 2015.

Concluded that even the girls are dominant in English language proficiency, it is

important able to use the English language in communication within society and it is

basic skills beyond school-based learning (Cambridge English, 2015).

Activities to be done

Improving your writing skills is being conscious to make it more structure and

readable without rambling of thoughts. In writing, you should have a clear purpose; its

concept should understand by the readers. Outline makes it easier and would not consume

too much time with the complexity of multiple angles, questions or requests. Infuse your

personality into your writing could be the best way to develop your own writing style

(Hertzberg, 2017). You need to have an intermediate understand about the basic principle

of writing. Reading books could help you to enlarge your vocabulary and have a

comprehensive resource of correct grammar. Elimination of unnecessary words, shorter

sentences is more powerful. Research for certain details to have a credible stand

(Shewan, 2017).

Encourage students to have a conversation with a text by jotting down notes on

the text while reading keeps the student to engage and often increases your

comprehension. Such as defining new words, coding recurring words and themes, making

personal connection with the theme, summarizing paragraphs, chunking, categorizing

information and drawing pictures. Reading is also applying your senses by giving extra

effort to enhance the skill (Barber, 2016).

 By Beckford (2018), Taking notes while you are reading have big differences.

You must know common abbreviation of words; rephrase what you hear speeds up

you’re pacing at noting details that certainly improves your vocabulary. Rewrite your

notes to have a long term memory for it. These must apply to some instances or scenarios

like interviews where you have to listen to their responses and at the same time to have

your note to have the data. To have an effective note through listening, try to have a

summary of the notes with key words.

Listening helps to build relationships, solve problems, ensure understanding,

resolve conflicts, and improve accuracy while at work effective listening is having fewer

errors and less wasted of time. Being attentive and eye contact keep yourself these pulls

you together to have a better communication. Keep an open mind as a person, listen

without jumping into conclusion. Listen to the word and try to picture out what the

speaker is trying to say, always think about what the speaker is trying to convey,

experience of empathy of putting yourself to their position. Give regular feedbacks for

you to give speakers a proof that you are listening (Schilling, 2012).

Speaking skills also needed to improve by the students. Immersion of English

Language in any situation could help them to be sound familiar like natives by imitating

them, one key to gain the skills is listening or watching programs and movies. Saying

your thoughts at loud or narrating your actions can be very effective to become more

fluent by translating your thought into spoken word using the English Language

(Effortless English, 2017).

 According to Doyle (2018), applying for a work is also a way to gain certain skills

and enormous knowledge with certain formats of written works like recommendation and

cover letter. Since this is such a formal mode of communication, you need to be kin to

formats that place accordingly to job related or professional communication. Parallel idea

of Papa (2017), written communication includes organization and structure, this also

important aspect to business related communication to have an effective written

communication that requires appropriate spelling, punctuation mark and grammar. A way

to inform others to clearly understand with a logical organization of information and the

format and style based on the intention and accurate outlines of information.

Listening is a great opportunity to expose student to a variety of accents as well as

to have fun learning, it is time to make listening practice awesome. These are ten

activities that can help the students thinking, moving and working together. First, relay

the message then back to back interview- a great activity for practicing listening without

relying on lip or reading action. Third, follow the direction, it allows student to gain

audio rather than visual practice with reviewing direction. Fourth, telephone; it

encourages students to determine similar sounds of words from one another. Fifth,

minimal pairs card hold up, it improves students’ knowledge of proper pronunciation

with quick fire game which is good for reinforcing phonics lesson. Sixth, movie clip quiz

then song gap fill- song are great way to engage listeners, as they can be tailored

perfectly to fit preferences of students. Eight, order the lyrics while on ninth place is

listen and throw. Lastly, slap the pictures- it encourages the students to sharp listening

and quick reaction time. Moreover, whatever the activity, age or level of your students,
the most important is to stay engaged by being challenged doing, something new and

have fun (Rock, 2018).

Related Studies

The four domains contribute uniquely as an overall standard for

communicative competence. The test score in their study used to make consequential

decisions and the use of several sources of information yields better decisions than does a

more selective use of information. Additionally, the assessment is fairer to test takers if

they are allowed to demonstrate their skills in multiple ways — with different tests,

different methods, and different question formats. Comprehensive testing also encourages

broader and more generalizable teaching and learning of language skills by test takers.

While all of the reasons given were consistent with the trend toward more

comprehensive, integrated testing of language skills as seen in many prominent language

testing programs. The study was entitled, The Case for a Comprehensive, Four-Skills

Assessment of English- Language Proficiency (Power, 2010).

Students faced demanding tasks regard with the learning subject through English

based on studies of English for Specific Purposes (ESP). For them to succeed, they need

to develop proficiency in reading, writing and translating from English language to their

mother tongue and vice-versa. It is closely confirmed that reading and writing are the two

skills could be the problem in the adequate translation. As a result of the study about the

proficiency of learners in the language, learners need to improve their reading and mind
to use metacognitive strategies to improve their performance that might be beneficial to

the learners (The Buckingham Journal of Language and Linguistic, 2010).

