Factors affecting Language Literacy of English Learners

APRIL JANE E. MONSALE

ALPHA GRACE S. FLORES

KERWIN WESLEY B. ARMADA

1
 Chapter I

INTRODUCTION

Background of the Study

Literacy focuses on developing each child’s ability to understand and use

language, both spoken and written, as an integral part of learning in all areas. Language

literacy provides learning opportunities that help young people to develop as: individuals,

contributors to society, and contributors to the economy and environment. The

development of language and literacy is crucial to living and learning. We use language

to communicate, to share and express feelings, to give and obtain information and to

understand ideas and develop thoughts. We should consider language and literacy

holistically, taking account of the connections between Talking and Listening and Reading

and Writing, which extend across all areas of the curriculum. It is the most important

elements that are essential among college students, especially in English learners. They

will be exposed to different situations, in and outside of school, where they have to use

their language skills.

In United State of America in the study on Factors Affecting English Language

Learners’ Literacy in US Schools states that three out of every four third grade English

language learners were below average in their ability to read in English. Because of the

increasing prevalence of English language learners in schools and the demonstrated

need to increase their literacy, more focus must be brought to these students and how

educators can most effectively teach them. This focus should be based in research-

supported interventions that include skills that are generalizable across the nation to

2
students of different ages, races, and linguistic backgrounds. Without a generalizable pool

of interventions and skills, individual schools and districts will not be able to draw on this

information to help their students who are English language learners perform at the level

of proficiency. (Zehler et al., Cited in Vanderwood & Nam, 2008).

In the Philippines, a non-native speaking country of English has been faced with a

challenge to improve the quality of education specifically in the aspect of teaching and

learning the English language. The English language education in the Philippines starts

in the first year of elementary level and continues in secondary and tertiary

schooling. This means that educational institutions throughout the country consider the

learning of English as a major educational priority. However, despite the prioritization of

the development of the skills and knowledge related to the said language, still there is a

felt deterioration of the quality of the peoples’ command of the language. Nakahara (2006)

and Ozaki (2011),

In Tacurong City, particularly in Southern Mindanao Institute of the Technology

Incorporated, as observed, some students are poor in language skills. They even find

difficulty in expressing their thoughts and opinions using English Language. However,

some can use English Language but are not aware on appropriate structure.

Thus, this study will be conducted to assess the student’s language literacy

because it is increasingly complicated as students get older and gaining literacy

competence is the most challenging and one of the most significant problem especially

for English language learners.

3
Conceptual Framework

Independent Variables Dependent Variable

Extrinsic Factors

 Vocabulary

 Environment
Language Literacy
 Teaching Strategies

Intrinsic Factors

 Motivation

 Prior Linguistic Knowledge

 Age

Figure 1: The Schematic diagram of the study

Figure shows the relationships of Independent variable to Dependent Variable.

Extrinsic and Intrinsic Factors as an independent variables with indicators of Vocabulary,

Environment, Teaching strategies, Motivation, Prior linguistic knowledge, and Age, while

Language Literacy as dependent variables of the study.

4
Statement of the Problem

This study “Factors Affecting Language Literacy of English Learners” aimed to

determine what factors that affect the language literacy of English learners.

Specifically, it seeks to answer the following questions:

1. What are the factors that affect the language literacy of English learners in terms

of:

1.1 Vocabulary

1.2 Environment

1.3 Teaching Strategies

1.4 Motivation

1.5 Prior Linguistic Knowledge

1.6 Age

2. How these factors affect language literacy of English learners?

3. Is there significant factors affecting language literacy of English learners?

Hypothesis

Ho There is no significant factors affecting language literacy of English learners.

5
Scope and Limitation of the study

This study will focus on to the factors that affect the language literacy of English

learners in Southern Mindanao Institute of Technology, Incorporated, School year 2019.

Significance of the Study

The result of the study would provide a module as a tangible reference for could

be useful in teaching English that will develop the communication skills of the College

Freshmen.

To the Administration, this will serve as an eye-opener to conduct seminar workshop in

module making.

To the English Teachers, this will help them as a guide for an effective teaching-learning

in communication.

To the Students, it will help the students in order to improve and develop their

communication skills through a series of topics and activities that is included in the

module.

To the Researchers, this will improve their knowledge in teaching communication skills

to the students since they will be exposed in the field of teaching.

To the Future Researchers, this will serve as a reference materials in communication

skills. It will also be replicated for the validity of the module.

6
Definition of Terms

For a better understanding of this study, the following terms are operationally

defined.

