Research Proposal.

1. English Language Proficiency In Reading of Senior High School Students in SNCSTI.
Background of the Study:
The English Language is a universal language that every person should
understand. Along with our mother tounge, it is well and just to understand and
identity our universal language. Fluency too, is acknowledged whenever we speak
our own language. We’ve caught an interest in the said topic because students
are encouraged to speak English in accord to the subject they are in. This will
allow us too to see the learner’s capabilities on how well they speak the English
Language in terms of reading.
Objectives:
  To identify how many senior high school students inside the institution are fluent in
English Language.
  To set the learner’s capabilities to learn more about the English Language.
Review of Related Literature:
Proficiency:
Rao (2016), stressed in her research that there is a difference between proficiency and fluency.
It is possible to speak a language fluently without being exceptionally skilled, as It's also feasible to be
really skilled without being fluent. She further added that when it comes to the prosody of the
language, among other things, is a key component of fluency when learning a second language
pronunciation and the flow of the conversation. Without practicing, it is impossible to achieve fluency.
On the other side, the main priority is proficiency, assess your language proficiency, both in terms
of your comprehension and accuracy. It is best to practice proficiency via writing and reading.
According to James (1985), proficiency is seen as a continuum, hence it can be regarded as a scale
of language-related talents, each level varying gradually and continuously. Proficiency is broken down
into levels that comprise the progressively altering sequential the next levels must be achieved while
possessing language skills at the preceding levels.
O'Sullivan (2012), asserts that it is challenging to establish the boundaries of the language that is
employed. Despite the fact that vocabulary or grammar are examples of specialized language use in a
context, can be described in a certain context to learn about the language uses needs analysis in that
setting (O'Sullivan, 2006).
To evaluate the level of language proficiency, it is important to specify the language features
employed and to identify the language that is appropriate for the situation.
Language:
When using language, consider its "function, context/content, and the three criteria allowed are
"accuracy," The action represents the capacity of the person. (Heilenman & Kaplan, 1985) questions or
describe; finish a task linguistically; context/content refers to the defining the parameters; accuracy is
the degree to which a person uses language correctly; and as proficiency levels rise, each element
broadens in scope (Bragger, 1985).
Reading Comprehension:
One of the main objectives of the senior high school curriculum is reading comprehension. For
our Senior High students to properly use other abilities required in various jobs, they must first acquire
the facts about the topic at hand. Reading comprehension, according to Baier (2005), is the meaningful
intersection of your schema—what you already know—and the text's meaning—what the text is about.
It is a cognitive process that involves more than simply the ability to read; it also involves the
deliberate intellectual action of drawing meaning from the text. It extends beyond the capacity to
discern each and every word in the passage you are reading. It involves more understanding and
decoding meanings from a mix of unfamiliar and well-known words.
References:
Baier, J. R. (2005). Reading comprehension and reading strategies. Published dissertation. Master of
Education. Degree in Education. The Graduate School: University of Wisconsin-Stout.
Bragger, J.D. (1985). Materials development for the proficiency-oriented classroom. C.J. James (Ed.),
Foreign language proficiency in the classroom and beyond (79-116). Lincolnwood: National Textbook
Company. https://www.jstor.org/stable/1476842. Accessed 20 December 2019.
Heilenman, L. K., Kaplan. I. (1985). Proficiency in practice; the foreign language curriculum. In C. J.
James (Ed.), Foreign language proficiency in the classroom and beyond (pp. 55-78). Lincolnwood:
National textbook Company.
James, C. J. (1985). Learning from proficiency: the unifying principle. In C.J. James (Ed.), Foreign language
proficiency in the classroom and beyond (pp.1-8). Lincolnwood: National Textbook Company.
O’Sullivan, B. (Ed.) (2006) Issues in Testing Business English: the revision of the Cambridge Business
English Certificates (Studies in Language Testing, volume 17), Cambridge: Cambridge University Press.
O’Sullivan, B. (2012). Assessment issues in languages for specific purposes. Modern Language,Journal,
96(11), 71-88. https://doi.org/10.1111/j.1540-4781.2012.01298.x

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1. English Language Proficiency In Reading of Senior High School Students in SNCSTI.

Background of the Study:

The English Language is a universal language that every person should

identity our universal language. Fluency too, is acknowledged whenever we speak

Language in terms of reading.

Review of Related Literature:

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