Findings show that the level of communicative competence in oral and writing

skills of the students is both acceptable. In terms of grammatical competence in oral skill,

the average rate is 3.10 while the respondent acquired on average rate of 2.91 in their

writing skills the respondents obtained an average rate of 3.29and 3.01 in their speaking

skills. For the strategic competence the respondents got an average rate of 3.12 in the oral

skills and an average rate of 2.73 in their writing skills. Based on the results of the study,

it can be disclose that the communicative competence of the students both in speaking

and writing skills is acceptable, having on average rate of 3.15 and 2.84 respectively.

Achieve an average rate of 3.15 and 2.84 respectively. Their communicative and

sociolinguistic competence could still be improved or could still have an improvement.

The module done by the researcher because of the topic gotten there are reliable. The

research was entitled, Communicative competence of secondary senior students:

Language instructional pocket (Lasala, 2013).

The study based to Glowka (2014), impact of gender on student’s achievements in

learning English as foreign language in secondary and higher vocational schools in

Poland, teachers and students option concerning the importance of this influence. The

collected data provided evidences that girls achieved significantly better than boys. Such

findings support the socio- linguistic finding that female student outperformed males as

they more open to new linguistic form. The results denote that there is a need to

understand the gender differences in achievements and introducing learning styles that

will motivate boys to learn languages. Specifically, teachers may minimize the gender
gap by employing teaching strategies which can improve the academic performance of

boys. Another study of Northwestern University (March 5, 2008) thru Science Daily,

girls have superior language abilities than boys. On their findings, it shows that girls have

more effort during language tasks than boys. The researcher measured the brain activity

of 31 boys and 31 girls aged of 9 to 15 using the magnetic resonance imaging (MRI)

while performing spelling and writing language tasks. As found that girls is relying on

abstract language network while the boys is more into sensory areas of the brain extends

into adulthood. While the study of Huang (2014) reveals about the effect of age on

second language and speech production that age greatly affects both variables even

controlling other variables like the years of residency to United States. Much more to that

age impacted the speech production than grammar and this support the framework of

multiple critical or sensitive periods. Parallel study of Kormos and Crizer (2008), using

the Johnson and Newport data about the relation of age differences to the motivation of

learning English as second language stated that back from 16 to 20 founded strong

correlation to morphosyntax scores for adult learners.

 SUMMARY

The study and literature review is about the significance of the variables in the

development of the English language proficiency of the students. Further elaboration of

the variables such as the respondent’s profile; age and gender and language skills;

reading, writing, listening and speaking proved its essentiality to the dependent variable

were discussed.

Reading is a way to gain knowledge as this the prominent language skill. Also,

reading considered as the leisure activity among educated people. People often to read

have rich vocabulary, you tend to listen better with words to choose from and you

understand more, write better with words to choose from and speaks better with intense

words. Listening is one of the most important skills to possess as good listening is

essential to communication process. A good listener has the ability to manipulate the

sound into words and meaning. Writing is one way to express someone’s thought.

Writing aimed in defining idea as well as pre writing opens the door in effective writing

where you think more ideas about the topic or theme. The speaking is the ability to

express yourself through oral or used of your mouth. Moreover, this is the basic part for

communication and to improve the skills you need encouragement to become a better

speaker.

Proficiency of the students in the English language could help them in their work

field as a future call center representative. Immersion is taken their way to develop their

skills to be familiarised with the work environment and to their career. However,

intensive support of the organization such as the Department of Education could to

intensify the programs that been provided for the students who will undergo the training

about the CCS specialization.

Additionally, cited activities to improve the skills while providing allotted time in

each contribute a larger difference to the learners. It reveals that the greater performer is

girls over boys. As well as, learners should start at young age to learn the second

language because there some instances or changes in human body while acquiring the

language at adulthood like getting the proper pronunciation and likely to inherit the

accent of the native speakers.

 A Correlational Study on the Development of English Language Proficiency
through Work Immersion of Grade 12 CCS Students

INDEPENDENT DEPENDENT
VARIABLES VARIABLE
Variables contribute to the
development of Grade 12 CCS
students in English Language
 Student’s
 Profile of the Respondents
English
 Age
 Sex Language
 Development on Language
Proficiency
Skills
 Reading and
Comprehension
 Writing
 Listening
 Speaking

Figure.1

The conceptual paradigm showed the variables given of the study. The independent variables

were consist of the variables that could contribute in the development of Grade 12 CCS

students’ English language in terms of respondent’s profile; age and sex and the language

skills; reading or comprehension, writing, listening and speaking. And the dependent variable

is the development of students in the English language proficiency.

Hypothesis

Within this relation of studies and literature, the researchers tend to seek the

development of the students in different language skills that may contribute to English

language Proficiency of students.