Language – a system of conventional spoken, manual, or written symbols by means of

which human beings, as members of a social group and participants in its culture,

express themselves.

Literacy – ability to read and write.

Pre-test - A test given to determine if students are sufficiently prepared to begin a new

course of study using traditional teaching.

Post-test - a test given to students after completion of an instructional program or

segment and often used in conjunction with a pretest to measure their achievement and

the effectiveness of the program using modular approach in teaching English.

7
 Chapter ll

Review of Related literature

This part of the study includes the review of related literature and studies that are

generated from different reliable sources such as books, internet sites and other reading

materials.

Language Literacy

It is important for English language learners to become literate so they can have a

chance at a good future. However, “for too many English language learners, graduation

from high school, let alone college, remains but a dream” (Koelsch, 2006, p.2).

In fact, one study found that about thirty percent of English language learners in

U.S. schools do not graduate, compared to about ten percent of native English speaking

students (Short & Fitzsimmons, cited in Giouroukakis & Honigsfeld, 2010). Most people

would agree that school is an important stepping stone for future success. However,

English language learners do disproportionately poor in school (McCardle, Mele-

McCarthy, Cutting, Leos, & D'Emilio, cited in Echevarria, Richards-Tutor, Chinn, & Ratleff,

2011), in particular on tests of literacy (NAEP; Short & Fitzsimmons, cited in Echevarria,

Richards-Tutor, 8 Chinn, & Ratleff, 2011). Although school performance is not the only

important area that literacy impacts, literacy can be the most important factor in school

performance when a student struggles with English.

Lewis-Moreno noted that students not only need literacy skills to show that they

understand concepts in subject-specific school courses, but they also need literacy for

8
everyday social interactions (2007). Literacy is not only a key to school success, because

most learning is generally done through the lens of language, but it is also a key to

success at home and in community activities. Simple daily tasks such as making a grocery

list or reading the instructions on a washing machine require basic literacy skills. One step

school personnel and teachers can take to help these students achieve their tasks of daily

life is to ensure a basic level of literacy. This way, once students grow up and leave

school, they will be able to help themselves in novel situations, such as applying for a job

online.

Cummins (2008) as anyone who has studied a foreign language can attest to, even

simple tasks can be extremely difficult in a foreign language. Social language takes

around two years and academic language takes five to seven years to develop to a

comparable level as native English speaking peers.

Thomas and Coller found that it takes nearly a decade for English language

learners to be able to perform at the same level as their peers in school (cited in Lewis

Moreno 2007). That means that, if a student entered the United States when he or she

was in second grade, it could take him or her through senior year of high school to be as

academically proficient as a native English speaker. This data shows that schools cannot

expect an English language learner to be proficient in English after only three years, the

time limit that No Child Left Behind regulations place on the option of English language

learners to take the language arts tests in their native language (Office of Elementary and

Secondary Education, 2007). It is 9 therefore important for schools to focus on research-

based interventions that have been shown to be effective at teaching literacy skills to

English language learners. Without such interventions, it is very possible that English
9
language learners may not gain the necessary skills and either drop out of school, barely

pass their classes, or receive passing grades from teachers due to their low expectations

of the English language learners.

In fact, Lewis-Moreno (2007) argued that teachers' lowered standards for English

language learners is one of the major reasons why we have so many English language

learners who have been in U.S. schools for many years (It is important to note that the

term ‘English language learners’ is only used to discuss those people who are not yet

proficient in the English language; 2007). Schools must have higher expectations of what

the students are capable of and must give the students time to develop skills as well as

give continued support throughout their education, even when progress has been made.

The combination of these factors should produce students who are literate and proficient

in the English language. Lewis-Moreno stressed the element of time, noting that learning

a language takes practice, "constructive feedback," and opportunities to change mistakes

in the future (2007, p. 773). This process of action, feedback, and change will take

considerable time, but if implemented correctly, will lead to improved results (i.e. improved

literacy and English ability).

McLaughlin (1992) cited in Vanderwood & Nam (2008), It is difficult to learn a

foreign language. Although some people seem to learn faster than others, it still requires

a considerable amount of time and effort. Even in young children, developing proficiency

in a foreign language takes a considerable amount of direct instruction time.

10
 Dixon et al., (2012), Many studies have shown that the younger a child is when

they begin learning a foreign language the better their spoken language, grammar skills,

and pronunciation are in that language.

Flege and MacKay determined that English language learners who did not use

their native language frequently were more likely to have almost native pronunciation and

sound discrimination abilities (cited in Dixon et al., 2012). Because this process takes

time and because coursework becomes increasingly complicated as students get older,

gaining literacy skills can be an especially significant problem for high school aged

students. Presumably, these are the students for whom gaining literacy competence is

the most challenging; therefore, this research will focus on gaining literacy at the high

school level.

