IDENTIFYING

THE LEAST MASTERED

LEARNING COMPETENCIES
IN LANGUAGE :BASIS FOR THE
INTEGRATION OFCONTEMPORARY
RESEARCH-BASED CLASSROOM
INTERVENTIONS
 CONCEPTUAL FRAMEWORK
IV

BASIS FOR THE INTEGRATION OF CONTEMPORARY

RESEARCH-BASED CLASSROOM INTERVENTIONS
DV DV
STRUCTURE AND
VOCABULARY
WRITTEN EXPRESSION

DV

Identifying The Least Mastered

Learning Competencies

DV DV
READING
RESEARCH-BASED
COMPREHENSION CLASSROOM INTERVENTIONS
ORAL PROFECIENCY
• A Conceptual Framework Showing the
Interplay of Variables of Identifying the
least Mastered Learning competencies and
the basis for the integration of
Contemporary Research-Based classroom
Interventions Performance.
 • CONCEPTUAL FRAMEWORK

• The first big box contains the independent

variables in the study which is the
identified directly connected to the
teacher’s competency. The five boxes
contain the dependent variables which are
directly identified affect the students
competency and basis for the integration
of contemporary research-based
classroom Interventions. .
 Introduction
• Learning competencies are the applied
skills and knowledge that enable people to
successfully perform their work and refers
to system of instruction assessment,
grading and academic reporting that are
based on students demonstrating that they
have learned the knowledge and skills
they are expected to learn as they
progress through their education.
• The K to 12 program using the spiral
approach in teaching language is on
hardcore and problems are always
predicted. Identifying the least mastered
learning competencies in language is a
tool of assessment for creating appropriate
intervention program to the students and
effective guide for classroom intervention.
• Competency in English language teaching draws
on content or subject matter knowledge, teaching
skills, and the ability to teach in English – a skill
that is usually viewed as influenced by the
teacher’s language proficiency. According to
conventional wisdom the more one knows of a
language, the better prepared one is to teach it.
Hence it is commonly assumed that a teacher who
is a native speaker of his or her teaching language
is at an advantage compared to one who is not a
nativespeaker of the language – an assumption
that Freeman (2016: 182) describes as the legacy
in language teaching ‘of the valuing of
“nativeness” as a criterion for being a “good”
language teacher.
• It is easy to dismiss the importance of "knowing
your students’ skills as either a vacuous platitude or
a statement of the obvious. However, the process of
coming to know students least mastered is often
difficult and challenging, particularly if the students
are struggling with schoolwork. Knowing means
more than merely acquiring social or administrative
information but to maximize learning, we need to dig
deeper than this superficial information in order to
address the problem.
• Identifying the least mastered competency
of the students in English language is a
essentials process of knowing appropriate
intervention materials might be provided
and wise approach for research based
classroom intervention. This research
aims to Identify the least mastered
Learning competencies in language by the
students for the basis of research-based
classroom Interventions.
•
 • STATEMENT OF THE PROBLEM

• This study aims to Identify the Least

Mastered Learning competencies in
language of the students for the basis of
Research-Based classroom interventions.
• Specifically, this study seek to answer the
following questions:
1.How may the English Proficiency of the
Grade 8th students be described in terms of:
1.structure and written expression ( Grammar
knowledge0
2. reading comprehension
3.Vocabulary
4.Oral proficiency
1.What problems will be encountered by the
respondents in implementing English as in
all subject areas and how will address?
2.How may the findings will utilize in
preparing research-Based Classroom
Intervention?