Definition of Terms

These are the terms to be defined base in operational definition:

Contact Center Services is one of the specializations offer by the Technical

Vocational- Livelihood Tack to the students who aspires to be a future call center

representatives

English Language Proficiency is the ability of a person to use the English

language effectively in spoken and written form.

Listening skills is the ability of a person to clearly understand the stated words,

phrases and even the summarize of a spoken context.

Reading skills is the ability of a person to comprehend the written text with the

use of your eyes

Speaking skills is the ability of a person to be conversant with the proper used of

stress, intonation and pronunciation while speaking.

Writing skills is the ability of a person to create sentences and paragraph using

the technical rules of English.

Work Immersion is the program provided by the K to 12 Curriculum where the

trainees exposed to the working environment to enhance their skills with a certain field.

.
 Notes in Chapter II

Apas, P. M. (2015, September 11). DepEd: More students choose tech-voc track.
Retrieved from The Freeman.

Barber, S. (2016, November 11). 6 Techniques for Building Reading Skills- in Any
Subject. Retrieved from edutopia.

Cleaver, S. (2013, December 19). Why Immersion Mabe the Key to Foreign Language.

Cruz, I. (2015, July 30). Technology in K to 12. Retrieved from Philstar Global .

Doyle, A. (2018, January 13). Writing and Editing Skills List and Examples. Retrieved
from the balance .

Education, D. o. (2015, November 19). K to 12 Basic Education Curriculum.

English, C. (2015, December 11). Is there a gender divide in Englis

languageperformance.

English, E. (2017, April 27). How To Improve English Speaking Skils.

Ford, B. (2018, January 9). Effective Note Taking Tips: The Art of Writing While
Listening. Retrieved from The Invisible Mentor.

Glowka, D. (2014). The impact of gender on attainment in learning Englsih as a foreign

language.

Gonzales, M. (2018, January 23). Increase Students Interaction in Listening, Speaking,

Reading and Writing.

Harsch, C. (2016, September 19). Proficiency. Retrieved from OXFORD ACADEMIC.

Hertzberg, K. (2017, June 15). How to Improve Writing Skills in 15 Easy Steps. Retrieved
from grammarly blog.

Huang, B. (2014, August). The effects of age on the second language grammar and
speech production. Retrieved from PubMed Labs.

Judit Kormos, K. C. (2008, April 10). Age- Related Differences in the Motivation of
Learning Englsih as a Foreign Language.

KUMON. (2015, December 5). Is learning a foreign language good for kids at young
age.
Lasala, C. B. (2014). Communicative competence of secondary senior students:Language
instructional pocket.

Linguistic, T. B. (2010). SKILLS OF READING, WRITING AND TRANSLATING IN

ENGLISH FOR SPECIDFIC PURPOSES.

Mendoza, L. E. (2017, August 14). Work immersion guidelines for Senior HS.

Morehouse, K. (2017, May 18). What Are the Four Language Skills.

Papa, N. (2017, Septemnber 26). The Impotance of Effective Written Communication.

Retrieved from bizfluent.

Powers, D. E. (2010). Students faced demanding tasks regard with the learning subject
through English based on studies of English for Specific Purposes (ESP).

Que, C. A. (2017, November 10). Senior High students to do work immersion. Retrieved
from The Freeman.

Rock, R. (2018). 10 Awesome Activities to Improve Intermediate ESL students' listening.

Retrieved from Fluentu.
 CHAPTER III

METHODS OF THE RESEARCH

This chapter provides descriptions of the research plan including the methods and

design, population and sample, instrumentation, the construction and validation of the

instrument, the data gathering procedure and lastly, the data processing and statistical

treatment engaged in the study.

Method and Technique of the Study

The researcher used a survey research design one of the design in descriptive

research. The descriptive research is pre-planned and structured in design as the

information collected were can be statistically inferred on the population. The idea is to

better modify an opinion, attitude or behaviour, even the changes happened over the time

that able to measure the significance of the results among the population or group (Fluid

Surveys, 2014). Survey research design is the simplest an easiest way to gather data

which open to describe human behaviour. This can be a quantitative using open- ended

question and could apply both or mix (Ponto, 2015).

Upon the stated method, its essentiality is the prominent reason in using the

method based on the credibility to gather the data. The ability to convert development

into numerical from is a strong attribute to avoid biases within the results. Furthermore,

the method is convenient to use and to present the collected data.

Population and Sample of the Study

In order to determine the respondents of the study, the researcher used the non-

probability sampling technique is purposive sampling. Purposive sampling technique is a

non-probability sampling wherein the samples are selected based on characteristics of a

population and the objective of the study. This technique was also known as judgemental,

selective or subjective sampling (Crossman, 2017).

The researcher used this type of technique to be purposive with the samples

selected in the study. This is also the simplest and easiest way to reach a targeted sample.

