Siena College, Inc.

Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

SOCIAL FACTORS AFFECTING ENGLISH LANGUAGE SKILLS IN SELECT

GRADE 10 STUDENTS OF SIENA COLLEGE, INC. QUEZON CITY, AY 2021-2022

 Submitted to:

Mr. Jomar Rosas

In Partial Fulfilment of the Course Requirements in

PRACTICAL RESEARCH 2

__________________________________________________

By:

Ralph Miguel R. Doria

Danielle Alexandra E. Mariano

Inigo Miguel C. Razon 

January 2022
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

APPROVAL SHEET

In partial fulfillment of the requirements for Practical Research 2, this thesis entitled,

Social Factors Affecting English Language Skills in Select Grade 10 Students of Siena

College, Inc. Quezon City, AY 2021-2022, has been prepared and submitted by Danielle

Alexandra E. Mariano, Ralph Miguel R. Doria, and Inigo Miguel C. Razon who are hereby

recommended for the corresponding oral Examination on January ____, 2022.

Date: January ___, 2022.

Mr. Jomar Rosas

Research Instructor

Approved in partial fulfillment of the requirements for Practical Research 2 by the Panel

of Examiners.

_______________________________
Chairperson

___________________________ ________________________
Member Member

Accepted in partial fulfillment of the requirements for Practical Research 2.

1
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

ACKNOWLEDGEMENT

The researchers would like to extend their warm regards and appreciation to the

following who gave significant contributions in completing the study.

To Siena College, Inc. Quezon City, our beloved institution who have gave the

researchers the necessary tools and knowledge that formed them to become better and steadfast

students along with fulfilling its mission in promoting and giving quality education to its

students.

To Mr. Florante L. Alfonso, OIC IBED Principal who gave the researchers this

opportunity to showcase their innate skills, effort, and knowledge through this study which will

greatly benefit the school.

To Mr. Jomar Rosas, their research instructor, for his professional guidance throughout

the research preparation and completion.

To Maria Wilhelmina B. Esquivel, LPT, DMS, their research adviser, for her unyielding

support, motivation, and knowledge, along with her patience and guidance in aiding the

researchers throughout the process of developing this research;

To group members—Danielle Alexandra E. Mariano, Ralph Miguel R. Doria, and Inigo

Miguel C. Razon, for sharing caffeine-fueled, sleepless nights, hunger, laughter, and frustration.

2
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

The researchers extend their appreciation for their dedication and effort to ensure the success of

this endeavor;

To the researchers’ families who gave their unconditional support and motivation

throughout the study. They have remained steadfast and confident in the researchers’ ability to

successfully accomplish this endeavor.

Lastly, to Almighty God, who is the great source of life and provider of everything in

accomplishing this research, giving His constant strength and wisdom throughout the process of

this study.

3
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

DEDICATION

The researchers would like to dedicate this study to the following:

Teachers,

Students

School Administrators,

Public, and

Future Researchers

4
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

ABSTRACT

English is considered one of the most significant instruments in the Philippines, for most

of the population utilizes the said language. However, recent studies say otherwise despite

Filipinos’ recognition for their notable English proficiency. The questions of the study are stated

which are as follows: (1) What is the profile of the student in terms of (a) Sex, (b) Age, (c)

Language Used at Home, and (d) Parents’ Highest Educational Attainment? (2) How do the

following Home Factors influence English Language Skills: (a) Parent / Guardian Interaction, (b)

Interaction with relatives, and (c) Interaction with Siblings? (3) How do the following School

Factors influence English Language Skills: (a) teacher-Student Interaction and (b)

Student-Student Interaction? (4) How do the following reading skills influence English

Language Skills: (a) Comprehension, (b) Vocabulary, and (c) Fluency? (5) How do the following

writing skills influence English Language Skills: (a) Conciseness, (b) Organization, and (c)

Mechanics? And (6) How do the following listening skills influence English Language Skills: (a)

Attention, (b) Understanding, and (c) Response?

The study locale is in Siena College, Inc. Quezon City. The research design utilized is the

mixed-method research design wherein it uses both Qualitative and Quantitative approaches in

discussing and presenting Social Factors that affect the English Language Skills of Select Grade

10 students of Siena College, Inc. Quezon City. The statistical treatment for quantitative data

analysis is the Weighted Average Mean (WAM), while the thematic analysis was used in

qualitative data garnered from the interview protocol. Based on the data gathered, the profile of

5
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

the respondents entails that most are female who are in their teens, 15 and 16 years old

respectively, and have college-educated parents. Home factors have a moderately high influence

on English Language Skills, reading skills have a high influence on English Language Skills,

Writing Skills have a high influence on English skills, and listening skills have a high influence

on English language skills. Additionally, results also show that students experience difficulties in

improving English abilities, such as fear of judgment and criticism from skilled classmates, lack

of self-confidence, the students’ environment, and pressure along with ways of developing

English abilities include reading, watching English movies, series, and other media, listening to

the teacher, and connecting with others who speak English.

6
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Table of Contents

Title Pagei
Approval Sheetii
Acknowledgementiii
Dedicationiv
Abstractv
Table of Contentsviii
List of Figures …………………………………………………………………………………..ix

CHAPTER I INTRODUCTION
Background of the Study2
Statement of the Problem4
Significance of the Study7
Conceptual Framework……………………………………………..…………………………. 9
Scope and Limitations10
Definition of Terms………………………………………………..…………………. ………10

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

Themes
Social Factors…………………………………………………………………………….13
Home Factors…………………………………………………………………………….14
Parent/Guardian Interaction……………………..……………………………….15
Interaction with Relatives.……………………………………………………….15
Interaction with Siblings…………………………………………………………15
School Factors…………………………………………………………………………...16
Teacher-Student Interaction……………………………………………………..16
Student-Student Interaction……………………………………………………...17
Language Skills………………………………………………………………………….17
Reading Skills…………………………………………………………………...18
Comprehension………………………………………………………….20
Vocabulary………………………………………………………………21
Fluency…………………………………………………………………..22
Writing Skills……………………………………………………………………23
7
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Conciseness……………………………………………………………...24
Organization…………………………………………………………….26
Mechanics……………………………………………………………….27
Listening Skills………………………………………………………………….29
Attention………………………………………………………………...30
Understanding…………………………………………………………...31
Response………………………………………………………………...32
Parent’s Literacy………………………………………………………………...33
Language Used at Home………………………………………………………...33

CHAPTER III RESEARCH DESIGN

Research Design…………………………………………………………………………35
Study Locale……………………………………………………………………………..36
Population and Sampling………………………………………………………………...36
Data-Gathering Instrument………………………………………………………………36

Data-Gathering Procedure……………………………………………………………….38

Statistical Treatment……………………………………………………………………..39

CHAPTER IV DATA ANALYSIS, RESULT, AND DISCUSSION

Data Analysis……………………………………………………………………………41

Results and Discussions…………………………………………………………………42

CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS

Summary…………………………………………………………………………………83

Conclusions………………………………………………………………………………86

Recommendations………………………………………………………………………..87

REFERENCES………………………………………………………………………….89

8
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

APPENDICES…………………………………………………………………………..

9
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

List of Figures and Tables

Figure 1: Conceptual Framework……………………………………………………………..9

Figure 2: Respondents’ Age………………………………………………………………….42

Figure 3: Respondents’ Gender………………………………………………………………43

Figure 4: Respondents’ Language Used at Home……………………………………………44

Figure 5: Respondents’ Parents’ Highest Educational Achievement………………………...45

Table 1: Home Factors Influencing English Language Skills………………………………..46

Table 2: School Factors Influencing English Language Skills……………………………….47

Table 3: Reading Skills Influencing English Language Skills………………………………..48

Table 4: Writing Skills Influencing English Language Skills………………………………..,50

Table 5: Listening Skills Influencing English Language Skills………………………………51

10
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

CHAPTER 1

Problem and Its Background

This section presents the Background of the Study, Statement of the Problem,

Significance of the Study, Theoretical and Conceptual frameworks, Scope and Limitations,

and Definition of Terms.

English has become one of the most significant instruments in communication, especially

in the Philippines, for most of the population can utilize and speak the said language. It is also

considered a de jure medium of instruction and communication, as stated in the 1987

Constitution. The Handbook of Bilingualism and Multilingualism mentioned how the Americans

implemented an exclusive use of English in public education, especially in literature and

language education that supported colonialism in the Philippines. The combination of pedagogy,

canon, and curriculum established ideological relationships that legitimized, naturalized, and

rationalized colonial relationships. (Phillipson & Skutnabb-Kangas, 2013). Additionally, even

after the country's independence, the American language and government greatly influenced the

lives and politics of Filipinos (Chang, 2011).

Another study found that "In the Postcolonial era," this 'American legacy' has shaped the

landscape in which national language and bilingual policies were debated and carried out."

(Lorente, 2013; Hau & Tinio, 2003). Furthermore, English rests on the belief that the language is

3
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

beneficial and neutral. Beliefs about the language have shaped and impacted the lives of

Filipinos on social, economic, and political levels. Mike Cabignon (2015) wrote an article stating

that the Philippines is one of the most known English-speaking countries. Key stakeholders from

the government, the academia, private, and non-government sectors acknowledged that the

Philippines is doing well in English proficiency and raised concerns about the language's

competitive advantage. The country needs to enhance English teaching and learning to develop

as a critical workforce skill. This endeavor can strengthen the Philippines' distinguishing edge in

this region of the world, especially with the ASEAN economic union on the horizon.

A study discovered an alarming rate of students who garner low grades in content areas.

Prior studies were conducted to pinpoint the different factors affecting their achievement level.

Results showed that the most predominant factor is Language (Domingo, 2016).

Background of the Study

Article XIV of the 1987 Philippine Constitution states that the official language is

Filipino, otherwise stated by law, and until otherwise provided by law. Regional languages will

serve as the auxiliary medium of instruction in aiding the development of the official language.

At the same time, Spanish and Arabic will remain voluntary and optional languages (Official

Gazette of the Philippines, 1987). 

4
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Rowley-Jolivet (2017) mentioned that the English language had become the world's

lingua franca, often referred to as English lingua franca (ELF) as a global means of

intercommunity communication. In most circumstances, casual talking to political meetings

utilizes English. The said language is also used to communicate with an individual in a different

language.

De Vega Regala (2017) mentioned that the English language had become a convenient

tool in the Philippines because of its utility. English is highly valued, especially in academics.

However, the language is not proficiently used in formal education. Filipino educators are using

English to engage students in learning their subject. A recommendation has been made to

increase English language practice because it is more useful in foreign individuals and formal

communications situations. Students have been tasked to study English more proficiently. The

educators should also teach students to improve their literacy further.

Siena College, Inc. Quezon City utilizes English-medium Education (EDI), where

instruction is English. Teachers communicate with the students in English except for certain

subjects, such as "Filipino'' and social studies, which utilize Filipino. Aside from that, the

institution promulgated numerous programs in the curriculum, such as the English Speaking

Campaign that aims to encourage the development of the student's English Language skills.

Using the said language as the medium of instruction, not all students can effectively

comprehend and communicate with their teachers, classmates, and peers and participate in

5
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

classroom discussions. Because of this, it greatly hinders the student's potential in honing and

developing their English Language Skills. 

The researchers saw the significance of proficiency in English Language skills among

select Grade 10 students. These abilities will be heavily utilized in Senior High School, when

students are exposed to more advanced English through academic writing, speech preparation,

and, most importantly, research papers. Despite students grouped in one class and their teachers

educating everyone, they still differ in proficiency levels and capabilities in English.

The researchers identified various social factors and their effect on the selected Grade 10

students’ English Language Skills through this study.

Statement of the Problem

This study, Social Factors Affecting English Language Skills in Select Grade 10 Students

of Siena College, Inc. Quezon City, AY 2021-2022, aim to answer the following:

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

1.1 Sex;

1.2 Age;

1.3 Language used at home; and

6
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

1.4 Parents' Highest Educational Attainment?

1. How do the following Home Factors influence English Language Skills:

2.1 Parent / Guardian Interaction;

2.2 Interaction with Relative; and

2.3 Interaction with Siblings?

3. How do the following School Factors influence English Language Skills:

3.1 Teacher-Student Interaction; and

3.2 Student-Student Interaction?

4. How do the following reading skills influence English Language Skills:

4.1 Comprehension;

4.2 Vocabulary; and

4.3 Fluency?

5. How do the following writing skills influence English Language Skills:

7
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

5.1 Conciseness;

5.2 Organization; and

5.3 Mechanics?

6. How do the following listening skills influence English Language Skills:

6.1 Attention;

6.2 Understanding; and

6.3 Response?

To deepen the data on this study are the following interview questions:

7. How can Home Factors help students develop English proficiency?

8. What roles do parents/guardians, relatives, and siblings play in English Proficiency

development?

9. How do comprehension, vocabulary, and fluency influence English reading skills?

10. How do conciseness, organization, and mechanics influence English writing skills?

11. How do attention, understanding, and response influence English writing skills?

8
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

12. What language skills do students find most difficult to develop? Why?

13. What other factors could improve English Language skills?

14. What challenges do students have developing their Reading skills?

15. What challenges do students have developing their Writing skills?

16. What challenges do students have developing their Listening skills?

Significance of the Study:

The results and outcomes of this study will aid the improvement of English Language

Skills in select Grade 10 students, A.Y 2021-2022, and the people who will benefit from the

study are the following:

Siena College Quezon City

The research will better understand Grade 10 students who have difficulty developing

their English language skills. This will be beneficial to the institution in developing innovative

techniques to meet the demands of students, adapt to varied learning styles, habits, and attitudes

9
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

toward learning English language skills. As a result, the school will provide a conducive learning

atmosphere for students, allowing them to learn and improve.

Teachers

The study's findings will aid teachers in determining students' strengths and weaknesses,

developing and implementing instructional strategies to help students grow and enhance their

English language skills. Students will become more proficient and equipped to use these skills

effectively. This research will assist teachers in incorporating existing practices to improve

students’ English language skills.

Students

The study will benefit Grade 10 students. Given that they will soon be in Senior High

School, this will aid in determining and honing their English language skills.  By this, they will

become more proficient in their given skills, which will make them more confident in expressing

themselves.

Future Researchers

Future researchers may use the result of this research as a reference in their research and

academic papers. This will assist them in broadening and developing their awareness and

knowledge of students' reading, listening, and writing skills and provide an in-depth examination

10
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

of the factors that significantly affect these abilities. Relevant data and discoveries of this study

may be used to address any gap in other areas of research on this topic.

Theoretical Framework:

         The study's theoretical underpinning is the Second Language Acquisition (SLA) by

Stephen Krashen, consisting of five hypotheses, namely, (1) Acquisition-learning, (2) Monitor,

(3) Input, (4) Affective, and (5) Natural order. Based on the Acquisition-learning hypothesis,

concepts comprise two independent processes of developing language skills―Acquisition, the

subconscious process of learning the language from their environment, resembling individuals

who are learning their native language wherein meaningful interactions occur. The individual is

focused more on the meaning (Albertazzi et al., 2011). Hedstorm (2018) stated that acquisition is

an implicit product of comprehended messages acquired through listening and writing, making it

a long-term process in which language is readily available. Learning is the conscious process that

focuses more on the rules and grammatical structure that the language adheres which includes

correction of errors received from formal education and instructors (Albertazzi et al., 2012). As

mentioned by communicationtheory.org (2018), the learning process is administered in a

classroom setting with teachers. They emphasize the rules of grammar of the acquired language,

which makes the learner more conscious of this set of principles, giving an in-depth

understanding of the formation of the language.