Vocabulary

One of the key indicators of students' success in school, on standardized tests,

and indeed, in life, is their vocabulary. The reason for this is simply that the knowledge

anyone has about a topic is based on the vocabulary of that information (Marzano &

Pickering, 2005).

Snow et al., (1998), vocabulary size in optimal settings may increase exponentially

in the early years (some estimate about seven words a day) with children learning to

comprehend words spoken to them before they are able to produce them on their own.

Word knowledge, however, is not just developed through exposure to increasingly

11
complex language, but to knowledge-building language experiences (Neuman, 2001) that

involve children in developing and refining networks of categorically-related concepts.

Bloom (1970), with opportunity and practice, children’s word knowledge is put to

use in syntactic structures that grow in length and complexity. Children’s sentences often

start at two words but quickly lengthen to four or more words as children communicate

their ideas increasingly through language.

Snow and colleagues (Snow, Baines, Chandler, Goodman, & Hemphill, 1991)

have shown that conversations that are physically removed from immediate objects or

events (i.e., ‘what if?’) are tied to the development of abstract reasoning and related to

literacy skills like print production and narrative competence.

Goswami (2001); Metsala (1999), With word learning occurring so rapidly, children

begin to make increasingly fine distinctions of words not only based on their meaning but

also based on their sound. They begin to make implicit comparisons between similar

sounding words, a phenomenon described by linguists as lexical restructuring. For

example, a two-year old child probably knows the words “cat” from “cut;” “hot” from “not.”

Distinguishing between these similar sounding words both quickly and accurately,

children begin to hear sequences of sound that constitute each known word. Children

with large vocabularies become attuned to these segments and acquire new words

rapidly; children with smaller vocabularies may be limited to more global distinctions.

Consequently, vocabulary size and vocabulary rate are important for lexical restructuring

(i.e., making sound distinctions between words) (Goswami, 2001), and are strongly tied

to the emergence of phonological awareness.

12
 Dickinson et al., (2003) have made it abundantly clear, however, that oral language

skills, and more specifically vocabulary development, not only play a role in phonological

awareness but also are critical skills for the development of reading comprehension later

on. Therefore, it is essential for quality indicators in early childhood programs to recognize

that oral language and vocabulary development is the foundation for all other skills critical

to successful reading.

Graves (2000), as cited by Mukoroli (2011), defined vocabulary as the entire stock

of words belonging to a branch of knowledge or known by an individual. He also states

that the lexicon of a language is its vocabulary which includes words and expressions.

The National Reading Panel (NICHD, 2000), identified vocabulary as one of five

major components of reading. Its importance to overall school success and more

specifically to reading comprehension is widely documented (Baker,Simmons,

&Kame’enui, 1998; Anderson & Nagy, 1991). The National Reading Panel (NRP) stated

that vocabulary plays an important role both in learning to read and in comprehending

text: readers cannot understand text without knowing what most of the words mean.

“Teaching vocabulary will not guarantee success in reading, Just as learning to read

words will not guarantee success in reading. However, lacking either adequate word

identification skills or adequate vocabulary will ensure failure” (Biemiller, 2005),

(Kamil&Hiebert, 2005), states that vocabulary is generically defined as the knowledge of

words and word meanings. More specifically, we use vocabulary to refer to the kind of

words that students must know to read increasingly demanding text with comprehension.

13
 Graham and Perin (2007), cited by Raoofiet. Al (2017), writing is considered as an

important ability for production and dissemination and knowledge within any disciplinary

discourse. You can assess the students ‘academic achievements on their abilities to

convey their knowledge and ideas.” It helps students their assignments, enhance their

critical thinking capabilities and develop their cognitive performances.

Further, schwar (2014), took the point of alhabbash(2012), saying that grammar is

central in teaching and learning process. It is also one of the most difficult aspects of

language to teach well. English teachers and learners are often frustrated by the

disconnection between knowing the rules of grammar and being able to apply those rules

automatically in writing.

According to Hornby, vocabulary is the total number of words in language an

individual Knows and those words are used as a vehicle of language to express ones

thought.

In the Longman Advanced American Dictionary(2003), the term vocabulary

has been defined as ‘all the words that someone knows, learns, or uses’ (p. 1612).