The researcher targeted 30 respondents out of the population from Grade 12 Contact

Center Services (CCS) students of Bataan National High School that underwent work

immersion at Microcity College of Business and Technology. In the study, aspiring call

cente agents or CCS students were having a self- assessment on their development in

English Language Proficiency covering the four domains of language skills which are

reading, writing, listening and speaking.

Construction and Validation of the Instrument

In constructing the instrument, the researcher underwent an intensive and

comprehensive search of sources and information such as reviewing the related studies

and literature thoroughly. With these means the researchers enabled to come up in a

reliable instrument be used in the study. The access to Internet was proficient and crucial

in seeking information related the objective instrument provided the essentiality of the

four language skills in the English language proficiency of the students. Also the given
activities considered too, the changes or development happened if the skills got to

enhance furthermore. These data gathered would be the building blocks in constructing

the instrument.

After the construction of the instrument that has been made by the researchers, the

instrument was undergone a thorough evaluation for the validation of the instrument with

English teachers specifically the former specialize teachers in Contact Center Services,

Reading and Writing and Oral Communication. The evaluations tend to shape and

compromise the instrument if it was reliable and good enough to gather the needed data

for the study.

Instrumentation/s

The instrument provided by the researchers was a type of Likert-scale

questionnaire/ survey that divided into two parts. Likert-scale is a five point scales

includes choices strongly agree, moderately agree, agree, moderately disagree and

strongly disagree that allowed an individual in expressing how much they agree or

disagree in a specific idea. The five options have their corresponding measurement as 5,

4, 3, 2, and 1 to measure the attitude toward to the study (Mc Leod, 2008).

The first part of the instrument was the profile of the respondents in terms of their

name (optional), age and sex. The second part is the survey questionnaire includes the

Likert scale. The Likert- scale discusses about the development of student in English

language proficiency that subdivided into four domains of language skills which are

reading, writing, speaking and listening. Yet the scale only have four levels which are
strongly agree, moderately agree, moderately disagree and strongly disagree where

researchers removed agree to avoid biases to the data. These scales corresponded by

numerical numbers which are descending into 4, 3, 2 and 1.

Data Gathering Procedure

The data collection procedure was divided into three phases. These were the

enumerated follows:

Phase 1: Distribution of Tasks

The leader assigned some of the members of the team to distribute the survey

questionnaire to the selected respondents while the others were assigned to retrieve the

questionnaires for the tabulation of data.

Phase 2: Distribution of Instrument

The assigned members proceeded to the location to distribute the questionnaires

within a designated time. As for confidentiality and formalities, researchers made a letter

attached in the survey questionnaire asking for permission to gather data regards with the

study about the development they have been after their work immersion.

Phase 3: Collection of Reponses

The researchers went back to the respondent’s respective areas for the retrieval of

answered instrument and prepared it for the tabulation and analysis of data. In collection

of responses, researchers faced some troubles in responses because they weren’t able to

fill in all the needed data. But it was manageable and controlled by researchers to haven’t

created further problems.

 Notes in Chapter III

Crossman, A. (2017, March 2). Understanding Purposive Sampling. Retrieved from

ThoughtCo.

McLeod, S. (2008). Likert Scale. Retrieved from Simply Psychology.

Ponto, J. (2015, March 1). Understand and Evaluating Survey Research. Retrieved from
Journal of Advanced Practioner in Oncology.

University, F. S. (2014, June 3). 3 Types of Survey Reserach, When to Use Them, and
How they Can Benefit Your Organization!
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter provides the discussion focused with the results that interpreted and

analysed interrelated in the statement of the problem. The tables represented the

statistical analysis of responses got in the respondents.

Research Question #1: Profile of the Respondents

Table 1. Age of Respondents

AGE F %

17 8 27%

18 19 63%

19 3 10%

TOTAL 30 100%

This table indicates the age of the respondents. Respondents aged 17 years old is

the 27% of the total population while the 63% is the respondents aged 18 years old and

the remaining 10% is aged 19 years old.

Theme 1: The most number of respondents are aged 18 years old.

 Table 2. Sex of Respondents

SEX F %

Male 6 20%

Female 24 80%

TOTAL 30 100%

Table 2 is about the sex of the respondents. Females out-number the males. The

most number is female that is 80% of the total population while the 20% is male.

Theme 2: The dominating sex of the respondents is female.

Table 3. Interpretation of the Mean Reponses

The Different Language Skills

Mean Scale (Reading and Comprehension, Writing, Listening
and Speaking )

1.00- 1.74- Strongly Disagree underdeveloped

1.75- 2.4- Moderately Disagree partially developed
2.5- 3.24- Moderately Agree almost developed
3.25- 4.00- Strongly Agree well developed

This table indicates the different interpretation of the mean responses in the

different language skills. This is interpreted by the phrases under-develop, partially

develop, almost develop and well-develop.