Conceptual Framework:

11
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Figure 1.  Social Factors Affecting English Language Skills 

Scope and Limitations:

The study will focus on Social Factors Affecting English Language Skills in Select Grade

10 students in Siena College, Inc. Quezon City, AY 2021-2022. Data collection will use

purposive sampling for the data collection, which will select Grade 10 respondents and

participants in conducting a survey and interview protocol. This study will not cover other

12
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

problems not included in the Statement of the Problem. The researchers will focus on selected

Grade 10 students, whereas students who do not fall as a part of grade 10 are not within the

scope of this research. The researchers will conduct an online survey of respondents using

Google Forms to gather data in answering the research questions. 

Definition of Terms:

Social - the linguistic forms conveying the social identity of individuals (Beltrama,

2020).

English - language being utilized inside the classroom for both teaching and learning

processes (Zainura, 2019).

Language Skills - proficiency in reading, writing, and listening necessary for developing

communication skills.

Students - any individual who goes to school, college, or university.

Attention - the ability to actively analyze certain information in the environment while

shutting out other data. Attention is limited in both capacity and duration. It is critical to have

strategies for efficiently managing the attentional resources to make sense of the world (Kendra

Cherry, 2021).

13
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Comprehension - understanding the full meaning of the words sent by the receiver

(Cahyono 2011).                                                                        

Conciseness - communicating with words to entail more explicit meaning to avoid

redundancy (Calonia, 2020).

Fluency - speaking and writing in a selected language smoothly in a continuous and

accurate succession. 

Parent / Guardian Interaction - the dynamics that individuals have with their parents or

guardians, affecting their communication with one another.

Interaction with Relatives – an individual’s relationship with their relatives and how

their dynamics affect their communication.

Interaction with Siblings - dynamics of an individual's relationship to their siblings and

how it affects their manner of communication.

Listening Skills - the process of comprehending what the speakers have said, creating

and showing meaning, arranging the meaning and answering, and creating meanings through

creativity, empathy, and participation (Gilakjani & Sabouri, 2016; Bowen et al., 1985).

Listening Skills Response - how an individual reacts to what they have heard and

interprets the message sent by the sender.

14
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Reading skills - an activity that includes word recognition, comprehension, fluency, and

motivation for readers to combine these elements in deriving meaning from print (Leipzig,

2013).

Understanding – decoding and interpreting the sender’s message to fully understand the

message they wish to express.

Writing Skills - a recursive process wherein students undergo the process of revising and

frequently do back-and-forth amongst the stages (Cakrawati, 2012; Uruquhart & Mclver, 2005).  

Writing Skills Mechanics - the appearance of words on how they are spelled or placed

on paper, including spelling, capitalization, and punctuation (Abbas & Asyari, 2019; Kane,

2000). 

Writing Skills Organization - how an individual arranges ideas systematically and

orderly to make their writing understandable, coherent, and cohesive.

Vocabulary - an element of language that links the four language skills, mainly reading,

writing, speaking, and listening, in learning another language (Asiyah, 2017; Rouhani &

Purgharib, 2013).

15
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Chapter II

Review of Related Literature and Studies 

This chapter presents the review of related literature on Social Factors affecting English

Language Skills in Select Grade 10 Students of Siena College, Inc. Quezon City, AY 2021-2022.

The literature and studies will aid the researchers in approaching the existing concepts, ideas,

generalizations, and conclusions, to give an in-depth analysis and development to the

investigation being conducted. 

SOCIAL FACTORS

Regardless of location and period, language has always been at the center of social

interactions in any society. Language and social interaction are mutually reinforcing: social

interactions influence language, and language influences social interactions (Faizin, 2015).

English as a primary instrument in international communication, commerce, education, and other

disciplines results in increased opportunities. The said language is viewed as a means of gaining

access to additional opportunities and exposure in the global economy. As a result, English has

been highly valued (Ortiz, 2017; Meja, 2006). Aside from that, it also aided in establishing

connections to various people, linguistic competence, and cultural awareness. The English

language plays an increasingly significant part in today's communication culture, constantly

changing due to globalization. (Rahman et al., 2017). 

16
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Additionally, a Smizgiera survey conducted in 2021 revealed that approximately 1.35

billion people spoke English natively or as a second language. This is significantly more than the

1.12 billion speakers of Mandarin Chinese in second place, followed by Hindi and Spanish in

third and fourth place, respectively, among the world's most widely spoken languages. Language

is a signing mechanism of communication, a system of discrete signs that communicate and

express the entirety of a person's perspective of the world as a social reality (Korneeva &

Kosacheeva, 2019). Despite theories opposing the relationship between interaction and language,

it is clear from many studies that social elements influence language and its learning process

(Morales, 2017). 

Factors, such as familial interactions, education, prior knowledge, and other related

factors significantly influence an individual's language skills fulfilling the social function of

language that Korneeva & Kosacheeva (2019) mentioned are: "conveying information,

reinforcing acquired knowledge, expressing pleasure and displeasure, expressing preferences,

etc.". Furthermore, language serves a social function by accounting for previously integrated

facts and records derived from constructs formed by individuals due to significant interactions

with specific people who influenced their social lives.

Home Factors

Quoting Miller (2018), "observing children acquire a new language is similar to

watching them learn and try new things for the first time." Some kids want to learn quickly and

try out what they just learned. Others try to observe slowly and mind what they say or do in front

of others. A prevalent misconception is that a child's learning a second language comes easily. 

17
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Not everyone is on the same page; some children learn languages more quickly than

others, but this does not imply that the ability to learn a language is a gift bestowed upon a select

few. Some kids absorb information more quickly than others. However, it is not only a matter of

inherent ability at work. Various internal and environmental factors influence how quickly

children learn a new language.

Parent/Guardian Interactions. Tamis-LeMonda and Rodriguez (2018) stated

that parents are children’s first teachers in an article. With that said, one of the first teachings that

parents teach is how to communicate. Children need to learn how to communicate with others

using the language associated with their country. Understanding the social-contextual elements

that enhance children's early language and learning has been the focus of this research. The

research also helps in developing new opportunities using communication and language skills. 

Thurman's (2017) report states that parents' early experiences with their children help set

the stage for successful learning. These encounters can be promoted through activities in which

parents and children interact. By the time children reach the ages of one year and six months,

considerable changes in their vocabulary and language processing have occurred.

Interaction with Relatives.  Communication is very important in one's family because

communication expresses every family member's emotions and needs that raise concerns or

problems that affect the family. According to the University of Nebraska-Lincoln (n.d.), lack of

communication results in issues, and discord within the family results in problems. However,

communication can also result in solutions.

18
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Interaction with Siblings.  Sibling interaction is when children have an older sibling.

The bond is developed between them. Language is developed between siblings faster and grows

in a rich environment where people talk often. Both expressive and receptive language abilities

are required for effective communication. What they hear and understand in our minds are called

receptive skills (Marni, 2019).

An early education institution provides daycare for children before they enter

kindergarten. Kindergarten is compulsory in Basel and begins at the age of four. Playgroups and

daycare centers are two different types of early educational care. These forms differ in terms of

educational principles and hours of operation.

School Factors 

 Based on the website akorbi (2017), children have amazing potential to learn new

languages quickly with native-like competence, especially when they are in the ideal learning

setting. Students of all ages are encouraged to learn new languages by their teachers.

The most crucial aspect of learning a new language is exposure. Several factors

contribute to this. This includes the learner's classroom exposure to the language, their origins in

a family of native speakers, and their location in a country where the studied language is spoken

as a first language. The ability to speak the language, listen to native speakers, and read and write

in the new language regularly will be extremely beneficial to new learners. The most important

component in children's language learning is maximizing exposure to the new language.

19
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Teacher-Student Interaction.  According to Howarth (2016), it is difficult to master a

language without actively using it. Given that language exists mainly to promote communication,

language learning must play an essential role in developing a learner's proficiency in that

language. To put it another way, teachers must encourage student interaction to clearly and

concisely assist students in achieving.

Student-Student Interaction.  Students can effectively construct their

understanding during classes in which they have opportunities to communicate with each other.

Students can share responsibility for learning with one another, debate conceptions, and affect

the course of the lesson by emphasizing the interactive and collaborative nature of scientific

research.

Classes with less student participation are more lecture-oriented, frequently

well-organized, and present subjects clearly with limited text and well-chosen pictures. The

instructor is normally knowledgeable about the material. However, they teach in a style that

prevents pupils from interacting.

LANGUAGE SKILLS 

Language is, at its core, a skill. It is not content-based like Science, Social Studies,

Commerce, Mathematics, etc. The goal is to teach knowledge and fill the human mind with

information. Language is under the psychomotor realm because it is a skill (Husain, 2015).

Language acquisition necessitates the parallel cognitive and psychomotor talents that contribute

to an individual's language development. Elena et al. (2011) acknowledged Harmer (2007) as a

20
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

source of information "Each of the four English language talents involves a substantial amount

of linguistic engagement on the part of the learner. The brain is occupied by the texts with which

learners attempt to interact." They also referred to the English language skill as multi-layered, for

language work and skill are interrelated with one another along with the integration of the

subject and introduce the concept of 'skill mixing.’ Hence, learners become better listeners,

speakers, readers, and writers due to integrating listening and speaking with reading and writing.

The mastery of these abilities takes time (Sadiku, 2015).

Language abilities serve as both the objective and the method for achieving the

communication goal. Language skills as target categories have been developed in English

Language Teaching (ELT) because they are employed in ordinary communicative contexts. The

language skills acquired through this process are subsequently applied in English Language

Teachings (ELT) through activities and exercises that emphasize the development of language

skills such as vocabulary, grammar, pronunciation, and orthography. According to Ojanperä

Miina (2014), poor English language abilities slow down efficient communication, cause

misinterpretation, induce frustration, and create obstacles among employees. English is the most

commonly used language in the corporate sector. Knowing English has become one of the most

critical employability skills. Proper English encompasses the capacity to construct grammatically

correct phrases and other associated abilities for effective communication, such as presentation,

persuasion, negotiation skills, and interpersonal communication skills.

Reading Skills 

21
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Reading is arguably the most critical skill for students to master in academic settings.

Reading is an interactive process that requires learners to employ a variety of sub-skills to

comprehend written material, including recalling prior knowledge, text schema aptitude, lexical

and grammatical awareness, L1-related knowledge, and real-world knowledge, as well as their

purposes and goals (Solak & Altay, 2014; Grabe, 1991). The National Research Council (2012)

mentioned that reading is purposeful. A person can read to learn new things or confirm what they

already know. Reading can also be done for pleasure or improve one's knowledge of the

language being read. Reading has a significant impact on civic life. Reading keeps an individual

educated about his country's political, social, economic, and cultural issues. It impacts individual

attitudes, beliefs, standards, morality, judgments, and overall behavior; it molds our thoughts and

actions.

According to Ismael, Syahruzah & Basuki (2017), who cited Harris, Graham, and

Boardman (2007) said that good readers employ the following abilities and strategies: 1) Word

reading that is quick and accurate; 2) Establishing reading objectives; 3) Noting the text's

structure and organization; 4) Keeping track of their comprehension as they read; 5) Making

mental summaries and notes; 6) Making predictions about what will occur, checking them as

they occur, and updating and evaluating them as necessary; 7) Using what they already know

about the subject and combining it with fresh information; 8) Drawing conclusions; 9) They use

mental images, such as visualization, to help them remember or understand events or characters.

It is a cornerstone for a child's academic and personal success. Opportunities for personal

fulfillment and professional success will eventually be lost if you can't read proficiently (1985).

22
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Despite its importance, reading is one of the most difficult subjects to master in school. This

challenge is exacerbated by our technological society's increasing demand for high literacy levels

(Snow, Burns, & Griffin, 1998).

Previous research proved that good readers are engaged with the material and are aware

of their strategies to comprehend what they are reading. Teachers can use reading strategies to

assist pupils in improving their reading comprehension. Reading strategies are deliberate

methods for deciphering the author's meaning. They influence readers' reading behaviors by

influencing text difficulty, task demands, and other contextual elements (Banditvilai, 2020).

Comprehension.  Comprehension is a process in which readers make sense of literature

by interacting with it using a combination of past knowledge and experience, information in the

text, and readers' perspectives on the text (Gilakjani & Sabouri, 2016; Duke, 2003). The relating

of two or more pieces of knowledge is what comprehension entails (Kintsch, 1999). Those pieces

of information can come from long-term memory (previous knowledge). However, at least one

must originate from the text for reading comprehension. Furthermore, Tarchi (2017) argues that

reading comprehension should be taught at all levels of education, from kindergarten to

university, because it is a process that must be completed during each lesson. This is because all

lectures include various reading activities, such as reading a text, an article, a journal, etc. The

reading task that the students completed is a type of comprehensive reading. Reading

comprehension is the process of reading to better understand the material being read. The

capacity of students to comprehend the material is dependent on their ability to employ methods

to learn what the author is saying. This suggests that the method aids students in understanding

23
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

the literature they are reading. Nuttal (1982) divides reading strategies into four categories: (1)

skimming; glancing over a text rapidly to get the gist. It means skimming is used to build

students' confidence and an understanding that it is possible to gain meaning without reading

every word in a text. (2) scanning; reading over a text fast to find certain information, such as a

date, a figure, or a person, while ignoring other information. (3) excessive reading; according to

Long & Richards, this "occurs when children read massive amounts of high-interest information,

concentrating on meaning, reading for gist, and skipping new language." (4) Intense reading

frequently exhibits a detail-oriented quality, with a more compacted text, because the reader is

regularly seeking precise information (Hidayati, 2018).

According to Shehu's (2015) research, even children who are good at decoding and

spelling have difficulty with reading comprehension. There are numerous reasons why people

struggle to comprehend what they are reading. However, the primary factors that hinder the

development of reading comprehension include vocabulary, working memory, absence of

reading, and types of text. In addition to that, the Philippines had a high proportion of low

performers among all PISA-participating countries and economies. 80% of Filipino pupils did

not achieve the required level of reading competency. The students' poor performance in English,

Mathematics, and Science is linked to a lack of basic reading and comprehension skills (Tomas,

Villaro & Galman, 2021). This is corroborated when Frederick Perez, president of the Philippine

Reading Association, says, "I believe we are facing literacy challenges; our NCAT and NEAT

data reveal that [our students] do indeed perform poorly on standardized examinations." This is

because our students are not receiving adequate instruction in reading and mathematics."