Vocabulary development provides strong base for learning to interpret and

understand written text (Silverman, 2007). Empirical studies have revealed that with

a vocabulary size of 5000 English words, it is possible for a L2 learner to

understand 95% of a non-technical text (Huang &Liou, 2007).According to

Schmitt(2008), an individual requires to learn the use of five to seven thousand words for

articulate conversation, and around eight to nine thousand words for reading and

comprehending a written material. Vocabulary development is essential not only for

14
reading comprehension but also to facilitate future expansion of vocabulary

knowledge through understanding a range of texts based on various contexts

(Tayloret al., 2009).Across countries, there is an increasing awareness of the

importance of vocabulary development in the learning of second language, as well

as in improving communication skills

(Milton, 2009).However, ‘the mechanics of vocabulary learning are still something

of a mystery, but one thing we can be sure of is that words are not instantaneously

acquired...... Rather, they are gradually learned over a period of time from numerous

exposures(Schmitt, 2008, p.4)

According to Diana Bonet, in teaching vocabulary the teacher needs to know the

types of vocabulary. There are:

a. Reading and listening.

A students‟ reading and listening vocabulary is all the words he or she can

recognize when reading and listening. This is the largest type of vocabulary simply

because it includes the other two.

When reading and listening, the students remind words which they may not use by

themselves, but they recognize them by their context. When the students hear or read

new words often and find them useful, the students usually adopt them.

b. Writing.

A students‟ writing vocabulary is all the words he or she can employ in writing.

Compared to the previous two vocabulary types, the writing is stimulated by its user.

b. Speaking.
15
 c. A students‟ speaking vocabulary is all the words he or she can use in speech.

Students usually use word in spontaneous. It makes the words are often

misused. This misused can be compensated by facial expressions, tone of voice,

or hand gestures. These Statements prove that vocabulary plays an important

role in everyday communication. Students can express their thoughts and

emotions with words.

Strategies for fostering vocabulary development fall into two broad categories:

teaching strategies for vocabulary directly and learning new words indirectly. Generally,

school-age children learn about 3,000 new words a year, but only about 10 percent of

these words come from direct vocabulary instruction. The rest come from their everyday

experiences with oral communication, listening to text read aloud, and reading a wide

variety of texts independently.

Researchers conclude that teachers can have the biggest impact on vocabulary by

increasing the amount of incidental word learning (Nagy and Herman 1987).

Environment

How is comfortable students feel in their language learning environment. Does

their classroom feel cold and tense, or positive and relaxing? What’s the schools culture

and beliefs about language learning? We’ve found that a students learning environment

has an impact on their motivation – a low anxiety language learning environment

increases the chance for acquisition.

Suleman and Hussain (2014), Reported that studies on the classroom revealed

that the physical environment plays a vital role in the teaching – learning process. It can

16
affect the affect the performance of both teachers and students. The classroom

environment includes many facets. The different can include the placement of tables and

chairs, lighting and temperature, classroom management, discipline techniques, and

engaging lesson plans.

Swati H. Kekare (2015), in her study titled as “Classroom Environment and

Academic Motivation” explored the relationship between classroom environment and

academic achievement of the subjects. The subjects were 11th class students. The

sample of 80 students was selected from various colleges of Aurangabad city. Simple

random sampling method was used for selecting subjects. The study was experimental

“pre-test post-test equivalent group design” was used for this study. Statistical data was

collected from pre-test post-test. Mean, standard deviation and t test were used for

statistical procedure. In this study results are significant at 0.05 levels. The study showed

that there is significant difference between classroom physical environment and academic

achievement of subjects.

Nihareeka Rankai (2016), in her study titled as “Effect of Classroom Environment

on Achievement Motivation” provided information for parents, educators and school

administrator to reflect upon various aspects that help students in achieving their

academic goals. In doing so, they can investigate the possibility of introducing those

factors to their school, which may consequently lead to enhancing students educational

out come in school. Previous studies of Whitaker (2004), explored that main variable in

the classroom is not the student, but the teacher. Tyler & Boelter, (2008): teacher

expectations as strong and reliable predictors of performance among elementary, middle

and high school students. Tyler and Boelter (2008b), positive teacher expectations were
17
associated with high academic performance or academic gains; whereas negative

teacher expectations resulted in decrease in academic performance. On basis of these

views present study conducted in which Independent variable (IV) was influence of

classroom environment and Dependent variable (D V) was academic achievement.

Sharma academic achievement motivation test by Sharma (1984) and classroom

environment scale (C.E.S) by Joshi and Vyas (1987) were used. Sample of 30 students

were taken, all were females and there mean age was 14.67. Finding reveals that some

of the factors of classroom environment had positive correlation with academic

achievement; hence the hypothesis is partially conformed.