Research Question #2 & #3: Major Developments on the Different Language Skills

Table 4. Reading and Comprehension

READING AND COMPREHENSION

MEAN RANK INTERPRETATION
1. I can identify the words easily in print 3.43 3 well developed
2. I can easily define the word without
looking at the dictionary
2.87 9 almost developed
3. I can easily get the thought of the entire
text
3.07 6 almost developed
4. I can easily I define the elements (eg.
Charaters, setting, theme etc.) involve in the 3.10 5 almost developed
reading text
5. I can read sentences with proper phrasing,
intonation and expression
2.90 8 almost developed
6. I gather information using different reading
strategies (eg. Scanning, skimming, intensive 3.00 7 almost developed
reading etc.)
7. I can relate to the characters of the study
and creates my philosophical stands
2.87 9 almost developed
8. I can retell and summarize the story or text
I had read
3.27 4 well developed
9. I learn more vocabulary 3.47 1 well developed
10. I become more knowledgeable after
reading the text
3.47 1 well developed

The Table 4 shows the developments of the students in reading and

comprehension. In the fifth rank with a mean of 3.10-students able to determine the

elements involve in the reading text, 3.27 is students able to summarize and retell the

story they had read, with a mean of 3.43-students can easily identify the word in print

while 3.47 as the highest mean is students able to learn more vocabulary and become

more knowledgeable after reading the text. On the other hand, 2.87 is the lowest mean

which is about students able to define the word without looking at the dictionary and able

to relate their selves to the character and create their own philosophical stands.
Theme 3: The major development in reading and comprehension is students able to learn

more vocabulary and become more knowledgeable after reading a text with a mean of

3.43. This is just to justify that reading can provide a productive approach such as it

improves the language- vocabulary and word power of a person and also a way to acquire

knowledge (Sadiku, 2015).

Table 5. Writing

WRITING
M EAN RANK INTERPRETATION
I apply the grammar rules in any written
3.00 3 almost developed
works
I use proper punctuation marks and
2.97 4 almost developed
capitalization
I can easily construct sentences, phrases
2.67 10 almost developed
and even paragraphs without hesitation

I use different figures of speech to put

2.90 6 almost developed
creativity and special meanings
I use profound words to intensify the
2.87 8 almost developed
meaning of a sentence

I use different strategies and techniques

(eg. Outlines, summarizing, paraphrasing 3.03 2 almost developed
etc.) in constructing my paperwork

I create my own style in writing precisely

2.93 5 almost developed
and convincingly
I am knowle dge able about s uch
formats of diffe re nt writte n works (e g. 3.07 1 almos t de ve lope d
Le tte r, re s ume , re s e arch e tc.)

I write critically by habitually providing

2.73 9 almost developed
rational evidences to support my stand

I am concious with the concept of

proofreading, criticizing and revising of 2.90 6 almost developed
paperworks

Table 5 shows the developments in writing. Students able to create their own style

of writing precisely and convincingly at 2.93, with a mean of 2.97- students properly use

punctuation marks and capitalization in writing, 3.00- students apply grammar rules in

any written work, at 3.03- students were able to different strategies and techniques in

constructing their paper works while 3.07 is students have the knowledge with such

formats of different written works. Hence at the last rank, 2.67 which is student’s ability

to create sentences, phrases and paragraphs easily.

Theme 4: Students have knowledge with such formats of written works (3.07), this is to

support the ideas of Doyle (2018) and Papa (2017) that the connection of various formats

of different written works are essential to improve the students English language because

prior to this it requires accurate and appropriate information in proper use of

technicalities such as spelling, punctuation marks, spacing capitalization and even

outlining to create an effective written communication that essential to various business

related aspects. Some of these are creating letters and resumes or own portfolio.

Table 6: Listening

LISTENING
MEAN RANK INTERPRETATION
I can interpret to others what is the
3.13 2 almost developed
speaker is trying to say
I can recall what I heard even when I am
2.80 10 almost developed
in a stressful situation
I can portray the lines of the certain
2.87 9 almost developed
movies
I can determine the theme of the song by
3.10 3 almost developed
listening to its lyrics
I can respond instantly to the person I
3.10 3 almost developed
am talking with
I can analyse and criticise the message
3.03 5 almost developed
said by the speaker
I can acquire the cognitive thinking of
2.90 8 almost developed
the speaker
I can recognize the details of every
message that the speaker wants to 2.93 6 almost developed
perceive to his audience
I keep myself attentive and focus
while the speaker is lecturing to jot 3.17 1 almost developed
down essential details
I can identify some accents of English
2.93 6 almost developed
speakers
 This table defines the different developments in listening skills of student. With

3.03- student able to criticise and analyse message given by the speaker, 3.10- students

able to determine the theme of the song by listening to the lyrics and able to respond

instantly with the person they are talking with, 3.13- they able to interpret to others what

the speaker is trying to say and with the highest mean (3.17), students able to keep their

selves attentive to jot down essential information. While the lowest mean is 2.80 were in

students able to recall what they heard even in stressful situation.