24
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Vocabulary.  An Associate Professor of Education in Harvard's Graduate School of

Education, Meredith Rowe, conducted a 2012 study on the amount and quality of speech used

with infants and toddlers. The amount of language used at an early age between 12 and 24

months is significant. Parents and other caregivers should always speak to their children and

provide constant verbal models. Children need to hear words modeled several times before using

them. Therefore, the more frequently they are exposed to words, the more likely they will learn

that term and include it in their vocabulary. (Miller, 2021). Vocabulary is critical for language

learning because it supports all other language skills, serves as a stepping stone to advanced

language use, and can assist students in achieving fluency more rapidly. 

Countless more elements influence linguistic aptitude. With this in mind, it is critical for

both the ESL teacher and the student to devote significant effort to improving this essential

language ability (Text inspector, 2020). The importance of vocabulary in learning to read cannot

be overstated. To make sense of the words they see in print, beginning readers must employ the

words they hear orally. Children who hear more words spoken at home learn more words and

have larger vocabularies when they attend school. 

As they pass through the school, having a more extensive vocabulary pays dividends

immensely. Consider what occurs when a beginning reader comes across the word dig in a book.

The reader recognizes that the sounds represented by the letters d, i, and g form a very

recognizable word heard and spoken several times. The reader begins to decipher the sounds

represented by d, I, and g. It is more difficult for a beginning reader to decipher terms that are not

already in their spoken (oral) repertoire. The importance of vocabulary in reading comprehension

25
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

cannot be overstated. Readers cannot comprehend what they are reading unless they understand

the meaning of the majority of the words. As youngsters progress in their reading abilities, they

must acquire the meanings of new words that are not part of their oral vocabulary. (Reading

Rockets, 2021).

Fluency. Fluency is an important reading skill that is essential for text comprehension.

Children who are not fluent readers cannot create connections and completely absorb what they

are reading. Reading fluency is necessary to develop since it serves as a gateway to reading

comprehension. Implementing fluency tactics into the balanced literacy framework can help

children enhance their overall reading comprehension. The genuine meaning of fluency is

frequently misinterpreted, impacting reading teaching and learning. Many teachers and students

associate fluency with speed reading, which is not the original objective of fluency (Marcell,

2011). Educators must recognize that reading fluency serves as a route for reading

comprehension. The importance of reading speed should not be overstated. The ultimate purpose

of reading is to make sense of and comprehend what is read, not to read quickly. 

Children must receive fluency teaching using a range of strategies. Students improve

their reading skills when they can practice fluent reading. (Joellen Maples, 2012) Fluency is

necessary because it relates word recognition to comprehension. It gives students time to

concentrate on what the text is saying. They can draw connections between what they are reading

and their prior knowledge. As a result, individuals may concentrate on comprehension.

Non-fluent readers, on the other hand, must spend more time decoding, leaving less time for

comprehension. They will frequently have to read the same material numerous times to

26
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

comprehend it. Even if learners recognize words automatically, they will not be fluent unless

they read with expression. A pupil should divide a word into parts and use suitable wording

when reading with expression. Punctuation errors frequently alter the meaning of the text. (Brian

Nieporęnt, 2012)

Writing Skills 

Writing is a very complex mental activity in which the writer must exhibit simultaneous

control over various elements. Writing is used to express thoughts, ideas, and facts clearly and

concisely. Students must learn the craft of quality writing, which is necessary to succeed in

academic and professional fields (Duruga & Rao, 2018).  Compared to other language abilities,

this one is the most difficult to master yet critical. It demands a planned and systematic approach

to forming thoughts into words. It is heavily utilized in daily, academic, and professional life.

The writer must also be conscious of correct word usage, syntax, cohesion, tone, and coherence

in the text they are creating, as writing serves a range of purposes meant for various audiences.

Writing is a cognitive challenge since it requires students to demonstrate their linguistic

proficiency, memory capacity, and reasoning ability. It necessitates the recollection of facts

stored in long-term memory (Javed et al., 2013; Kellogg et al., 2001). Writing has a number of

advantages when it comes to developing ideas or thoughts. According to Marsudiono (2011),

writing has six advantages: (1) Writing is a tool for self-awareness; (2) Writing is a tool for

self-expression. (3) Writing is a means of cultivating personal fulfillment, pride, and self-worth.

(4) Writing is a technique for expanding perception and consciousness. (5) Writing is a means of

27
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

active participation. (6) Writing is a technique for improving language comprehension and the

capacity to use it.

In 2013, Cabansag studied the written language skills of laboratory high school students

at Cagayan State University. He discovered that most students struggled with mechanics, notably

capitalization and punctuation. Furthermore, most students make consistent errors in their

writing, such as the misuse of verbs, verb tenses, and capitalization requirements. This

demonstrates that Filipino students' written language skills are lacking. 

Conciseness.  Concise language entails using the most effective terms. A small number

of effective words to communicate a point is concise language (Monmouth University, 2011).

Conciseness is a fundamental element of academic, business, and technical writing. When

someone writes these texts, they must keep thoughts succinct to communicate with their readers;

another component of writing concisely is avoiding duplication. When you use more words than

are necessary to explain anything, redundancy occurs, especially when words and phrases in the

same sentence mean the same thing (Open Oregon, 2018).

Wordiness hinders communication because it forces readers to separate the relevant

elements of the writing from the unnecessary parts, slowing or even preventing comprehension.

The message will be lost if the writing is too long (Lee, 2015). This further supports

McWilliam's (2021) statement, "the readers will benefit from concise writing. It speeds up their

decision-making by getting them to the answer to the question they are contemplating about. It

removes the material that distracts people from learning what they truly want to learn". One of

the primary conciseness errors that writers often commit is redundancy. They are often guilty of

28
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

committing redundancies in their composition. They believe that by using lengthy sentences,

their message will convey all the necessary information and details that the readers must know.

Additionally, Rapp (2021) stated that adverbs are frequently the source of flagrant redundancy;

thus, writers should avoid using them excessively. Furthermore, he elaborated that some writers

have a penchant for overusing adverbs even if the sentences make sense. 

Additional issues identified by Quatar (2021) of the University of Calgary include

excessive use of 'there is' and 'there are,’ intensifiers, nominalization, repeated words,

non-contributing words, phrasal verbs, and excessive use of 'not,’ all of which contribute to

redundancy and thus divert the intended readers' attention. Davis (2021) adds, "because of wordy

phrases containing an excessive number of unnecessary words, the text becomes clogged. "Good

writing is straightforward; it uses the simplest words that carry the same information". 

Organization.  The writer must organize their thoughts and present their ideas to read

easily and feel pleased to read them (Chowdhury, 2015; Ur 1996). Writing is a skill that can be

learned, not a talent reserved for a select few. Its foundations are planning and organization. The

student can increase his writing ability via effort and practice (Stephen. 2013). The organization

serves as a structure and sequence of ideas that the writer sets to ensure the pattern of delivering

the message and ideas run smoothly. The essay structure aids the readers in making connections

between the body and the thesis and keeps them focused when planning and writing the texts. In

addition, the following are the most commonly used organizational patterns in writing which are:

(1) Order of Importance; (2) Chronological Order; and (3) Spatial Order. 

29
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

This makes writing more effective, for the writer can present their ideas structured.

Another is that it makes writing more professional, giving the reader the impression of a polished

work due to the transitions and sequences. Additionally, it makes the writer's material more

immersive since everything is well-presented. As a result, readers spend less time attempting to

comprehend; as a result, the writer avoids repetition and does not omit any vital information.

This also implies that the writers can save their time as well. 

Another issue that students confront while writing in a second language is organizing

their thoughts. It is easier to remember and understand neatly structured information (Nyasimi,

2014; Grab and Kaplan, 1996). Coherence is an implicit quality of a text that indicates the logical

relationship between the ideas and information conveyed in language. Coherence is aided by

cohesion, which connects one sentence to the next (Nyasimi. 2014; Bex, 1996). Furthermore,

crafting a cohesive and well-organized piece of writing is a difficult undertaking. Learners

struggle with paragraph structure, subject development, structuring the entire discourse and a

theme inside a discourse, differentiating a topic and supporting concepts or generalizations, and

specific specifics.

Moreover, crafting a cohesive and well-organized piece of writing is a difficult

undertaking. This is exacerbated by the fact that English writings have different rhetorical

practices than other languages regarding structure, organization, lexis, and grammar (Mysaimi,

2014; Ahmed, 2010). 

Mechanics.  Grammar may be roughly defined as how a language manipulates and

combines words to form longer units of meaning. There are rules that control the construction of

30
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

units of meaning in any language. One could argue that a learner who comprehends grammar has

learned hierarchically and can apply these principles to express themselves in acceptable

language forms (Chung and Pullum, 2015). Writers must be aware of the formal aspects, such as

correct spelling, punctuation, vocabulary, acceptable grammar, and neat handwriting, because

these are held in high regard, as they fall on the higher standards of language usually found in

writing (Chowdhury, 2015; Ur, 1996). 

Many pupils are distinguished in their speech and writing from elementary school to

university level for not following the principles of subject-verb agreement. Errors in the

subject-verb agreement were discovered not just in student essays but also in the writings of

university colleges. The more concerning aspect of this issue is that it affects English language

specialists, respectable members of state and national legislatures, and persons in various media

outlets. Issues with the subject-verb agreement are becoming more prevalent. It appears that

many people are either unaware of the rules or dismiss the value of grammar as long as their

message is delivered (Socio & De Vera, 2018; Tafida & Okunade, 2016). Although committing

errors is inevitable, as it is part of the learning process, minor errors in writing can greatly

hamper engagement and communication. When errors continue, they will be followed by

misunderstandings and then comprehension delays until it fails to fulfill the purpose of

delivering the message to its readers (Sumalinog, 2018). 

One of the most predominant factors in grammatical errors is students' lack of awareness

of existing grammar rules, which is greatly affected by how language was imparted to them

(Sumalinog, 2018). Ewie and Williams (2017) cited Kim's (1988) study to examine existing

31
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

English grammatical errors, including voice, mood, and verb tenses. Kim found that most

learners made grammatical errors, including verb tenses, prepositions, articles, plural/singular

agreement, adjectives, and conjunctions. Grammar proficiency is essential for writing ability; it

can assist students in producing good sentences. "Grammar is the law that says how words are

changed to show new meaning, and they join into sentences" (Royani & Sadiah, 2019; Swan,

1998). 

Over half (50%) of Filipinos struggle with English grammar, owing to the changing of

word endings, which does not occur in the Filipino language. Other errors include adding

additionals' to ending letters, improper use of prepositions, inappropriate use of English verbs,

auxiliary words, and vocabulary problems (Barcelon, 2015). Many teachers indicate that students

struggle to complete writing assignments. They put in long hours, but the results are

unsatisfactory. It is critical to redefine the term. To react to the writing problem, you'll need to

use a writing program of the college students (Conti, 2019). 

Listening Skills

Listening is one of the four major abilities in language acquisition; hence it plays a

significant role in learning. Although other abilities such as reading, speaking, and writing are

necessary for developing language proficiency, listening is the primary contributor to language

knowledge. Listening raises awareness of the language because it is a receptive talent that

develops first in a human being. Listening to the target language enhances language competence.

32
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Only by listening can the language's tone, rhythm, intonation, and stress be precisely modified.

To comprehend the intricacies of a language, one must listen. 

As an individual has increased understanding of spoken language by listening, it becomes

easier to improve other talents and gain confidence (Renukadevi, 2014). Language is the key to

learning; without it, one cannot bode well or comprehend the subject. They must develop their

language abilities and explicit knowledge of scholarly English to comprehend and make the best

use of review materials; decipher subject-specific language and jargon; decipher task questions;

select pertinent and appropriate material for response; and compose organized lucidly introduced

tasks. (Open University, 2021). Although listening remains a barrier for EFL students, it appears

to be a simple ability to master. Many pupils in Turkey complain about numerous factors during

the comprehension stage of listening to texts. The purpose of this study is to look at the

frequency of difficulties seen in three listening categories: problems caused by teachers,

problems caused by students' tactics, and problems caused by learner psychology. 

As reported by findings from a study conducted in a Turkish primary school, among

fourth-graders in Istanbul, the most significant shortcoming in listening are difficulty in learning

and teaching phonetics. At the start of learning English, sounds in the phonetic alphabet should

be taught through enjoyable listening activities. Sounds similar to each other or comparable

pairings should be investigated carefully. Aside from that, learners should be exposed to as much

actual language as possible. Learners should access settings that provide practical input, such as

international blogs to interact with their peers, digital games, English-language theatrical games,

33
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

acting activities, and speaking courses. Public schools, in particular, should be given additional

help in terms of technology. (Yilmaz, 2015)

Attention.  The linguistic profiles of children with language impairment (LI) and

bilingual children can exhibit some overlap, which may be transient. The current study looked at

how long this overlap lasted (Boerma et al., 2017). They wanted to understand why these two

groups' language profiles are similar. Hence, an investigation of the hypothesis was that infants

with LI had a lower capacity to pay attention to a continuous stream of linguistic information. 

As a result of the inadequate processing of linguistic input, delays similar to those caused by

reductions in input frequency may occur. Their study's findings were that children with LI and

bilingual children outperformed their normally developing (TD) and monolingual classmates in

vocabulary and morphology in all three waves. The vocabulary gap between monolinguals and

bilinguals has narrowed over time. Furthermore, children with LI had lower auditory and visual

sustained attention skills than TD children, with no differences between monolinguals and

bilinguals. In both the monolingual and bilingual groups of children, sustained auditory attention

moderated the effect of LI on vocabulary and morphology. 

In the bilingual group, sustained visual attention merely served as a mediator.

(Robinsons, n.d.) Second Language Acquisition (SLA) requires both attention and subsequent

memory for attended linguistic input, and the two are inextricably linked. Attention is how

language input is encoded, maintained in working and short-term memory, and retrieved from

long-term memory. The structures of attention and memory can be regarded hierarchically. The

focus of attention is a subset of short-term memory.

34
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

In contrast, short-term memory is the portion of long-term memory that is currently

activated. Long-term memory stores input instances and assume the recognition processes'

representational shape that matches new input instances in working memory during parsing and

comprehension. These representations also serve as the foundation for speech production

"plans," which govern retrieval processes throughout grammatical and phonological encoding

and message articulation. Thus, attention can be thought of as a process for which memory gives

structure and restriction.

Understanding. To interpret symbols seen and heard, people must first determine the

meaning of the stimuli perceived.  Symbolic stimuli include not only words but also sounds like

applause and visuals like blue uniforms. The meanings associated with these symbols result from

prior connections and the environment in which the symbols occur. For effective interpersonal

communication, the listener must comprehend the sender's intended meaning and the context

assumed by the sender. Babita Tyagi, 2013). 

The act of understanding the world and communicating with those around us varies

according to one's history and world knowledge. According to Lian and Pineda (2014), these

"operational histories" cause individual learners to interpret spoken signals in various ways.

They claim that brain processes such as decoding, editing, and retrieving incoming information

differ and should be researched more. (Nguyen, 2020). 