Hannah (2013), the classroom environment is where the student gain an

understanding of their place in the world and the gifts that they have to offer it. It is where

the student develops what they went their future to look life, as well as knowledge of the

skills needed to reach that goal. With the classroom being such an important place in te

growth of a child it is important to understand the ways in which to affect this environment

in order to receive maximum effectiveness in instruction. If schools really do play a large

role in teaching the next generation how to be successful members of society then every

precaution should be taken to make sure that the learning environment is one that helps

students thrive. If not approached correctly, a classroom can be set up in a way that stifles

creativity or does not promote a positive learning environment.

Falsario (2014), The classroom still remains to be the main learning environment

in the schools although learning can take place in other venues. On this premise, it is

18
imperative that educators strive to make the classroom the best venue for students to

attain their full potential in academic performance. Teachers are continually looking to

create a "positive" classroom climate in which student learning is maximized. It is having

an environment where students feel safe, nurtured, and intellectually stimulated. This type

of positive classroom climate allows for students to meet their basic needs of physical

and mental health. While there is no specific definition of what creates a negative

classroom climate, it is considered to be one in which students feel uncomfortable,

whether physically, emotionally, or academically, for any reason.

Burnett, P.C. (2002), states that the relationships between teacher praise and

feedback, and students’ perceptions of the classroom environment were investigated in

six rural elementary schools. The Teacher Feedback Scale and My Classroom Scale

were developed as part of this study and used to collect the data. Structural equation

model was used to test a hypothesis. The results indicated that negative teacher feedback

and effort feedback were both related to students’ relationships with their teachers, while

ability feedback was associated with perceptions of the classroom environment. Praise

was not related to classroom environment or teacher–student relationships. Significant

age and gender differences were found.

Lizzio, A, Wilson, K. and Simons, R. (2002), states the relationship between

university students’ perceptions of their academic environment, their approaches to study

and academic performance at both university and faculty levels. The results revealed that

their learning outcomes both hard (in terms of academic achievement) and soft ( in terms

of skill development and satisfaction) were influenced by their approaches to study. These

approaches to study were concerned with teaching quality.

19
 Chawla,L. and Cushing,D.F. (2007), states that this article reviews four bodies of

research that shed light on how to promote active care for the environment in children

and youth. The article begins with an overview of studies of formative childhood

experiences reported by environmental activists and educators, followed by correlational

and experimental studies with young people regarding factors associated with their taking

action for the environment. Therefore experiences that promote the development of these

assets are summarized as well. The conclusion compares major findings in these different

fields and discusses implications for environmental educators.

Chaturvedi, M. (2009), effect of school environment, achievement motivation and

academic achievement of adolescents was studied. The findings of the study indicated

that the stresses and strains of adolescence had negative effect on every child but

positive school environment and good social background could be facilitators in coping

with adolescence stress. The findings would help the teachers to know psychological

performance of students and clear understanding of their environment. This study helped

educational policy makers in planning some strategies to reduce wide gap between

school environment and school environment and school curriculum of primary school and

junior high schools.

Kamaruddin , R. , Zainal, N.R.,Aminuddin, Z.M. and Jusoff, K.(2009), The study

involves assessment of various components of learning environments from students’

point of view. It also found out how students learning outcomes were affected by leaning

environments. Housing environment and parents motivation had highest assessment but

facilities provided at home had the least assessment of academic performance. The

results also showed that housing environment and school / teacher involvement were
20
positively correlated with students’ academic performance. Some suggestions were given

for improving the quality of learning environment resulting in better academic

performance.

Muola,J.M.(2010), author finds out relationship between academic achievement

motivation and home environment of secondary school students. The study revealed that

there was positive relationship between academic achievement motivation and home

environment. In home environment .mother’s and father’s occupation, education, family

size, learning facilities at home and parental encouragement were considered. It was

recommended that parents should be aware of their role in the education of their children.

Secondly they should not unnecessarily pressurize their children for good performance

and they should set achievable target within their children’s capability.

Mishra,S. and Bamba, V.(2012), Author studies the impact of family environment

on academic achievement of f secondary school students in science subject. In this study,

for family environment four dimensions such as achievement orientation, cognitive

stimulation, recreational orientation and home structure were considered. It was found

that academic achievement of secondary school students has positive and significant

relationship with children’s as well as parent’s perception of overall family environment

and its four dimensions.