Theme 5: The significant development of students on the listening skills is students are

much more attentive to jot down important information with 3.17. This to stand the

proposition of Schilling (2012) that attentiveness and eye contact can contribute to have

an effective communication. Also this to reflect with the idea of Beckford (2018), taking

notes when listening is a difficult task so you need to speed up by having simple hacks

like abbreviation of word, also summary and rephrasing could help too that might

improves your vocabulary.

Table7. Speaking

SPEAKING MEAN RANK INTERPRETATION

I am able to pronounce the word
3.00 2 almost developed
clearly and concisely
I produce the proper sound of the
2.87 6 almost developed
word
I assure that I say the word with
proper stress, intonation, 2.90 5 almost developed
syllabication and blending
I am conscious with my grammar
2.97 4 almost developed
rules while speaking
I use intensive words to avoid
2.83 8 almost developed
repetition or redundancy
I give right re s pons e s with the
3.10 1 almos t de ve lope d
que s tions
I have the confidence in using the
2.77 10 almost developed
English Language
I can effectively communicate
2.87 6 almost developed
using the English language
I can express myself in my most
3.00 2 almost developed
efficient way
I acquire the neutral accent of
English or I have the nuetral 2.83 8 almost developed
English accent
 This table discusses the developments in speaking skills of the students. The mean

2.90- students able to apply the proper stress, intonation, syllabication and blending,

2.97-students are conscious with the grammar rules while peaking, 3.00- students able to

pronounce words clearly and concisely and express their selves in the most efficient way

while the most number is 3.10 where students able to give right responses with the

question.

Theme 6: Students able to respond with right responses to the question with a mean of

3.10 an almost develop based on the interpretation in mean responses. According to

Effortless English (2017), saying your thoughts out loud and narrating or translating your

thoughts into spoken words can be a way to improve your language skills and to become

fluent. Additionally, regular feedback could also a proof of listening to the speaker

(Schilling, 2012). While the lowest mean is 2.77- students have the confidence to use the

English language.
 Notes in Chapter IV

Doyle, A. (2018, January 13). Writing and Editing Skills List and Examples. Retrieved
from the balance .

Englsih, E. (2017, April 27). How To Improve Englsih Speaking Skils.

Ford, B. (2018, January 9). Effective Note Taking Tips: The Art of Writing While
Listening. Retrieved from The Invisible Mentor.

Papa, N. (2017, Septemnber 26). The Impotance of Effective Written Communication.

Retrieved from bizfluent.

Sadiku, L. M. (2015, April). The Impotance of Four Skills Reading, Speaking, Listening
in a Lesson Hour.

Schilling, D. (2012, November 9). 10 Step To Effective Listening. Retrieved from Forbes.
 CHAPTER V

CONCLUSION, IMPLICATION AND RECOMMENDATION

Conclusion

English language here in the country was unique yet it is challenging to learn as a

second language. Contradictory with its uniqueness and importance, most people and

likely to be students were facing problems to be proficient in English language. Within

this, the K to 12 Curriculum gives chance the students to learn and to acquire the skills

needed to be proficient in the English language and the students who are aspiring to be

Call center agents under the specialization of Contact Center Services (CCS). Hence,

students undergo an immersion to further develop their skills in their certain field and to

familiarize their selves within the work environment.

Through this study, Grade 12 CCS students able to know the developments or the

skills they acquired that had been occur with the means of work immersion. The areas

that improve are significantly contributed to the English language Proficiency of students.

As well as the areas further needed attention to develop.

From the given study, respondents described in terms of age and sex. Based on

our findings, most number of students that undergo the work immersion was aged 18

years old. While the dominating sex of respondents were female.

In the study, the researchers tend to seek for the major development in the

different language skills that may contribute to the students’ proficiency in English
language. For reading and comprehension, the major development is students able to

learn more vocabulary and become more knowledgeable after reading a text with a mean

of 3.43 which is interpreted to be well-develop. This is just to justify that reading can

provide a productive approach such as it improves the language- vocabulary and word

power of a person and also a way to acquire knowledge (Sadiku, 2015). About writing

skills, Students have knowledge with such formats of written works (3.07) which is

interpreted as almost develop, this is to support the ideas of Doyle (2018) and Papa

(2017) that the connection of various formats of different written works are essential to

improve the students English language because prior to this it requires accurate and

appropriate information in proper use of technicalities such as spelling, punctuation

marks, spacing capitalization and even outlining to create an effective written

communication that essential to various business related aspects. Some of these are

creating letters and resumes or own portfolio.

While the most significant development in listening skills is students are much

more attentive to jot down important information with 3.17 which is interpreted as almost

develop. This to stand the proposition of Schilling (2012) that attentiveness and eye

contact can contribute to have an effective communication. Also this to reflect with the

idea of Beckford (2018), taking notes when listening is a difficult task so you need to

speed up by having simple hacks like abbreviation of word, also summary and rephrasing

could help too that might improves your vocabulary. Lastly, the major development in

the speaking skills of students is Students able to respond with right responses to the

question with a mean of 3.10 an almost develop based on the interpretation in mean

responses. According to Effortless English (2017), saying your thoughts out loud and
narrating or translating your thoughts into spoken words can be a way to improve your

language skills and to become fluent. Additionally, regular feedback could also a proof

of listening to the speaker (Schilling, 2012).