Response.  The educator's verbal and nonverbal reactions to understudy commitments

can significantly influence case conversations. Educator reactions can give input and course to

understudy supporters continuously, shape the substance and stream of the conversation, and

35
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

impact the energy level of the class. Case educators believe it is beneficial to acknowledge each

commitment somehow, whether through a simple gesture or verbal affirmation, a rehashing

("repeating") of the essence, or by writing the remark on the board. However, experienced

teachers are commonly hesitant to give direct input after a remark, for example, "splendid

examination!" or "you're off-base." Rather, they take a backhanded approach, eliciting solutions

from various students and utilizing follow-up questions to ascertain greater profundity or clarity.

By and large, teachers should view reactions as miniature level liberties that allow them to direct

the member-focused learning measure ordinarily through negligible means, but sporadically

through more massive intercessions intended to bring together, re-energize, or otherwise divert a

wandering conversation (Harvard Business School, 2021). Responding adds activity to the

listening system. Intermittently, the speaker monitors the audience's vocal and nonverbal

responses to ascertain whether and how their message is being understood and considered. Given

the audience's reactions, the speaker can either change or proceed with conveying the message.

For instance, if an audience's forehead is wrinkled and arms are crossed, the speaker might

confirm that she needs to ease up their tone to convey their point all the more likely. Suppose an

audience is grinning and gesturing or posing inquiries. In that case, the speaker might feel that the

audience is locked in and her message is being imparted viably. (Highline College, 2021)

PARENT'S LITERACY

In 2014, the University of Phayao in Thailand conducted a study to examine parents'

attitudes toward English language learning and compare the development of three to six-year-old

36
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Thai children's receptive English vocabulary before and after participating in a parent-child

reading program using the dialogic reading (DR) method. Fifty-four (44) single parents with

fifty-four (54) children volunteered to participate in the study. The parents were tasked to answer

a poll to see if their demographic information, beliefs, and DR method influenced their children's

vocabulary development. The results revealed that parents' perceptions about English language

learning influenced their children's language achievement expectations (Braxia, 2020; Hart &

Risley, 1995). 

They intended to figure out why preschool-aged children from low-income families did

not perform as well in school at the age of nine compared to their more affluent peers. Over the

two-and-a-half-year period, they recorded and evaluated the words exchanged between parents

and children for one hour per month. By the age of three, there was a substantial difference

between children whose parents provided rich language experiences, such as conversing with

children, singing, and reading, and children whose parents gave fewer language experiences.

Children with rich language experiences heard approximately 45 million words, compared to the

latter group, who heard only 13 million words.

LANGUAGE USED AT HOME

Using one's mother tongue or first language in conversation contributes to a lack of

English competence (Edgar R. Eslit, 2019; Mwangi 2009); Mwangi (2009) urges parents to

encourage their children to speak English at home and school. Furthermore, the mother tongue is

one barrier that influences English performance. The study's overall findings demonstrated a

37
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

better knowledge of the role of the first language in English linguistic competence. An

educational module was proposed that includes intervention exercises to help students improve

their linguistic ability. 

Dixon (2019) proposed that many international students asked about their school

experiences describing how speaking a different language targets linguistic bias, bullying, and

xenophobia. Schools that foster a culture of linguistic diversity and multilingualism can reduce

discrimination towards students. Students can design multilingual signs for their schools which

means they are involved in decision-making and school life. These signs, in turn, convey the idea

that people of all languages are welcome. Multilingual signs in a school assist parents in

navigating the premises while also demonstrating that multiple languages are welcome and a

normal part of school life.

CHAPTER III

Methods of the Study

This chapter will act as a guide for the researchers. It contains informative sections such

as research design, study locale, population and sampling, research instrumentation,

data-gathering procedure, and statistical treatment to present the methods and instruments used

in this research study.

Research Design

38
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

    A research design aims to collect, analyze, and combine quantitative and qualitative data

to broaden the scope and depth of understanding and confirm the study's findings while

balancing the disadvantages of employing each strategy independently. The researchers will use

a Mixed Methods Approach to identify Social Factors affecting the English Language Skills of

Select Grade 10 students at Siena College, Inc. in Quezon City, A.Y. 2021-2022. Additionally, it

aims to certify that the study's findings are reliable and valid.

The term "mixed method" refers to an emerging research approach that promotes the

systematic integration, or "mixing," of quantitative and qualitative data within a single

investigation or long-term research program. The underlying premise of this methodology is that

combining quantitative and qualitative data collection and analysis enables more comprehensive

and synergistic use of data than doing so separately (Wisdom & Creswell, 2013).

Study Locale

The researchers will conduct the study at Siena College Quezon City, a private, sectarian,

non-stock educational institution established and opened in 1959 by the Congregation of the

Dominican Sisters of St. Catherine of Siena, located in San Francisco Del Monte, Quezon City.

The construction of the First Building began in 1958 by Rev. Mother Natividad Pilapil, O.P, who,

back then, was the Superior General of the Congregation.  Since then, Siena College opened its

doors to a wide variety of offers. It offers preschool, elementary, and secondary education,

39
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

including Junior High School and Senior High School, with Humanities & Social Science

(HUMSS), Science & Technology, Engineering & Mathematics (STEM), and Accountancy,

Business & Management (ABM) tracks; and a Technical-Vocational-Livelihood Track with

Information Communication Technology (ICT), Electrical Installation, Food & Beverage, Bread

& Pastry Production, Housekeeping, and Travel Services & Bartending strands. Along with that,

Siena College Quezon City also offers Special Education (SPED) and courses in college, such as

programs in Bachelor of Science in Business Administration, Bachelor of Science in Hotel

Management, Bachelor of Science in Tourism Management, Bachelor of Science in Education,

and Bachelor of Arts in Mass Communication.

Population and Sampling

In this study, Purposive sampling was utilized to pick the selected respondents for the

research. Select Grade 10 Junior High School students of Siena College Inc., Quezon City,

Academic Year 2021-2022, were the respondents of this study. The estimated Grade 10

population for the current Academic Year is around 158.  The researchers selected the

respondents for the survey and interview using Slovin’s Formula. 50 students were chosen as

survey respondents, while 10 were picked to be the interview participants.

 Statistical Treatment of Data

To determine sample size, the researchers used Slovin’s Formula as follows:

n = N / (1 + Ne2)

40
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Where:

n = Number of samples,

N = Total population and

e = Error tolerance (level).

158
2 = 113
(
((1+158 0.05 ) )
The researchers used the Frequency Count and the Weighted Average Mean (WAM) to

analyze the data obtained from the selected respondents.

The data gathered about demographics was determined using Frequency Count and

Percentage. It was computed using the formula: P = (f / N) x 100

Where:

P = Percentage

F = Frequency

N = Total Number of Respondents

Survey responses were interpreted Weighted Average Mean (WAM) with the formula as

follows:

41
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Where:

W = weighted average

n = number of terms to be averaged

wi = weights applied to x values

Xi= data values to be averaged

Interpretation of Means and its corresponding verbal interpretation are as follows:

WAM VERBAL INTERPRETATION

4.21 - 5.00 Very High
3.41 - 4.20 High
2.61 - 3.40 Moderately High
1.81 - 2.60 Low
1.00 - 1.80 Very Low

CHAPTER IV

DATA ANALYSIS, RESULTS, AND DISCUSSION

42
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

The chapter presents the data analysis executed by the, researchers , including the

analysis and results of the interview, procedures done by the researchers in garnering

information, and the study's findings.

Data Analysis

Restating the problems of the study, its scope is within the English Language Skills of

students. The purpose of this study is to discuss and identify social factors affecting English

Language Skills in selected Grade 10 students. It also aims to identify how students can improve

their English Language Skills. As stated in Chapter I, the research design used in this study used

both qualitative and quantitative research approaches, also known as “mixed method,” wherein

the researchers conducted a survey and interview to inquire regarding the present condition and

gather evidence to support the said study.

Results and Discussion

After the interviews and distribution of survey questionnaires, the researchers analyzed

data and information gathered from both participants and respondents. Theme formulation was

derived from semi-structured interviews using video-conferencing applications like Zoom. Both

the respondents and participants were given the freedom to choose whether they accepted or

rejected their participation in the said study. The participants were given the freedom to express

their sentiments. Responses were interpreted through thematic transcriptions to ensure

43
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

transparency. Data was carefully transcribed and interpreted to ensure the validity and accuracy

of the responses.

Part 1. Respondents’ Profile

This part includes the respondents’ age, sex, the language used at home, and parents’

highest educational achievement. There are 50 respondents in this study, 10 students per Grade

10 section.

Figure 1: Respondents’ Age

The age profile of the respondents is shown in Figure 1. It indicates that the highest age

bracket is 16 years old (47%), and the lowest age bracket is 14 years old (3%). The age bracket

44
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

of 17–24 years old represents 12% of the total respondents. This means that most of the

respondents are 15–16-year-old adolescents.

Figure 2: Respondents’ Gender

Figure 2 depicts the gender profile of the responders. The highest gender demographic

(57 percent) is female, while the lowest gender demographic is male (43 percent). As a result, the

majority of the respondents are female.

45
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Figure 3: Respondents’ Language Used at Home

Figure 3 depicts the respondents’ language at home. This means that Filipino account for

86% of the population, while English, Filipinos, and Spanish account for 11% of the population.

English and Filipino demographics both received 3% of the vote. This implies that Filipino is the

primary language spoken at home by the majority of the respondents.

46
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Figure 4: Respondents’ Parents’ Highest Educational Achievement

Figure 4 depicts the parents' highest educational attainment. This suggests that college

graduates (69 percent) are in the top bracket, while elementary school students, Ph.D. graduates,

and others are in the lowest brackets (1 percent ). Graduates with a master's degree make up 8%

of the population. This suggests that the parents of the majority of the respondents are college

graduates.

47
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Part 2. Perception of Grade 10 Students’ English Language Skills

This part shows the respondents’ skills and perceptions regarding their English language

skills and their effects on their interactions. Table 1 shows the frequency and descriptive data on

the factors affecting the English language skills of the respondents.

Table 1: Home Factors Influencing English Language Skills

ITEM WAM VERBAL

INTERPRETATION
1. I use the English 3.93 Very High
language when I am at home
2. I use the English 3.13 Moderately High
language when I
communicate and interact
with my parents.
3. I use the English 2.42 Low
language when I
communicate and interact
with my siblings.
4. I use the English 3.15 Moderately High
language when I
communicate and interact
with my relatives
OVERALL MEAN 2.53 Low

The results of the examination of Grade 10 pupils' English language skills at home are

shown in Table 1 aligned with the study of miller (observing children acquire a new language is

48
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

similar to watching them learn and try new things for the first time.). With a WAM of 3.93 and

an interpretation of "Very High," the item "I use the English language at home" received the best

results. With a WAM of 3.15 and an interpretation of "Moderately High," the item "I utilize the

English language when I speak and interact with my relatives." came in second. With a WAM of

3.13 and an interpretation of "Moderately High," the item "I utilize the English language when I

speak and interact with my parents." received the third-best results. With a WAM of 2.42 and an

interpretation of "Low," the item "I utilize the English language when I converse and interact

with my siblings." received the fourth best results.

Table 2: School Factors Influencing English Language Skills

ITEM WAM VERBAL

INTERPRETATION

1. School teaches me the 4.56 Very High

proper way to use English

2. School teaches me to 4.53 Very High

speak and write in English

3. School motivates me in 4.20 High

learning English language
skills

4. School teaches me how to 4.37 Very High

effectively communicate
with teachers, classmates,
and peers using the
English language.

5. School does not make me 4.04 High

feel pressured in learning
the English language and

49
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

language skills.

OVERALL MEAN: 4.34 Very High

The results of the assessment of Grade 10 students' English language skills by school

characteristics are shown in Table 2 . With a WAM of 4.56 and an interpretation of "Very High,"

the item " School teaches me the proper way to use English." had the best results. With a WAM

of 4.53 and an interpretation of "Very High," the item "School teaches me to speak and write in

English." came in second. With a WAM of 4.37 and an interpretation of "Very High," the item "

School teaches me how to effectively communicate with teachers, classmates, and peers using

the English language." had the third-best results. With a WAM of 4.20 and an interpretation of

"High," the item " School motivates me in learning English language skills." received the fourth

highest score. The item "School does not make me feel stressed in studying the English language

and linguistic abilities" has a WAM of 4.04 and an interpretation of "High." The fifth-best results

were obtained.

Table 3: Reading Skill Factors Influencing English Language Skills

ITEM WAM VERBAL

INTERPRETATION

1. I can understand an 4.38 Very High

English text comprehensively

2. I have difficulties in 3.13 Moderately High

understanding the English
texts from reading materials.

50
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

3. I can comprehend and 4.24 High

understand English
proficiently.

4. I can recognize the 3.50 High

meaning of unfamiliar words
in English without consulting
an adult, teacher, dictionary,
and/or the internet.

5. I use the dictionary, 4.27 Very High

thesaurus, the internet, and/or
consult someone when I
encounter an unfamiliar
English word.

OVERALL MEAN: 3.90 High

The results of the evaluation of Grade 10 students' English language and reading skills

are shown in Table 3. The item " I can understand an English text comprehensively." received the

best scores, with a WAM of 4.38 and an interpretation of "Very High." I use the dictionary,

thesaurus, the internet, and/or consult someone when I encounter an unfamiliar English word.

With a WAM of 4.27 and an interpretation of "Very High," the second-best results were obtained.

With a WAM of 4.24 and an interpretation of "High," the item "I can comprehend and

understand English proficiently.” With a WAM of 3.50 and an interpretation of "High," the item I

can recognize the meaning of unfamiliar words in English without consulting an adult, teacher,

dictionary, and/or the internet." received the fourth-highest score. With a WAM of 3.13 and an

51
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

interpretation of "Moderately High," the item "I have difficulty understanding English texts from

reading resources." received the fifth-best results.”

Table 4: Writing Skill Factors Influencing English Language Skills

ITEM WAM VERBAL

INTERPRETATION

1. I can straightforwardly 4.17 High

express my thoughts in
writing.

2. I can connect all of my 4.12 High

ideas, opinions, and sentences
consistently in writing.

3. I am mindful of using 4.21 Very High

correct spelling, grammar,
capitalization, punctuation,
and abbreviations in my
written works.

4. I can write consistently and 4.11 High

seldomly make mistakes.

52
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

5. I feel pressured and 3.58 High

stressed when I am doing
writing activities.

OVERALL MEAN 4.04 High

The results of the assessment of Grade 10 students' English Language Skills Writing

Skills are shown in Table 4. "In my written efforts, I am conscious about employing accurate

spelling, grammar, capitalization, punctuation, and abbreviations." with a WAM of 4.22 and an

interpretation of "Very High" received the best results. "I can consistently connect all of my

ideas, beliefs, and sentences in writing." With a WAM of 4.18 and an interpretation of "High," it

came in second place. "I can clearly explain my thoughts in writing," says the item. With a WAM

of 4.1 and an interpretation of "High," it came in third place. With a WAM of 3.78 and an

interpretation of "High," the item "I can write consistently and rarely make mistakes." received

the fourth-best results. With a WAM of 3.34 and an interpretation of "Moderately High," the item

"I feel pushed and stressed while I am conducting writing tasks." received the fifth-best results.