.Nazir N. and Mattoo N.H. (2012), the author works on the impact of environment

of different types of schools i.e. government and private on academic achievement. The

result revealed that there was highly significant relationship between academic

achievement and school type among both boys and girls. Male respondents studying in

21
private schools showed highly significant relationship between science achievement test

and English achievement test. There was significant effect of school environment on

academic achievement among female students. The overall correlation between creative

stimulation, academic achievement and cognitive encouragement was highly significant.

Thus for young adolescents environment plays significant role in their academic progress.

Badola, S. (2013), Author found out correlation between home climate and school

environment and decision maturity of senior secondary school student . For home climate

namely control of parents, projection of family members, social isolation , deprivation of

privileges’ and rejection of family members these dimensions were considered. While for

school environment dimensions are creativity incentive, cognitive motivation,

recommendation, permissiveness, rejection and control. The result showed that

dimensions of home climate differ significantly on their career decision maturity whereas

effect of school environment dimension differ significantly of senior secondary students

on their career decision maturity.

PISA (2009), In this book, some features of high performing school system were

given. Learning environment inside schools and classrooms were well explained. The

article also stated student related and teacher related factors affecting school climate.

Relationship between learning environment and school environment variables was shown

with statistical analysis.

Marzano and Marzano (2003), believe that students cannot perform and learn to

their fullest potential in a classroom that is chaotic and poorly managed. The purpose of

this case study is to explore the impact of classroom environment on student learning. "It

22
is imperative that classroom teachers provide a positive learning environment. It is in the

classroom that teachers have the greatest control over conditions that affect learning and

behavior" (Stewart, Evans & Kaczynski, 1997, p.53). Teachers should be aware of the

impact classroom environment can have on students because of the way they conduct

their classrooms.

Stewart, Evans & Kaczynski (1997), The classroom environment cannot be

pinpointed as one specific entity. The whole environment of the classroom consists of

several factors; indeed "it [the classroom environment] is constructed in much the same

manner as a quilt-numerous and diverse parts gain distinctiveness through the

contribution of each piece to a whole". Classroom environment can be broken down into

four main factors as explained in "Setting the Stage for Success: Assessing the

Instructional Environment" (Stewart et al., 1997). The four factors are: (1) physical

environment, (2) time/instructional management, (3) behavior management, and (4)

teacher effectiveness. When implemented properly, these four factors can play an

important role in contributing to student learning. If one of these four factors is neglected,

this could be detrimental to the learning process. These factors need to be implemented

all together in order to make the most positive impact on student learning.

Stewart, Evans and Kaczynski (1997), argue that "an orderly and attractive

environment can have a positive effect on behavior by improving the level and quality of

student interactions, so teachers and students carry out activities efficiently without

excessive noise or interruption" (p. 53). Landau (2004) concurs, noting that "visual

learners, for example, do better at any level if the classroom has interesting and appealing

items on display" (p. 16). Teachers can make their classrooms visually appealing by
23
having bright, colorful displays or bulletin boards throughout their classrooms. Bulletin

board, for example, can enhance a concept being taught by visually representing content

in a unit of study (Landau, 2004).

Teaching strategies

The strategies a language teacher uses have a big impact on language learning.

How does the teachers help the students understands the concept of a language? How

does the teacher take different learning styles into account, as well as different levels of

comprehension? For example, watching a film in the target language and writing and

performing skills in te target language reach multiple learning style. Offering an immersion

experience helps students connect the language learning to their everyday lives, but

wrote vocabulary memorization and grammar drills create meaning-less language

lessons.

Vican, Bugnar and Previsic (2007), states that the point of teaching is not just the

implementation of the program but overall development of human potential of each

student.

Stoll and Fink(2007), students are the focal point of the teaching process. Relations and

processes within the teaching process are closely connected to students “Emotion and

their contentment with the teaching. Relations within the classroom are governed by the

interrelationship of students and teachers and have a significant impact on the set goals

of the curriculum. In accordance with the teaching content, individual characteristics of

each students and their personal competencies and affinities, teachers plan, create and

apply different strategies. Teaching strategies become the instruments of achieving the

24
set goals in order to achieve the main goal of teaching which is to assessed the student

during the learning process, teachers should rely on their knowledge about their students,

the subject they teach and the situation they are in, in order to find the most appropriate

teaching strategy.