Additionally, the study seeks with the skills needed to improve in the different

language skills to become well –develop. This is based with the acquired skills got the

lowest mean however these skills were interpreted as almost develop skills of the

students. In reading and comprehension that skills needed to further develop is students

able to define the word without looking at the dictionary and able to relate their selves to

the character and create their own philosophical stands. While on writing skills, student’s

ability to create sentences, phrases and paragraphs easily such that on listening skills is

students able to recall what they heard even in stressful situation. Moreover, in speaking

skills is students have the confidence to use the English language.

By all the results, it is evidently that the significant developments they acquired in

different language skills could contribute to the proficiency of students in English

language. Some of the skills are well-develop and many of that were almost develop that

are need time to further enhance for them to be proficient with the second language. This

is only to justify that the work immersion helps a lot for the students to acquire skills

needed for their career

Implication

This study implicates that English language as second language is a difficult

challenge to students to be proficient with this. There are a lot of skills needed to practice

and to enhance for you to be fluent. The capacity of a person to be an effective

communicator using the English language with all essential attributes as advantages with

this career such as the accent, high level of knowledge with the rules of English and also

the different formats of written communication related to businesses. The developments

based on the findings could help them as an eye opener for the future call center agents

to give an extra effort to make it a well- develop skills. On the other hand, it would give

them ideas or strategies to be proficient in the English language.

The different language skills such as reading and comprehension, writing,

listening and speaking were interrelated to each other because it contributes to the

students’ proficiency in English language. As listening and speaking were interrelated to

each other that accordingly work in real life situation aimed to have effective oral

communication. Such that reading and writing are effective tools in written

communication that develop strong relationship as skills by practicing yourselves into

challenging reading materials and written task (Sadiku, 2015). Students need to

encourage their selves to have an equal learning to the different skills for it would not be

a problem like some adulthood experiencing the present challenges like poor vocabulary,

improper pronunciation and incorrect use of words and etc. This is just to elaborate the

notion that all domains were hold equal importance and be enhanced (Rabbitt, 2015)

The researchers suggest doing some activities that are related for enhancing the

English language. These activities will equip to be independent on the work and to learn

about their education in different methods and strategies where the four skills are into

consideration, speaking, writing, reading and listening to develop linguistic competence.

For reading and comprehension, reading books could help you to enlarge your

vocabulary and have a comprehensive resource of correct grammar. It is advisable to read

for half an hour to maintain abreast of various styles of writing and new vocabulary.

While in writing, infuse your personality into your writing could be the best way to

develop your own writing style. In listening, keep an open mind as a person, listen

without jumping into conclusion. Listen to the word and try to picture out what the

speaker is trying to say, always think about what the speaker is trying to convey,

experience of empathy of putting yourself to their position. Lastly, for speaking skills-

students need to gain the skills in listening and watching American movies and programs

for them to be sound like native speakers by imitating them. Also, saying your thoughts

at loud or narrating your actions can be very effective to become more fluent.

The work immersion helps a lot to improve the skills needed by the students in

their future career. It let them experience the work environment and the possible things

that can occur in the work place such as call simulation, mock interviews and typing test.

Additionally, it will be a preparation for the students of what types of customer they

would have in the future.

Recommendation

Based on the finding and conclusion of the study, researchers made the following

recommendations;

1. Students must practice their selves in using English language in any form of

communication.

2. Students need to give equal chance to improve the four language skills; reading

and comprehension, writing, listening, and speaking.

3. Students should develop their confidence to use the language and self-esteem to

face the crowd without hesitation.

4. Students must know their weakling skills to enhance and always an open mind for

areas of improvements.

The researcher suggested for further studies:

1. The grades in the work immersion were needed to include as an important

variable to test if there are developed skills to the students through work

immersion.

2. The researchers should conduct pre- test and post- test to have accurate data for

the development on different language skills and students’ proficiency in English

Language.

3. The potential of having large number of respondents prior for a better search in

study.
 Notes in Chapter V

Doyle, A. (2018, January 13). Writing and Editing Skills List and Examples. Retrieved
from the balance .

Englsih, E. (2017, April 27). How To Improve Englsih Speaking Skils.

Ford, B. (2018, January 9). Effective Note Taking Tips: The Art of Writing While
Listening. Retrieved from The Invisible Mentor.

Papa, N. (2017, Septemnber 26). The Impotance of Effective Written Communication.

Retrieved from bizfluent.

Rabbitt, T. (2015, June 22). Reading, Writing, Speaking and Listening? Which is the most
important and why?

Sadiku, L. M. (2015, April). The Impotance of Four Skills Reading, Speaking, Listening
in a Lesson Hour.