Table 5: Listening Skill Factors Influencing English Language Skills

ITEM WAM VERBAL

INTERPRETATION

1. I can focus on whatever 4.24 High

the person is saying using
English as the medium.

53
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

2. I can understand what an 4.41 Very High

individual says when using
the English language.

3. I can understand the 4.18 High

speaker’s sentiments even if
they have a difficult time
speaking English fluently

4. I cannot understand what 2.98 Moderately High

an individual says whenever
they utilize English.

5. I can sense the individual’s 4.42 Very High

emotions and sentiments by
listening to their tone.

OVERALL MEAN 4.05 High

The results of the assessment of Grade 10 Students' English Language Skills Listening

Skills are shown in Table 5. “I can sense the individual’s emotions and sentiments by listening to

their tone.” with a WAM of 4.42 and an interpretation of "Very High" had the best results. I can

understand what an individual says when using the English language.” states the item. With a

WAM of 4.41 and an interpretation of "Very High," it came in second place. "I can focus on

whatever the person is saying using English as the medium." With a WAM of 4.24 and an

interpretation of "High," it came in third place. With a WAM of 4.18 and an interpretation of

"High," the item “I can understand the speaker’s sentiments even if they have a difficult time

speaking English fluently” received the fourth-highest score. With a WAM of 2.98 and an

54
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

interpretation of "Moderately High," the item " I cannot understand what an individual says

whenever they utilize English.”

Part 3. Thematic Analysis

General Objectives of the Protocol

The researchers aim to determine the Social Factors Affecting English Language Skills Select

Grade 10 Students in Siena College, Inc. Quezon City. The following themes will discuss how

the objectives were perceived.

1. How did you hone and improve your English reading, writing, and listening skills?

STUDENT 1: To be honest, I’m not fluent in speaking in English or the English language, and if

you’re going to ask me how did I improve my reading, writing, and English Skills… I guess I

can say that uhm… I am forcing myself to be a better listener and reader and also a better writer

in English. By forcing myself, I became more... How could I say this…? I become braver or my

55
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

fear lessens up [in] cope up with the English language as well; so maybe, as time goes by, I

improve myself in [the] English Language but I’m not that fluent.

(To be honest po, I’m not fluent in speaking in English or in [the] English language and if you’re

going to ask me on how did [I] Improve my Reading, writing, and English Skills… Siguro, I can

say that ano uhm… finorce ko yung sarili ko to be a better listener and reader and also a better

writer in English. By forcing myself, I became more… How could I say this… mas nagiging

matapang or mas naleless yung fear ko to cope up with the English Language as well; so siguro,

as time goes by, I improve myself in [the] English Language But I’m not that fluent.)

STUDENT 2: When I was growing up in our house, most [of my family] are English speakers

and they encouraged us to learn English since it will help us in the future. Since English is the

universal language and we all know that communication is very important, then maybe I [can]

improve my skills by watching movies that are in English and also reading stories.

(When I was growing up sa bahay po namin, mostly po sila [family members] are English

speakers and they encourage us po to learn English kasi since it is ano po, makatutulong po siya

in the future since English is the universal language, and we all know that communication is very

important, then siguro po nag-improve po yung skills ko by watching movies that are in English

and also reading stories po.)

56
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

STUDENT 3: For me, I was able to hone my English, reading, writing, and listening skills

through reading books. Because, from a very young age, we were exposed to you know… a lot

of books so that's where I learned or that’s where I honed my skills in writing, reading, and

listening in English.

(For me po, I was able to hone my English, reading, writing, and listening skills through reading

books. because from a very young age, we were exposed to you know… a lot of books so that’s

where I learned or that’s where I honed my skills in writing, reading, and listening in English.)

STUDENT 4: We don’t use English that much, so we practice, in order to improve our reading,

writing, and listening skills by watching movies and reading books.

(Hindi po kasi ganon masyado nag-eenglish sa amin so nagpapractice po ako para po para po

mag improve yung reading, writing, and listening skills ko po by watching movies and reading

books po.)

STUDENT 5: Of course, at school. It became our basic foundations of learning, and especially

in [our] curricular presently which [continuously] improves the [manner of] our speaking and

understanding in English, so when finding work, specific work or work abroad and/or other

57
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

countries, it is easier to communicate and we will not be hindered by language barriers that we

call, especially this is one of the reasons on why I improve my reading and writing skills [It’s]

About continuously speaking with people around me in [the] English language, especially those

who teach me. Sometimes, our experience, not everything can be learned from school; there are

instances that we learn through our own experiences in life. And last but not least is social

media. This had become our [primary] source today since everyone relies on social media, or

most of our time, [we] use social media platforms, especially YouTube, like in English vlogs

[and] English movies, we tend to hear or percept English sounds and different English topics. So

through that, we get the skills and how we can improve each [day] and every day [that] we hear

these, and every day that we interact, [we can learn] through English itself.

(Siyempre, sa school, it became our basic foundations po of learning and, especially po sa

curricular po natin ngayon, talagang pinapaimprove po talaga yung salita or pagintindi natin ng

English so that pag naghanap po tayo ng work, ng specfic work or trabaho abroad or sa ibang

bansa is madali lang po tayo makikipag communicate at hindi po tayo mahihinder ng mga

language barriers po natin sa tinatawag, especially po, isa pa po sa mga naging reason sa pano

ko na-improve yung pag-reread and write po yung mga skills po na yun. [It] Is about po sa

continuously po na pagsasalita ng mga people around me ng English language, especially and

yung mga tinuturo rin po nila. Kasi minsan sa experience lang po natin… diba, hindi naman po

na siya natutunan lahat sa school meron rin po tayong natutunan base on our own experiences

in life. And especially, last but not the least, is the social media platform. Isa po ito sa mga

58
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

pinaka source po ngayon since everyone naman po siguro sa social media naman po nakarely, or

most of our time is being used in social media platforms, especially po sa mga Youtube, diba

kapag may mga English vlogs, mga movies―mga English movies, we tend to hear or percept

English sounds and different English topic, so through that, nakuha po natin siya yung skills po

natin siya naiimprove each and every day na naririnig po natin siya or each and every day po

nakakapag interact tayo through English itself. )

STUDENT 6: I will admit, I am not used to speaking in English; I need to improve, interpreting

first. I think it is correct what others say that school, most especially requires us to use English,

because of the subject [ being taken]. First, I try to answer in English, even if it has the wrong

grammar. I think that… I kinda learn where I make mistakes and I watch movies also, especially

I like K-dramas, [where] the subtitles are in English and this is where I improve my reading

comprehension in English.

(Aaminin ko naman po na hindi po talaga ko sanay po talaga magsalita ng English, need ko po

talaga [siya] interpret. At first po, tama naman po yung sinasabi yung sa school po, lalo na po

ngayon na ni-rerequire po talaga kami kasi english nga po talaga yung subject, so doon po…

Una, kapag sasagot, tinatry ko po talaga na mag-English kahit wrong grammar lang po… Basta,

ayun po… Parang natututo po ako saan po ako nagkakamali ganon po. Tapos sa panonood din

59
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

po ng movies, pati rin po sa sobrang hilig ko po sa mga Kdramas po, so yung subtitle po noon

[is] English po, doon ko po na-iimprove yung reading comprehension ko sa English.)

STUDENT 7: By watching American series and movies and by reading books that are

translated into English, of course.

(By watching American series and movies and by reading books na English, siyempre.)

STUDENT 8: I improved my English skills because of reading, writing, and watching, and that

is where I experienced English in my daily life.

(Na-improve po yung English skills ko po, because in reading, writing and watching po and

experience na din po in daily life.)

STUDENT 9: I pursued the English language because, for me, it’s like my second language too.

Tagalog is easy, but if it is in English, it’s easier to learn, and for me, it’s not that hard to

understand or kind of read the English language and English is interesting for me.

(Pinursue ko po talaga yung English na langauge kasi para po sa akin, it’s like my second

language narin po. In tagalog, madali siya pero in English, mas madali siya para sa akin, di siya

60
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

ganon kahirap intindihin or parang basahin, and English language is really interesting para sa

akin.)

STUDENT 10: Ever since before, I know how to speak English but it vastly improved because

of the quarantine because I don’t have much to do and I met some international friends so my

English speaking skills were tested which lead me to also learn the language by watching videos

and shows that are in the English language.

(Ever since naman po, marunong naman po ako talaga ko mag-English, pero po nag-improve

lang siya lalo na nung nag quarantine kasi wala naman na po akong masyadong magawa and

nagkaroon po ako ng friends, mga international friends so nasubok po talaga yung English skills

ko so that lead me into also learning the language, also by watching videos and shows na in [the]

English language po.)

Synthesis

The majority of students claimed that consuming English-language media, such as

movies, vlogs, shows, articles, and so on, helps them enhance their English language skills.

Additionally, the school and teachers play an important role in assisting children in learning and

61
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

improving their English language skills. They [the pupils] are offered discussions and activities

to help them hone and improve their English language skills.

2. What school factors help you to improve your English language skills?

STUDENT 1: I think our beloved school, Siena College has taught us a lot about improving our

English language skills and also, our school gives us a credit for being an English speaker and

this is an English speaker of the week and the year as well. I could say that a lot of students are

striving hard to be English speakers, not only to be recognized on the stage but also to improve

their language skills. And also, in every different classroom, the different English teachers are

trying their best to teach us a quality Catholic education in the English language. So, staying in

Siena for almost a decade… I think Siena has been my home actually, it’s been my second home

and it also taught me a lot and including English language skills, and when I first step into

Siena… I don’t know how to speak any English language, besides from hi, hello, good morning,

and good afternoon until such time that I’ve improved, because of their different programs like

English speaker of the week.

STUDENT 2: First, the teachers from my previous school and current school are all well-versed

in English. They taught easily and it is easy to understand and by that, I think I was able to

understand [English] lessons. I think another factor is the activities that we do, like PETAs and

62
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

written works [that] helps us to improve our English language skills, then another factor is [that]

they encourage [us] or they require [us] to communicate in English when we are in their class.

(First is the teachers po, since the teachers from my previous schools and current school are all

well-versed in the English po, madali po nila natututo yung mga lessons and by sa paraang po

yun, mas naiinitihindan po namin yung mga lessons namin. Siguro po, another factor is yung

mga activities po na pinapagawa po nila sa amin, like the PETAs and the written works [that]

helps us to improve our English language skills. Then, another factor is they encourage [us] or

they require [us] to communicate in English when we are in their class.)

STUDENT 3: Like STUDENT 2, the teachers. Because they encourage us to speak in English

during their classes, the next one would be the students, because when we are interacting with

one another during classes, [for] our classes are like English, right? So, when we are interacting

with one another, we’re required to speak in English as well, and lastly, the activities as well

since most of the activities except for Buwan ng Wika, the medium of language is English [in

these activities]. So, through that, I was able to hone my English language skills.

(Like STUDENT 2, the teachers. Because they encourage us to speak in English during their

classes, the next one would be the students, because when we are interacting with one another

during class kasi most of our classes po is like English, diba? So when we are interacting with

one another, we’re required to speak in English as well and lastly, the activities as well, kasi,

63
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

most of the activities except for the Buwan ng Wika, the medium of language is English [in these

activities]. So through that, I was able to hone my English language skills.)

STUDENT 4: For me, it is the same, because our teachers whenever they teach, this is where

we learn [English] the most and what we need to know, and our written works that are tasked by

them are ‘practice’ for us.

(Sa akin po, parehas lang din po, kasi yung teachers po namin kapag nagtuturo po sila is doon

po namin mas natutunan mga kailangan po naming alamin pa, and yung mga written works po

na pinapagawa nila para po ma-practice po namin.)

STUDENT 5: Most especially, our written works are tasked in school, like essays. Essays do

help me a lot in improving my English skills; because through essays, we tend to answer some

questions that require us to think more and expand our learnings. Next is formal communication

with teachers, with school staff. During face-to-face, we need to approach them properly, though

Tagalog is permitted, most especially in English since we are in an environment where the school

aspires growth from one student. So, as a student, we will be more competent in going with the

flow with them, and different aspects and one of these is the English language.

(Most especially po is yung mga written works na isinasagawa po sa school like the essays.

Essays really do help a lot me in improving my english skills po kasi through essays we tend to

answer some questions that requires to think more diba parang ieexpand yung learnings natin and

sunod naman po is yung sa pakikipag formal communication natin with our teachers with the

64
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

school staff diba po kapag po during the face-to-face kailangan iaaproach mo ng proper way

pwedeng tagalog pero most especially english po kasi we are in an environment where yung ano

po yung kung baga school po is nag-aaspire po talaga sila ng growth mula sa isang student. So as

a student we will be more competent po na makipagsabayan sa kanila and different aspects and

one of this nga po is yung english language nga po and english proficiency po.)

STUDENT 6: The books. Sometimes, we are required to read books that are connected to [our]

topics, so when we meet, we do discussion immediately; exchanging ideas along with the

teacher’s answers. I think, the activities too, especially since our English subject. As our last

activity, we evaluated an essay. And that is the time that I encounter unfamiliar words that

expand my vocabulary.

(Yung books din po kasi sometimes required din po kaming magbasa ng books na connected po

sa topics, para po kapag nag meet po kami is discussion na lang po derederetso palitan na lang

po kami ng mga sagot with teachers po. Then siguro, is po yung activities po especially po lalo

na po sa English subject namin. Kagaya po nung last activity po namin is mag-evaluate po ng

essay. And doon din po nakaka encounter po ako ng unfamiliar words na nakakapag-expand ng

vocabulary ko.)

STUDENT 7: For me, it is how the school pushes us [students] to try and speak in English. The

giving of awards and rewards for the ones who speak in English frequently and fluently.

65
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

(For me naman po, is yung parang pag push sa atin ng schools na mag try and speak ng

English, yung parang pagbigay ng awards and rewards for the ones who speak in English

frequently and fluently.)

STUDENT 8: Like STUDENT 7 said, the debate advocacy campaign… Something like that…

Physical activities that involve our English skills.

(Like STUDENT 7, yung mga debate advocacy campaign… yung mga ganon po yung mga

physical activities po para mas involve yung English skills natin.)

STUDENT 9: Maybe, it’s reciting in English and at the same time, having speech, also like

having a debate and speaking fluently in English.

STUDENT 10: I think, our main language that teachers use whenever they teach is English

except for Filipino and Araling Panlipunan. So, we can hone our English since it is a needed

competence, as this is our main language used for schools.

(Siguro po kasi yung ano po main language na ginagamit tuwing yung mga teachers tuwing nag

teach is English except for Filipino and Araling Panlipunan. So nahahasa po talaga yung

English kasi kailangan masanay kasi yun na po yung main language na ginagamit for schools.)

Synthesis

The respondents discussed the challenges they had in increasing their English language

skills. Fear of judgment and criticism kept the majority of them from learning and enhancing

66
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

their English language skills, which was followed by poor self-esteem and self-confidence

among the pupils, which prevented effective dialogue, resulting in miscommunication and

misunderstanding. Another source of pressure is the need to be able to provide correctly

constructed phrases in English by the students' surroundings, particularly for those who do not

speak English at home.