Theroux (2004), states that the challenges that most teachers face within their

classrooms, such as trying to deal with lack of student motivation, students being

uninterested in content material and social and behavioral disruptions can also be

addressed by making attempts to engage students in the learning process. The

strategies, in which teachers can employ to improve student understanding, motivation,

and behavior, are quite numerous though they all have very similar characteristics and

the same goal in mind. Terms such as "collaborative learning, problem-based learning,

project-based learning, self-directed learning, and engaged learning "are sometimes used

almost synonymously because there are similarities in the ways these philosophies are

put into practice".These teaching strategies or philosophies lead to the development of

habits and qualities in students that will lead to them valuing learning and becoming life-

long learners. "Each ofthese teaching philosophies encourage[s] the development of

autonomous learners who are 2 motivated to become, and responsible for being, in

control of their own learning processes. Regardless of whether students work in groups

or alone students learn how to take responsibility for their own learning".

25
 CHAPTER III

RESEARCH METHODOLOGY

This chapter describes how the study was conducted and the researchers used the

following in gathering the necessary data for the completion of the study. This includes

the research design, the population and sampling, sampling procedure, data gathering

procedure, research instrument and the statistical treatment of data.

Research Design

This study used a descriptive method of research. Descriptive research could be

either quantitative or qualitative. It involves collection of quantitative information that can

be tabulated along a continuum in numerical form. Glass and Hopkins(1984), this

research design was used in order to provide a vehicle for the collection and interpretation

of data in reference to the statistical relationship of stated variables as viewed by the

respondents.

Locale of the Study

This study was conducted in Southern Mindanao Institute of Technology, Incorporated

for the second semester, school year 2018-2019.

Respondents of the study

26
 The respondents for this study were consists of One hundred (100) students from the

education department. The researcher used random sampling technique in determining

the respondents. While, Six (6) English teacher respondents were taken purposively to

answer the acceptability of the module.

Data Gathering Procedure

The researchers formulated the questionnaire and presented to the adviser for

checking and have been validated by the members of the panel. The researchers

proceeded to ask permission and approval from the school president. The adviser and

the research coordinator noted the letter of permission. The researchers administered the

instruments to the respondents. The researchers collected the questionnaire immediately

after completion for analysis and interpretation. While the module acceptability have been

distributed to English teachers for checking validation.

Statistical Treatment

The data was gathered, tallied and analyzed to answer the research problems, the

means of the responses are computed and only the highest and the lowest are

emphasized in the presentation of findings. To answer the independent and dependent

variable weighted mean was used, while pre-test and post-test were used to measure the

result of evaluation.

27
Data Gathering Instruments

The study is descriptive in nature, the researchers formulated a questionnaire on

(communication skills) after a thorough review of the literature and studies on this topic.

The rating scale of the questionnaire used the five-point Liker scale with responses to

choose ranging from 5 which means Always, 4 as Often; 3 as Sometimes; 2 as Seldom;

and 1 as Never.For interpretation of the mean responses, the following 5-point rating

scale was used to describe the level of Communication Skills.

Scale Description Range

5 Always 4.50-5.00

4 Very often/Regularly 3.50-4.49

3 Sometimes 2.50-3.49

2 Very rarely 1.50-2.49

1 Never 1.00-1.79

To answer the significant difference between the score of the pre-test and post-

test chi-square was used.

28
 To answer the significant effect on the use of modular approach in teaching

communication skills to the test was used.

CHAPTER lV

This chapter presented the analysis result of Pre- Test, Post Test, acceptability

and quality of the module in terms of content, style and instruction.

Table 1: Pre- Test result of Experimental and Free Group

Group Number of Students Mean Standard Rating Description

Deviation

Experimental Group 40 47.40 2.82 76.49 Passed

Free Group 40 38.13 5.1 37.22 Failed

The

Table 2: Result of Post Test

Group Number of Students Mean Standard Rating Description

Deviation

Experimental Group 40 82.23 7.18 88.60 Passed

Free Group 40 75.17 9.25 86.15 Passed

29
TABLE 3: ACCEPTABILITY

Acceptability Mean Description

1. I am satisfied that the module met its learning outcome. Very Satisfactory/
4.5
Applicable/Acceptable
2. Module handbook was accurate, helpful, and all the
Very Satisfactory/
information it should. 4.17
Applicable/Acceptable

3. The objectives are relevant to the content of the module. Very Satisfactory/
4.67
Applicable/Acceptable
4. The language used is easy to understand. Very Satisfactory/
4.33
Applicable/Acceptable
5. The language used is clear, concise, and motivating. Very Satisfactory/
4.33
Applicable/Acceptable
6. The instructions in the instructional module are concise
Highly Applicable/
and easy to follow. 5
Acceptable
7. The instructional module will serve as a supplement
Very Satisfactory/
material that can cater to the needs of the students. 4.5
Applicable/Acceptable
8. Adequate examples are given to each topic. Very Satisfactory/
4.17
Applicable/Acceptable
9. The practice tasks are suits to the level of the students. Very Satisfactory/
4.67
Applicable/Acceptable
Very Satisfactory/
Grand Mean 4.48
Applicable/Acceptable