Schilling, D. (2012, November 9). 10 Step To Effective Listening. Retrieved from Forbes.
 APPENDIX

Dear Teachers,

We, the Grade 12 Contact Center Services (CCS) students are conducting a
research study entitled, Development on the Four Domain Skills of English Language
by Grade 12 Contact Center Services Students through Work Immersion. The
intention of this study is to derive the major development of students in different
language skills; reading and comprehension, writing, speaking and listening that may
contribute to improve the English Language Proficiency of the students.

We would like to request for your time, knowledge and sincere cooperation to
validate our instrument to avoid inaccuracy of data as a requirement in the subject,
Inquiries, Investigation and Immersion.

Thank you!

Sincerely yours,

TVL 01 Researchers

PATRICIA CELINE C. MONTERO

Teacher II
Bataan National High School
Senior High School

MARIA CHRISTINE A. CORDERO

Teacher III
Bataan National High School
Senior High School

ROMALYN P. SANTUYO
Teacher III
Bataan National High School
Senior High School
 APPENDIX

Dear Respondent,

Good day! Our group is conducting a study entitled, Development on the Four
Domain Skills of English Language by Grade 12 Contact Center Services Students
through Work Immersion. The responses that will be provided is quite essential to
answer the current problem.

We would like to request for your time, sincerity and cooperation to participate in
this survey. We are assuring you of full confidentiality for your answers.

Thank you.

Very truly yours,

Jericho Valencia

Christina Ann Austria

Regielyn Mendoza

Arjie Manuel

Kayla Baluyot

Jenneth Miraflor

Margie Sally Austria

 DEVELOPMENT ON THE FOUR DOMAIN SKILLS OF ENGLSIH LANGUAGE
BY THE GRADE 12 CONTACCT CENTER SERVICES STUDENTS
THROUGH WORK IMMERSION

PART I

Name (Optional): Sex: M F

Age(17-19):_______________

PART II

Direction: Put a check (√) with your corresponding answer.

Strongly Moderately Moderately Strongly

I. Reading and Comprehension Agree Agree Disagree Disagree
(4) (3) (2) (1)
1. I can identify the words easily in print.
2. I can easily define the word without looking at
the dictionary.
3. I can easily get the thought of the entire text.

4. I can easily define the elements (eg.

characters, setting, theme etc.) involve in the
reading text.
5. I can read sentences with proper phrasing,
intonation and expression.
6. I can gather information using different
strategies (eg. scanning, skimming, and intensive
reading etc.)
7. I can relate to the characters of the study and
creates my philosophical stands.
8. I can retell and summarize the story or text I
had read.
9. I learn more vocabulary through reading.
10. I become more knowledgeable after reading
the text.
 Strongly Agree Moderately Moderately Strongly
III. Listening (4) Agree Disagree Disagree
(3) (2) (1)
1. I can interpret to others what is the
speaker is trying to say.
2. I can recall what I heard even when I
am in a stressful situation.
3. I can portray the lines of the movies.
4. I can determine the theme of the song
by listening to its lyrics.
5. I can respond instantly to the person I
am talking with.
6. I can analyze and criticize the
message said by the speaker.
7. I can acquire the cognitive thinking of
the speaker.
8. I can recognize the details of every
message that the speaker wants to
perceive to his audience.
9. I keep myself attentive and focus
while the speaker is lecturing to jot
down essential details.
10. I can identify some accents of
English speakers.

Strongly Agree Moderately Moderately Strongly

II. Writing (4) Agree Disagree Disagree
(3) (2) (1)
1. I can apply the grammar rules in any
written works.
2. I use proper punctuation marks and
capitalization.
3. I can easily construct sentences, phrases
and even paragraphs without hesitation.
4. I use different figure of speech to put
creativity and special meanings.
5. I use profound words to intensify the
meaning of a sentence.
6. I use different strategies and techniques
(eg. outlines, summarizing, paraphrasing
etc.) in constructing my paperwork.
7. I create my own style in writing
precisely and convincingly.
8. I am knowledgeable about such formats
of different written works (eg. letter,
resume, research etc.)
9. I write critically by habitually providing
rational evidences to support my stand.
10. I am conscious with the concept of
proofreading, criticizing and revising of
paper works.

Strongly Moderately Moderately Strongly

IV. Speaking Agree Agree Disagree Disagree
(4) (3) (2) (1)

1. I am able to pronounce the word clearly and

concisely.

2. I can produce the proper sound of the word.

3. I assure that I say the word with proper stress,
intonation, syllabication and blending.

4. I am conscious with my grammar rules while

speaking.

5. I use intensive words to avoid repetition or

redundancy.

6. I give right responses with the questions.

7. I have the confidence in using English
language.

8. I can effectively communicate using the

English language.

9. I can express myself in my most efficient

way.
10. I acquire the neutral accent of English or I
have the neutral English accent.

Thank you for your cooperation!

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