3. What difficulties do you have in improving your English language skills?

STUDENT 1: For me, this is based not on my experience only… Not only to my friends but

from what I see [with people] having difficulties in improving their English language skills. I

think we all have the fear to be criticized. Criticized that we will be told that we are wrong in the

manner of doing it [English language skills]. “That is wrong, it should be like this and that”. We

all have that fear that we always want to be right or we don’t like being told that we are wrong in

attitude and behavior, not only teenagers today, [but] including the Millenials. Not only in

English language skills, so I think it is a factor on why it is difficult [to improve] because they

don’t like to be criticized, they don’t like being corrected which is why they are not able to fix

it[their English language skills] properly. Sometimes, I also don’t like being criticized and

corrected… I just don’t like it. I feel like I don't want to be corrected and criticized, especially

with the fear of being bullied. If your English grammar is wrong, of course, teenagers, you know

[how they are], ates and kuyas, you’ve also experienced this too. In your high school life, a lot of

students are bullies, especially when they tease you. Most especially when you commit a mistake

in front of the class or front of the teacher. I think those are the difficulties that I can mention

67
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

with students having a phobia of speaking or writing or reading aloud in the English language.

So this is why they don’t improve their English.

(For me, this is based not on my experience only, not only to my friends, but doon sa mga

nakikita ko na nagkakaroon ng difficulties in improving their English language skills. I think, we

all have the fear to be criticized. Criticized na masabihan tayo ng mali naman yang gingawa mo.

mali yan dapat ganito dapat ganiyan. We all have that fear kasi parang gusto natin lagi na we

should be right or medyo ayaw natin nasasabihan tayo na mali tayo ganon yung atititude or

ugali a lot, hindi lang teeangers ngayon including the millenials, hindi lang sa English langauge

skills so yun din siguro yung factor na nagiging diffculties dahil ayaw nila na cicritized sila

ayaw nila na cocorrect sila kaya hindi rin namin naayos proper yung or yung hindi namin

naiimprove properly yung English langauge skills namin and ako din naman as well, minsan

ayoko rin naman cinciritized ko and nacoocorrect ako basta ayoko lang. Feeling ko sa self ko, I

don’t want to be corrected and critized. Especially the fear of being bullied if your English

grammar is wrong… Siyempre sa aming mga teenagers, alam ko mga ates and kuya napagadaan

niyo din to. In your high school life, a lot of students are bullies, lalo na they will tease you kahit

sobra pa. Lalo na kapag nagkamali ka kahit in front of the class or in front of the teachers.

Siguro yun lang din yung mga some difficulties na masasabi ko kung bakit a lot of students are

having a phobia on speaking or writing or even reading a loud in english language. So hindi din

nila masyado naiimprove yung English langauge skills nila.)

68
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

STUDENT 2: It’s the low self-esteem. Like as an introverted person, I tend to get shy and

nervous around others, and maybe, I get intimidated when I'm around strangers and I think it’s

what we call “stage fright”. I’m still overcoming when I’m speaking with an audience so I tend

to stutter and mix up my words when I speak in English.

(It is yung low self-esteem po. Like as an introverted person po, kasi I tend to get shy and

nervous around others and siguro po na intimidate po ako when I'm around in with strangers

and siguro po yung tinatawag po nating stage fright in-oovercome po ako non when I’m

speaking with an audience so I tend to stutter po and mix up my words when I speak in English.)

STUDENT 3: It’s the pronunciation because as you all know that there are some words how

words are spelled but that's not how they read it. That was probably for me, the hardest part in

improving my English language skills and another is the application of rules because there are a

lot of rules in the English language and not all those rules are being applied when we write or

when we read. So, the application of those rules when we write and we read is difficult too, as

well in the improvement of the English language as well

(It is the pronunciation ‘cause as you all know that there are some words yung spelling nila,

that's not how they read it. That was probably for me the hardest part in improving my English

language skills tapos another is the application of rules kasi there are a lot of rules in English

language and not all those rules are being applied when we write or when we read. So, the

69
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

application of those rules when we write and we read is difficult too, as well in the improvement

of the English language as well.)

STUDENT 4: Because of the lack of confidence and I don’t dare to speak in English and my

fear of making mistakes when speaking in the English language.

(Dahil po sa lack of confidence po na wala po akong courage na makakapag speak po ng

English and yung fear of mistakes po when speaking in English language.)

STUDENT 5: It's also the environment. Because, through the environment which is Tagalog,

the environment [itself are], mostly Tagalog speakers. And the tendency is that the way I speak

in English is inconsistent and because of that, I couldn’t practice using English more. Also, it

leads me to have a limitation in my vocabulary. I have limited vocabulary only and especially in

other countries. English countries, of course, the people all around there are English speakers

while we are Tagalog speakers. Maybe, if I go to a place where the people there are English

speakers. Maybe, someday I will be more fluent and I will continuously speak in English.

(It is the environment rin po. Because, through environment which is Tagalog yung environment,

mostly Tagalog speakers. Ang tendency po niya is hindi po ako nagiging consistent yung

pagsasalita ko ng English because of that. Hindi ok siya gaano napa-practice, also it leads me to

have a limitation in my vocabulary. I have limited vocabulary only and especially yung mga

countries. Diba po yung mga countries, mga English countries…siyempre mga tao na nasa

paligid nila is mostly native na English speakers while us, [Filipinos] mga Tagalog speakers.

70
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Maybe, if I tend to go in a place that the people there are english speakers. Maybe, someday I

will be more fluent and continuously speaking in English)

STUDENT 6: …Is yung mga tao po nakakasalubong ko po and yung mga taong nakakasama ko

po lalo na po yung fmily ko po hindi naman po kami nago communicate ng english langauge

minsan lang po talaga. Minsan nga po kapag trip lang namin so ayun po so parang mahirap po

iimprove yung english langauge lalo na po kapag hindi siya nagagawa kasi sobrang rare lang po

talaga mag usap sa english din po. Siguro po lack of knowledge din po talaga. Since then po

taalga since elem po never po ako nag commit sa english kasi sabi ko mas comfortable po talaga

ko sa tagalog so yun po nag pacomportable po ako sa isang language na nilagayan ko po ng

barriers yung para matuto ng ibang langauge.

STUDENT 7: Having no confidence in speaking in English.

STUDENT 8: Pressure and sometimes my pronunciation is wrong and my grammatical error.

(Peer pressure and sometimes my pronunciation is wrong and my grammatical error ko po.)

STUDENT 9: It will be like the pressure of speaking in English in front of many people and

also at the same time some unfamiliar words in English that are like very hard to understand and

very hard to pronounce.

71
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

STUDENT 10: Maybe because it’s not mainly used at home, my mom doesn’t speak in English

when talking to me and my dad, and my mom… their accents are quite hard [to comprehend].

(Siguro, kasi hindi siya mainly use sa bahay yung [English]. Yung mom ko hindi nagsasalita in

English when talking to me, and my dad and mom… yung accents nila medyo mahirap po

[intindihin])

Synthesis

Many of the respondents reported having difficulty in increasing their English language

skills, the most common of which are fear of judgment and criticism, low self-esteem and

confidence, pressure, and the context in which they find themselves. These are some of the

challenges they have faced while working to enhance their English language skills.

4. How do your English language skills affect your interactions with others?

STUDENT 1: Malaki yung percentage ng English language skills namin in interacting with

other people not only socially but also personally. Kasi hindi lang tayo nakikipag meet in person

because of the covid 19 we also tend to chat and other people so for me our English language

skills are helpful if we know how to use it well not fluently but if we understand English

language or we can interact with others with the use of English language. Sa interaction kasi mga

teenagers ngayon like me hindi na lang naman na kami nag sesettle for less na makipag interact

na with Filipino people lang we tend to interact with nationwide using a lot of apps like discord

72
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

or rave na hindi lang naman sa Philippines na gagamit yung mga apps na yun so with the help of

English language since English is the universal language nakikipag communicate kami and

interact kami with people easily kasi we understand them and we communicate them and also by

the help of english language if we know how to use it we will not be mamimiss guided or hindi

tayo ma mimisunderstand kasi alam natin siya gamitin ng maayos and we can show to other

people na hindi tayo nagsesettle for less na hindi lang tayo basta Filipino na tagalog lang ang

alam or mga dialects lang natin yung may alam kaya din natin makipag interact with them with

the use of English language.

STUDENT 2: Since I consider my English language skills as average, I sometimes have

difficulties communicating and interacting with others, especially if they don’t speak Tagalog

and they only know how to communicate in English. Since, sometimes, I get nervous around

strangers, even if they are not strangers, it is in general like when I’m speaking in English, I get

nervous so I tend to stutter and because of my stuttering, it may lead to miscommunication.

(Since I consider my English language skills as average lang po, I sometimes have difficulties

communicating and interacting with others, especially if hindi po sila magtagalog and they only

know how to communicate in english. Since sometimes I get nervous around strangers kahit

hindi po strangers in general lang po like when I'm speaking in English po, I get nervous po so

yun po I tend to stutter yung pag stutter ko po, pwede po maglead ng miscommunication.)

73
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

STUDENT 3: Because that I know that I am not fluent in English so there are some words

and… you know, there are some thoughts that I can’t express in English or you can’t find the

right words so it will lead to miscommunication or misunderstanding.

(Because yung I know that I am not fluent in English so there are some words and you know…

there are some thoughts na hindi ma express in English or you can’t find the right words so

parang magelelad nga yung sa miscommunication or misunderstanding.)

STUDENT 4: For me, it’s my English language skills are not that good, that’s why

miscommunication happens from time to time and I can’t express my thoughts that often and I’m

not that fluent in English.

(For me po, my english langauge skills ko po is not that good po kaya po minsan nagkakaroon

po ng miscommunication po and yung mga thoughts ko po, hindi ko po siya ma-express kasi po

hindi po ako ganon ka-fluent sa English.)

STUDENT 5: For me, the English language is a very important aspect of our life since English

[is] our universal language and I think there are two sides [that] affect [us] when speaking [the]

English, the positive and negative side. The positive side is the easy communication with other

people, given that we, especially when we go to countries, we can interact with them easily, if we

get lost. We can talk to them in English or we want to look for something in other countries, we

can talk to them in English, therefore communication will become easier. On the other hand, the

negative effect is that the people we talk to don’t possess the same level of the English language.

74
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

I, myself can say that I can level myself with other people who cannot speak in English, but with

people who are super, duper fluent that they tend to not level themselves whenever they speak

with someone else that causes confusion and miscommunication with others.

(For me po, English language skill is a very important aspect in our life since English [is] our

universal language and I think there are two sides [that] affect [us] when speaking [the] English

language, the positive and negative side. The positive side po is yung easy communication with

other people, given na po yung especially kung pupunta po tayo sa ibang countries, we can

interact with them easily kung naligaw tayo pwede tayong makipag usap sakanila in english or

kung may gusto po tayong hanapin sa ibang bansa pwede po tayo maipag usap sa kanila in

english kungbaga the way of communication will become easier. And the other hand naman po

The negative effect naman po is yung people na kinakausap natin is hindi po natin ka level in

english langague langauge I myself naman po kahit papaano is nalelevel ko pa naman po sarili

ko sa ibang tao na hindi nakakapagsalita ng english pero with the other people na super duper

po sa pagsasalita ng english they tend to parang hindi na po nila nelelevel yung way of speaking

nila sa ibang tao that causes confusion and even miscommunication po with other people po.)

STUDENT 6: It’s very difficult to communicate and interact with others if you’re not fluent in

their language, for example. I have an RT [member] that requires [me] to speak in English so

they can understand. So, I have a hard time explaining and I have to delegate this to others

because they might misunderstand and they might not do their task properly and I’m at fault. I

might not be able to deliver it properly. I’ll start with our country, we know that there are a lot of

75
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

foreigners here and when we encounter them, I think we should at least know English when

communicating with them but it’s not as in-depth; often, it is not as in-depth, it depends on how

much knowledge in English [a person possesses].

(Sobrang hirap po talaga mag communicate and mag interact po sa iba if hindi ka po fluent sa

language nila tulad nalang po na for example po ako na ka rt ko din po na required po talaga

mag explain in english po talaga para po maintindihan niya so I'm having a Hard time po to

explain minsan po pinapasa ko na lang po sa iba para iexplain yung ganito baka po ma mis

understand niya and hindi niya po magawa ng maayos yung part niya at mali ko rin po. Yun

kasi hindi ko po nadeliver ng maayos sakaniya kung paano yung gagawin. Sisimulan na lang po

natin sa bansa po natin alam naman po natin na marami pa naman pong dayuhan dito so kapag

may na eencounter po na ganon siguro if you have atleast may alam ka po sa english

makakapag communicate ka po sakanila pero hindi po ganon ka lalim yung sobrang babaw lang

din po talaga kung gaano lang po kalaki yung knowledge sa English.)

STUDENT 7: It’s easier for us to communicate with other people that don’t use our language.

(Parang mas mapapadali tayo makipag communicate sa mga taong hindi naman yung own

language natin.)

STUDENT 8: The language barrier, some words are not familiar to the person I’m talking to

that I have to translate so we can understand each other and common ground.

76
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

(Yung language barrier may words na hindi rin familliar sa kausap ko na I have to translate

para po magkaroon ng pagkakaintinidhan and common ground.)

STUDENT 9: Exchanging from Tagalog to English, there are times that we have difficulties in

understanding me because there are times that I cannot explain in Tagalog well but when

[explaning] in English, I think I can explain it properly and clearly.

(Exchanging from tagalog to english may mga times na nahihirapan sila na intindihin ako kasi

may mga times na hindi ako ganun kagaling mag explain sa tagalog pero kapag english mas na

eexplain ko siya ng maayos at mas clear siya.)

STUDENT 10: I tend to speak in Taglish because I am more used to the English language and it

is easier for me to communicate with people that I met online last year and interaction on social

media is easier because I can easily understand and comprehend when they are speaking in

English.

(I tend to speak in Taglish na because i am more sanay na po sa english langauge and mas

easier na po ako makipag communicate sa mga tao na nakilala ko online last year and pakikipag

interact sa social media is mas madali because I can easily understand and comprehend when

they are speaking in English po.)

Synthesis

77
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

The majority of respondents said that English is important since it is widely used and that

as a result, they need to improve their English proficiency and fluency, as well as demonstrate

how proficient English language abilities have grown more prevalent. Many people said that

their inability to communicate in English had harmed their relationships with others. Even

though English is widely spoken, most of the respondents find it difficult to come across persons

who have a high degree of skill. They claimed that the level of English is difficult for them to

comprehend. Another advantage is that explaining, discussing, and conversing with others in

Taglish (Tagalog English) is easy, and many people prefer it.