30
TABLE 4.1: CONTENT

Item Statement Mean Description

1. Content reinforces, enriches, and leads to the
mastery of certain competencies for the level and Very Satisfactory/
4.16
subject it was intended. Applicable/Acceptable

2. Facts are accurate and there is clear and

Very Satisfactory/
meaningful connection between all concepts. 4.83
Applicable/Acceptable
3. Information provided is up-to-date. Very Satisfactory/
4.33 Applicable/Acceptable
4. Language is appropriate for the level of the target
Very Satisfactory/
user. 4.5
Applicable/Acceptable
5. Visuals are clear in content and detail. Very Satisfactory/
4 Applicable/Acceptable
6. Typographic lay-out is well organize, pleasing and
Satisfactory/ Applicable/
supports the concepts printed. 3.5
Acceptable
7. Size of the letter is appropriate for the target
Very Satisfactory/
audience. 4.5
Applicable/Acceptable
8. Visuals are relevant to the topic. Satisfactory/ Applicable/
3.83 Acceptable
9. Assessment complexity matches learning content
Very Satisfactory/
supplied. 4.17 Applicable/Acceptable
10. Learning activities are user friendly. Highly Applicable/
5
Acceptable
11. Example provided are relevant and based simulated
Very Satisfactory/
work environment. 4
Applicable/Acceptable
12. References can be verified and identified. Satisfactory/ Applicable/
3.67 Acceptable
13. The package is effective for learning and
implementation purposes without losing quality Very Satisfactory/
4
outcomes. Applicable/Acceptable

31
 Very Satisfactory/
Grand Mean 4.42 Applicable/Acceptable

TABLE 4.2: STYLE

Item Statement Mean Description

1. The grammatical structure is correct and appropriate. Very Satisfactory/
4
Applicable/Acceptable
2. The materials adhere to Content Review Material
Very Satisfactory/
Development Standards. 4.16
Applicable/Acceptable
3. The material has been designed and caters to the
different adult learning styles such: visual, auditory, Very Satisfactory/
4
kinesthetic or VAK. Applicable/Acceptable

4. Links are clearly stated and references are correctly

Satisfactory/ Applicable/
cited. 3.5
Acceptable
5. The materials are well formatted and corrected. Satisfactory/ Applicable/
3.5 Acceptable
6. It abides with intellectual and copyright laws. Very Satisfactory/
4 Applicable/Acceptable
7. Permission has been obtained from materials that have
Very Satisfactory/
been adopted from other sources. 4.5
Applicable/Acceptable
8. The materials considered are of high quality. Satisfactory/ Applicable/
3.83 Acceptable
9. Material is free for ideological, cultural, religious, radical
Very Satisfactory/
and gender biases and prejudice. 4.16
Applicable/Acceptable
10. Resources do not disgrace or embarrass learners in
any form such as invade learners privacy; Very Satisfactory/
indiscriminately confront cultural beliefs and etc. 4.33 Applicable/Acceptable

Very Satisfactory/
Grand Mean 4 Applicable/Acceptable

32
TABLE 4.3: INSTRUCTION

Item Statement Mean Description

1. The purpose, process and outcome have been clearly Very Satisfactory/
stated. 4.16
Applicable/Acceptable
2. The module objectives have been made clear to the Very Satisfactory/
learners. 4
Applicable/Acceptable
3. The module has been accompanying facilitation guide, Very Satisfactory/
instruction and user guide. 4.16
Applicable/Acceptable
4. The module has accompanying feedback and Satisfactory/ Applicable/
evaluation form. 3.83
Acceptable
5. The materials can be easily and independently use. Very Satisfactory/
4
Applicable/Acceptable
6. The learning activities provide opportunity for
participants to obtain feedback either within or outside Very Satisfactory/
4.16
the program. Applicable/Acceptable

7. The materials can be used without direct involvement of Satisfactory/ Applicable/

the developments. 3.83
Acceptable
8. The learning activities support the goals and objectives. Very Satisfactory/
4.33
Applicable/Acceptable
9. The program and activities help participants plan what Very Satisfactory/
they will do upon returning to their work place. 4.5
Applicable/Acceptable

Very Satisfactory/
Grand Mean 4.11
Applicable/Acceptable

33
Variable Total Mean T. T. Critical Interpretation

Pre-test 42.77
32.33 2.21 Significant

Post-test 78.7

34
35