5. How could you further improve your English language skills?

STUDENT 1: As I've said a while ago, I'm not fluent in speaking in English but I can build a

great sentence so How could I improve? If I’m going to ask myself if you're gonna know me is

STUDENT 1 doesn’t settle for less. They don’t want to settle like this every day, they want to

learn or improve not only in personally but also mentally, socially and Spiritually and including

english language skills I know to myself that i’m not that fluent and i’m not that deeply

interested with english language but i know to myself that i'm slowly improving and even though

your slow at least your still moving so that’s my way to improve and I will continue because it

helps me to become a better speaker, a better reader and a better listener In english language so I

will not fear of those criticism and those person who tease me whenever I have a wrong grammar

or the people that will shout that I'm wrong, we should take a step always. We should learn how

to improve not only ourselves but also our emotional skills because if we let this into our minds,

78
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

the tendency will burden our minds and encumber inside so if someone says to me that I’m

mistaken, I’ll say “Oh okay, I was wrong” but I’ll try to my best to be correct the next time so

that I won’t be told otherwise.

(As what I’ve said a while ago I'm not fluent in speaking in English but I can build a great

sentence naman so how could I improve If i'm going to ask myself kasi if you're gonna know me

si STUDENT 1 hindi siya nagsesettle of less eh ayaw niya ng ganito lang ayaw niya na nandito

lang siya gusto niya everyday may bagong learning siya or improvement not only in personally

but also mentally, socially and Spiritually and kasama na din dito yung english language skills I

know to myself na hindi din ako ganon ka fluent and hindi din ako ganon ka masyado deeply

interested with english language but i know to myself na Im slowly improving sabi nga nila na

even though your slow at least your still moving so yung way ko noon kung paano ako nag

improve is I will continue kasi it helps me to become a better speaker, a better reader and a

better listener In english language so I will not fear of those criticism and those person who

tease me whenever I have a wrong grammar or the people that will shout that I'm wrong, we

should take a step always. We should learn how to improve not only ourselves but also our

emotional skills kasi kapag hinayaan natin mag let to sa mga minds natin ang tendency kasi neto

is parang ma buburden na siya sa isip natin nandon na lang siya bibigat na lang siya sa isipan

natin so kapag nasasbihan ako ako ng mali ako okay mali ako but i'll try to my best to be correct

the next time para hindi na ko masasbaihan na mali ako.)

79
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

STUDENT 2: By listening carefully to our teachers and analyzing our lesson, then when I’m

watching a movie, I should not only watch the movie but also think of analyzing how the

characters talk to each other and the tricks that they use. And I think of building my

self-confidence when speaking in English

(By listening carefully to our teachers and analyzing our lesson then when I’m watching a

Movie, I should Not only watch the movie but also analyze po siguro on how the characters talk

to each other and the tricks that they use. And siguro po buid my self-confidence po when

speaking in English po)

STUDENT 3: From reading, we can an idea on how we can properly express our thoughts into

words and how we can construct a sentence properly because we are gathering an idea on how to

put together what our idea is, so another way we can improve or I could improve my English

language skills is through listening through our teachers what STUDENT 2 said because they

know how to teach us.

(From reading, we can an idea on how we can properly express on our thoughts into words and

how we can construct a sentence properly kasi po we are gathering an idea on how to put

together what our idea is, so another way we can improve or I could improve my english

language skills is through listening through our teachers what chio said because they know how

to teach us.)

80
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

STUDENT 4: What I do is whenever I read, like I read it out loud, so not only do it to read but

to listen to it as well. So, I can pronounce words and remember how I pronounce them.

(Ginagawa ko po kasi kapag nagbabasa po ako parang binabasa ko po siya out loud po para

hindi lang po siya nababasa ko naririnig ko rin po siya so mas na aano ko rin po yung pag

pronounce ng words and natatandaan ko din po kung paano.)

STUDENT 7: Same with the two, from watching English movies and joining speeches and

debate activities of the school.

(same po with the two po yung sa pagpapanood po ng movie ng english and yung mga pagsali po

ng speeches and debates ng mga school activities ganon po)

STUDENT 8: Speaking comfortably with my friends that I can speak freely in English and the

movies and the stories that I read that would also help me to improve my English skills.

(Speaking comfortably with my friends that I can speak freely po in English and yung mga

movies and stories na binabasa ko that would also help me to improve my english skills po)

STUDENT 9: Like speaking or socializing people using the English language would be a very

good help and also the same time like school activities like debates and speeches and

argumentative essay will be a good help in improving English skills

81
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

(Like speaking or socializing people using English language would be a very good help and also

the same time like school activities like debates and speeches and argumentative essay will really

be a good help in improving English skills)

STUDENT 10: Maybe by watching shows and videos that use their language mainly when their

speaking and then offering time and studying new words and new meanings to add my

vocabulary

(siguro po by watching shows and videos that use their language mainly when their speaking

and then offering time and studying new words and new meanings to add my vocabulary po)

Synthesis

The majority of respondents claimed that they can improve their English language skills

by viewing English films and reading English literature. Meanwhile, other students have stated

that participating in school events helps them become more proficient in English, allowing them

to sharpen, study, and develop their English language skills.

GENERAL THEME: SOCIAL FACTORS AFFECTING ENGLISH LANGUAGE

SKILLS

Subtheme 1: Honing and Improving English Reading, Writing, and Listening Skills

82
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

General Interpretation: The researchers combined the entire theme derived from the

students' responses. Both home factors and the environment in which the students are immersed

greatly influence the way they acquire and utilize their English language skills. One of the

significant reasons why is the lack of engagement and usage of English in households due to

parents' being more comfortable using Filipino or other local dialects. However, despite the

students' admitting the lapses in their fluency, they can hone their English language skills

through reading, writing, and watching.

Subtheme 2: School Factors in Improving English Language Skills

General Interpretation: In terms of the school factors that influence the English

language skills, the students find the activities that the school and teachers give them beneficial

in honing their English language skills. Notably, essays, encouragement from teachers to speak

in English, debates, and reading books have greatly contributed to the honing of students’

English language skills.

Subtheme 3: Difficulties Encountered in Improving English Language Skills

General Interpretation: Based on the data presented, the researchers can say that the

respondents experienced the following difficulties in learning and improving their English

language skills: (1) fear of judgment and criticism from more proficient peers; (2) lack of

83
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

self-confidence; (3) the students' environment (e.g., living with mostly Tagalog speakers); and

(4) pressure.

Subtheme 4: English Language Skills Effect on Social Interaction with Others

General Interpretation: Based on the participants’ responses, many admitted that

English language skills have greatly affected their interaction with others. Many mentioned that

their lack of fluency had resulted in numerous miscommunications on their part, while others

said that the language barrier is also a hindrance when interacting with others, especially those

who don’t understand nor speak Filipino.

Subtheme 5: Improving English Language Skills

General Interpretation: The data garnered by the researchers entails that the

respondents are continually improving their English language skills through (1) reading, (2)

watching movies, series, and other media in English, (3) listening to the teacher’s manner of

speaking, and (4) interacting with others using the English language.

84
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Chapter V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter contains a summary of the study, as well as the conclusions drawn from the

study's findings and the suggestions made by the study's researchers for the further conducting of

the study regarding the Social Factors that Affect English Language Skills in Select Grade 10

students in Siena College, Inc. Quezon, AY 2021-2022.

Summary of the Research Study

The research study aims to identify social factors affecting the English language skills of

selected Grade 10 students of Siena College, Inc. Quezon City, AY 2021-2022.

This study is significant to the grade 10 students, teachers, school, and future researchers

as they broaden the knowledge regarding Social Factors that Affect English Language Skills.

This research is beneficial for the grade 10 students, because it may help them have acquired the

necessary knowledge which can be used to improve their English language skills. Additionally,

this research will aid educators and school management, giving new ideas and suggestions on

how the students can continuously hone and improve their English language skills. Finally, this

research will aid future researchers because it may this study may be used as a reputable source

of knowledge when obtaining data.

85
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

The research study used a mixed-method design with selected students from Grade 10

sections. All respondents and participants were distinguished using the purposive sampling

method. A Google Form survey questionnaire was distributed as an instrument for gathering data

whereas it is composed of Likert-type and close-ended questions. Meanwhile, the interview

questions were comprised of qualitative, open-ended questions and were conducted through

video-conferencing applications like Zoom. Once the data was collected, everything was

transcribed, analyzed, and interpreted with the use of thematic analysis.

Summary of Qualitative and Quantitative Findings

After the data interpretation using thematic analysis, the results of the said study are the

following:

Quantitative Data

1. Most of the respondents are 15 to 16-year-old adolescents, female, use Filipino as the

primary language spoken at home, and whose parents are college graduates.

2. Home Factors Influencing English Language Skills was rated Moderately High with a

WAM of 3.00.

3. School Factors Influencing English Language Skills was rated Very High with a WAM of

4.44.

4. Reading Skill Factors Influencing English Language Skills was rated High with a WAM

of 3.86.

86
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

5. Writing Skill Factors Influencing English Language Skills was rated High with a WAM

of 3.92.

6. Listening Skill Factors Influencing English Language Skills was rated High with a WAM

of 4.03.

Qualitative Data

1. Honing and Improving English Reading, Writing, and Listening Skills

The way pupils develop and use their English language abilities is heavily influenced by

both home settings and the environment in which they are immersed. One of the major causes for

this is a lack of involvement and use of English in households, owing to parents' preference for

Filipino or other regional dialects. Despite the students' admissions of fluency gaps, they can

improve their English language skills by reading, writing, and watching.

2. School Factors in Improving English Language Skills

Students find the activities that the school and teachers provide them to be beneficial in

honing their English language skills. Essays, instructor encouragement to speak in English,

debates, and book reading have all aided in the development of students' English language skills.

3. Difficulties Encountered in Improving English Language Skills

Fear of judgment and criticism from more proficient peers; (2) lack of self-confidence;

(3) the students' environment (e.g., living with predominantly Tagalog speakers); and (4)

87
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

pressure were among the challenges faced by the respondents in learning and enhancing their

English language skills.

4. English Language Skills Effect on Social Interaction with Others

Many respondents agreed that their English language skills had a significant impact on

how they interacted with others. Many people indicated that their lack of fluency caused them to

make multiple mistakes, while others noted that the language barrier is also a hurdle when

engaging with others, particularly those who don't understand or speak Filipino.

5. Improving English Language Skills

The respondents are constantly increasing their English language skills by (1) reading, (2)

viewing English movies, series, and other media, (3) listening to the teacher's tone of voice, and

(4) communicating with others in English.

Conclusions

Based on the findings of the study, the following conclusions were formulated:

1. The majority of the respondents are female, 15 to 16 years old, speak Filipino as their

primary language at home, and have college-educated parents.

2. With its components, Parent / Guardian Interaction, Interaction with Relatives, and

Interaction with Siblings, Home Factors has a "Moderately High" influence on English

Language Skills.

88
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

3. Vocabulary has a “Very High” on English language skills. The influence of comprehension

and fluency on English language skills is "High." Reading skills have a “High” influence on

English language skills when seen as a whole.

4. Concision, organization, and mechanics are all important aspects of writing. Mechanics have

a "Very High" influence on English Language Skills, according to the respondents. Following

that, conciseness and organization were rated as having a "High" influence on English

Language Skills. Writing skills have a "High" influence on English Language Skills as a

whole.

5. Listening abilities have a "High" influence on the English language. Understanding comes as

the most influential factor of listening. The next influential aspect is attention and response.

6. Involvement and use of the English language in the home will aid in the development of

English language skills.

7. Obstacles experienced in gaining English language abilities include (1) fear of judgment and

criticism from more skilled classmates; (2) lack of self-confidence; (3) the students'

environment (e.g., living with mostly Tagalog speakers); and (4) pressure.

8. Other ways to develop English language abilities include (1) reading, (2) watching

English movies, series, and other media, (3) listening to the teacher, and (4) connecting with

others who speak English.

Recommendations

89
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Based on the findings and conclusions of the study, the following recommendations may

be considered:

1. The possibility that the school will hold seminars and lessons on how students might be

more confident when speaking in English;

2. That students be exposed to more English language learning mediums, such as video

lessons and age-appropriate texts.

3. That the school continues to provide an English-friendly environment so that current and

future students can feel comfortable speaking English both within and outside the school

premises; and

4. For future researchers to expand on and address the lapses and problems found in this

study.

90
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

References

Foreign 

Akorbi. (2019, February 2). Top 4 Factors That Influence Language Learning in Children.
Https://Akorbi.Com. Retrieved December 29, 2021, from https://akorbi.com/language-
learning-in-children-top-4-factors-for-success/

Alfaki, I. M. (2015). UNIVERSITY STUDENTS’ ENGLISH WRITING PROBLEMS: DIAGNOSIS

AND REMEDY. Www.Eajournals.Org.
https://www.eajournals.org/wp-/uploads/University-Students----English-Writing-Problems-Diagnos
is-and-Remedy.pdf

Alicia Miller. (n.d.). 9 Factors that Influence Language Learning. Whitby. Retrieved December 29,
2021, from https://www.whitbyschool.org/passionforlearning/9-factors-that-influence- -learning

Carrio-Pastor, M. L. (2020). English as a Medium of Instruction: What about Pragmatic

Competence? ResearchGate.
https://www.researchgate.net/publication/335147516_English_as_a_Medium_of_Instruction_What
_about_Pragmatic_Competence

Clement, A., & Murugavel, T. (2018). English for the Workplace: The Importance of English
Language Skills for Effective Performance. ResearchGate.
https://www.researchgate.net/profile/A-Clement/publication/328353901_English_for_the_Workpla
ce_The_Importance_of_English_Language_Skills_for_Effective_Performance/links/5d6cead8a6fdc
c547d7221ed/English-
for-the-Workplace-The-Importance-of-English-Language-Skills-for-Effective- Performance.pdf

Gray, J., & Morton, T. (2018). Social Interaction and English Language Teacher Identity.
EDINBRUG University Press.
https://edinburghuniversitypress.com/pub/media/resources/9780748656127_Introduction.pdf

Howarth, P. (n.d.). Increasing student interaction. Teachingenglish.Org.Uk. Retrieved December

30, 2021, from
https://www.teachingenglish.org.uk/article/increasing-student-interaction?fbclid=IwAR2CvQR4r5jr
GsXNqg1MQH_hbb6eBWZ9OimSHJjPAyhtU9NCrpoxsUnXgEo

Krauss, R. M., & Chiu, C. Y. (n.d.). Language and Social Behavior. University of Columbia,
University of Hong Kong. http://www.columbia.edu/~rmk7/PDF/HSP.pdf

Myachykov, A. and  (2005, December 1). Abstract and Figures. Researchgate.Net. Retrieved
December 30, 2021, from

91
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

https://www.researchgate.net/publication/283378899_Attention_in_Language?fbclid=IwAR1mUZq
NVS_-5O7MpHMbpPRMRHTxE_5iY63UXwjmhCzzON2gR49gWiYc8Z4

National Research Council of the National Academies. (2012). Developing READING and
WRITING.Sites.Nationalacademies.Org.https://sites.nationalacademies.org/cs/groups/dbassesite/doc
uments/webpage/dbasse_071757.pdf

Owu-Ewie, C., & Williams, R. (2017). Grammatical and Lexical Errors in Students’ English
Composition Writing: The Case of Three Senior High Schools (SHS) in the Central Region of
Ghana.Https://Www.Davidpublisher.Com/.https://www.davidpublisher.com/Public/uploads/Contrib
ute/5a1d2587a0189.pdf

Oxford University Press ELT. (2019, February 5). English medium instruction Archives. Oxford
University Press. https://oupeltglobalblog.com/tag/english-medium-instruction/

Robinson, P. (n.d.). Attention and Memory during SLA. Blackwellpublishing.Com. Retrieved

December 30, 2021, from
http://www.blackwellpublishing.com/content/BPL_Images/Content_store/WWW_Content/9780631
217541/20Chap19.pdf?fbclid=IwAR1DEA2GNBswYJwjOH4wsFxGns1CtBkCeJ0xB9FQdy7y88
wyiXPEFCljr94

Roy, P. (2018, December 1). International Journal of Innovative Knowledge Concepts.

Researchgate.Net. Retrieved December 29, 2021, from
https://www.researchgate.net/publication/334732910_International_Journal_of_Innovative_Knowle
dge_Concepts#page=186

Rvachew, S. (2018, October 1). Language development and literacy.

Https://Www.Child-Encyclopedia.Com/Pdf/Complet/Language-Development-and-Literacy. Retriev
ed December 29, 2021, from
https://www.child-encyclopedia.com/pdf/complet/language-development-and-literacy

Salem, A. A. M. S. (2013). The Effect of Using Writer’s Workshop Approach on Developing Basic
Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt. ERIC.Ed.Gov.
https://files.eric.ed.gov/fulltext/EJ1077107.pdf

Sen, Y., Kuleli, M., Ugurlu, Z. O., & Ozturk, H. (2014, October 7). Social Benefits of an English
Learning Program for Young Learners. ScienceDirect.
https://wwww.sciencedirect.com/science/article/pii/S1877042814054044+

Solak, E., & Altay, F. (2014). THE READING STRATEGIES USED BY PROSPECTIVE ENGLISH
TEACHERS IN TURKISH ELT CONTEXT. International Online Journal of Education and
Teaching. https://files.eric.ed.gov/fulltext/ED553411.pdf

92
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

TeachTheEarth. (n.d.). Student-Student Classroom Interaction. Carleton.Edu. Retrieved December

30, 2021, from
https://serc.carleton.edu/NAGTWorkshops/certop/imp_ssi.html?fbclid=IwAR3UG8xRQK1sYdIM4
7_zegcy3NcaQ8-MsIIaO3m4tUWoQi4vfEkjTVB0sZQ

Tellez, K., & Marquez, E. (n.d.). Developing Teachers’ Knowledge and Skills at the Intersection of
English Language Learners and Language Assessment. Https://People.Ucsc.Edu/.
https://people.ucsc.edu/~ktellez/tellez_mosqueda.pdf

The Open University. (2021, March 29). Developing academic English. Open.Ac.Uk. Retrieved
December 29, 2021, from https://help.open.ac.uk/the-importance-of-language-skills

UNIVERSITY of NEBRASKA–LINCOLN. (n.d.). Family Communication. Unl.Edu. Retrieved

December 29, 2021, from
https://child.unl.edu/family-communication?fbclid=IwAR0cREFbhQa7dEufBGXdx6BBKoi2U4SS
EI75_TEyC5iyXjIEzMccNPt480

Local:

Cruz, P., & Mahboob, A. (2013). English and mother-tongue-based multilingual education:
Language attitudes in the Philippines. ACADEMIA.
https://d1wqtxts1xzle7.cloudfront.net/48626832/Traversing_the_speech_and_thought_presentation
_features_of_Merlinda_Bobiss_The_Sadness_Collector_by_Rachelle_Lintao-with-cover-page-v2.p
df?Expires=1640845008&Signature=DO8gBXaZul~xBYhlyJd6ECsxJe8iRu~dJG0ATeiTX8Ob0H0
jXynBxE2ibDrpKqOOLYroXJiCNIJAmwvAnhezm22HIFyFP~GucwwQ~Rj3J8f9CQto~7LApM7I
wayaF3iVc0QeNdoAOr9kW~2HzTz7x2JzXFMyoJepx~S2BKhcaoOhad4sw7raEmhwNalx1~LNfe
fn~9n0Zm6NDOEO3dNca~xxe3DAKN9q8eskrAydWBLydkqHcmwwlhX6aokirWozZk2qltEOMp
IFJ4QsVQ~V0kI6623k9jzyj3AeWBFrFMhVIqx8m~yJKiKtYhuZUNX0qULbt6E9gJ9-xbldVX~q
A__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA#page=6

Department of Education. (2016). K-12 Curriculum Guide (Grade 1–10). Www.Deped.Gov.Ph.

https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf

Dildig, J. D. P. (n.d.). State of academic writing in the Philippine context. Scribd.

https://www.scribd.com/document/425400558/State-of-academic-writing-in-the-Philippine-context

Langga, P. M. M., & Alico, J. C. (2020a). Students’ Proficiency and Challenges in

Filipino-to-English Translation: The Case of Filipino Senior High School Students in a Private
Institution. https://www.al-kindipublisher.com/index.php/ijllt/article/view/1083/882

93
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Langga, P. M. M., & Alico, J. C. (2020). View of Students’ Proficiency and Challenges in
Filipino-to-English Translation: The Case of Filipino Senior High School Students in a Private
Institution. https://www.al-kindipublisher.com/index.php/ijllt/article/view/1083/882

Lasaten, R. C. S., & Racca, R. M. A. (2016). English Language Proficiency and Academic
Performance of Philippine Science High School Students. ResearchGate. Retrieved 6 C.E., from
https://www.researchgate.net/publication/321336586_English_Language_Proficiency_and_Academ
ic_Performance_of_Philippine_Science_High_School_Students

Lucena, R. E. J., & San Jose, A. (2016). Cooperative Learning in Enhancing the Speaking Skills of
Students: A Phenomenological Approach. Cooperative Learning in Enhancing the Speaking Skills
of Students: A Phenomenological Approach, 1(1), 1–2.
https://www.researchgate.net/publication/317688174_Cooperative_Learning_in_Enhancing_the_Sp
eaking_Skills_of_Students_A_Phenomenological_Approach?fbclid=IwAR1LpS77i_fqUwR8LGc5
KkmCI06y4KWeQtBHvzivyVPpB97vyrrbP_w7LIA

Sagucio, D. (2016, March 1). CONTENT AREA EFFECTIVENESS: ENGLISH VS FILIPINO

MEDIUM OF INSTRUCTION. Researchgate.Net. Retrieved December 30, 2021, from
https://www.researchgate.net/publication/299477353_CONTENT_AREA_EFFECTIVENESS_EN
GLISH_VS_FILIPINO_MEDIUM_OF_INSTRUCTION

94
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Appendices:

APPENDIX A

Permission to Conduct Survey

95
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

96
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

APPENDIX B

Letter For Validators

97
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

98
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

APPENDIX B

Interview Protocol for Selected Grade 10 Students

I. Heading

“SOCIAL FACTORS AFFECTING ENGLISH LANGUAGE SKILLS SELECT GRADE 10

STUDENTS IN SIENA COLLEGE, INC. QUEZON CITY, AY 2021-2022”

Date : December 2021

Place : Siena College, Inc. Quezon City

Name of Interviewee : Danielle Alexandra E. Mariano

Ralph Miguel R. Doria

Inigo Miguel C. Razon

II. Demographic Profile of Interviewee

Age:

Grade 10 Section:

Gender:

Name of Interviewee (Optional):

III. Opening Statement

Good Morning/Afternoon/Evening! Thank you for accepting our request for an interview.
My name is (name of interviewer) and this is (interviewer). As part of our course requirement in
Practical Research 2, we are currently conducting a study entitled “Social Factors Affecting
English Language Skills in Select Grade 10 Students in Siena College, Inc. Quezon City, AY
2021-2022”. This study aims to discuss and investigate what social factors affect English
language skills of grade 10 students. We assure you all your responses will remain confidential
and solely for academic purpose only.

99
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

IV. Instructions for the Interviewee

a. Pre-Interview

The researchers will get their names, grade 10 section, and give them an overview of
the study which will aid them in formulating ideas which will become basis of their
responses to the interview questions. Moreover, the researchers will also discuss the
purpose of the study, the flow of the interview, as well as conduct ice breakers to ease
the participants.

b. During the Interview

The researchers will briefly discuss instructions for the interviewee, flashing the
interview question, reading the question twice, and allotting 3-5 minutes for the
participants to think of their answers. Once the participant is ready, they may unmute
themselves and give their comprehensive answers to the question being asked.

c. Post-Interview

The researchers will express their appreciation to the participants, consult them for
finalization, collect and check all the data the researchers garnered for validity, and
transcribe them in a written output along with assuring them that all answers will remain
confidential and will be used for academic purposes only.

A. Questions
a.) Ice Breaker Questions
1. How can we address you?
2. How was your day?
3. How are you feeling right now?

b.) Questions for Data Collection

100
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

General Objectives

The Researchers would like to know the Social Factors Affecting English Language Skills in
Select Grade 10 Students of Siena College, Inc. Quezon City, AY 2021-2022

Specific Objectives Guide Questions

·      To
collect accurate data from Grade 10 students at 1. How did you hone and improve
Siena College Quezon City, Inc. to understand the your English reading, writing, and
social factors affecting their English Language Skills. listening skills?

·  To assess how the researchers validate the participants'

identifiers and replies 2. What school factors help you to
improve your English language
skills?

3. What difficulties do you have in

improving your English language
skills?

4. How do your English language

skills affect your interactions with
others?

5. How could you further improve

your English language skills?
B. Closing Statement

Thank you for your comprehensive responses. These will greatly help achieve the objective
of our research, we will get back to you once we furnish our transcription so you will be able to
check if it is correct. Rest assured that answers will remain confidential and will be used solely
for academic purposes. Once again, thank you.

101
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

PART 1: TABLE MATRIX (QUANTITATIVE DATA ANALYSIS)

I. ITEMS FROM THE SURVEY

Respondents’ Profile

a. Age: ____________
b. Sex: Please check
□ Male
□ Female
c. Language used at home: Please check
□ English
□ Filipino
□ English and Filipino
□ Others: Please specify __________
d. Parents' Highest Educational Achievement: Please check
□ Elementary graduate
□ High School graduate
□ College graduate
□ Master’s graduate
□ Doctorate graduate
□ Others: please specify ________

DIRECTION: Put a checkmark ( ✔) on the rating that corresponds to your response.

Please do not leave any items unanswered.

Home Factors
Answer the following with the corresponding frequency that best applies to you.

5 4 3 2 1
Always Often Sometimes Rarely Never

1. I use the
English language
when I am at
home.

2. I use the
English language
102
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

when I
communicate and
interact with my
parents.

3. I use the
English language
when I
communicate and
interact with my
siblings.

4. I use the
English language
when I
communicate and
interact with my
relatives.

Reading Skills
Answer the following with the corresponding frequency that best applies to you.

5 4 3 2 1
Always Often Sometimes Rarely Never

1. I can
understand an
English text
comprehensively

2. I have
difficulties in
understanding the
English texts from
reading materials.

3. I can
comprehend and
understand
English
proficiently.

103
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

4. I can recognize
the meaning of
unfamiliar words
in English without
consulting an
adult, teacher,
dictionary, and/or
the internet.

5. I use the
dictionary,
thesaurus, the
internet, and/or
consult someone
when I encounter
an unfamiliar
English word.

School Factors
Answer the following with the corresponding frequency that best applies to you.

5 4 3 2 1
Always Often Sometimes Rarely Never

1. School teaches
me the proper
way to use
English

2. School teaches
me to speak and
write in English

3. School
motivates me in
learning English
language skills

104
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

4. School teaches
me how to
effectively
communicate with
teachers,
classmates, and
peers using the
English language.

5. School does
not make me feel
pressure in
learning the
English language
and language
skills.

Writing Skills:
Answer the following with the corresponding frequency that best applies to you.

5 4 3 2 1
Always Often Sometimes Rarely Never

1. I can
straightforwardly
express my
thoughts in
writing.

2. I can connect
all of my ideas,
opinions, and
sentences
consistently in
writing.

3. I am mindful of
using correct

105
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

spelling,
grammar,
capitalization,
punctuation, and
abbreviations in
my written works.

4. I can write
consistently and
seldomly make
mistakes.

5. I feel pressured
and stressed when
I am doing
writing activities.

Listening Skills:
Answer the following with the corresponding frequency that best applies to you.

5 4 3 2 1
Always Often Sometimes Rarely Never

1. I can focus on
whatever the
person is saying
using English as
the medium.

2. I can
understand what
an individual says
when using the
English language.

3. I can
understand the
speaker’s
sentiments even if

106
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

they have a
difficult time
speak English
fluently

4. I cannot
understand what
an individual says
whenever they
utilize English.

5. I can sense the

individual’s
emotions and
sentiments by
listening to their
tone.

107
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

CURRICULUM VITAE

Danielle Alexandra E. Mariano

23 March St. Congressional Village III, Brgy. Bahay Toro,
Project 8, Quezon City, 1106+
09171881388
marianodaniellealexandra@gmail.com

Personal Information:

Birthday: February 21, 2003

Birthplace: Quezon City, Philippines

Sex: Female

Nationality: Filipino

Civil Status: Single

Father’s Name: Christopher A. Bautista

Mother’s Name: Marie Antoniette E. Mariano

Educational Attainment:

Elementary: AMA Basic Education (Maxima Street, Project 8, Villa Arca Subdivision Quezon City 1106)

Secondary: Siena College, Inc. Quezon City (Del Monte Avenue 1105, Quezon City, Philippines)

Tertiary: Siena College, Inc. Quezon City (Del Monte Avenue 1105, Quezon City, Philippines)

Highest Level Completed: Grade 12, 1st semester

108
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Humanities and Social Sciences Strand

Seminars Attended:
Title of Seminar Conducted by Venue Inclusive Date
18th National Youth UP School of Online Seminar November 20-21, 2021
Congress Economics (via Zoom)
LUVOPSEA ISKANO: Admins of OP-Siena Online Seminar October 16, 2021
Gofted Servant Towards Schools (via Zoom)
the Better Normal
HUMSS Congress HUMSS Department of Online Seminar
“Pagmulat: Wisdom St. Paul’s College Pasig (via Zoom)
Beyond April 26, 2021
Knowledgement”
USAPANG SOKSAY: HUMSS Department of Online Seminar April 7, 2021
The first HUMSS Siena College, Inc. (via Zoom)
Virtual Forum Quezon City
KKK Para sa HIV: HUMSS students of Online Seminar February 27, 2021
Kaibigan, Karamay. At Siena College, Inc. (via Zoom)
Kasangga Quezon City
2021’2 Life HUMSS student of Online Seminar February 27, 2021
Breakthrough, A Siena College, Inc. (via Zoom)
Particular Feeling We’re Quezon City
Searching

Award/Recognition Received:
Given in Siena College, Inc. Quezon City (SY 2020-2021)
● Ikatlong Gantimpala sa Pananaliksik
● Academic Excellence Awardee with Honors
● Award in Oral Communication
● Award in Earth and Life Science
● Outstanding HUMSS student Award
● Conduct Award

109
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

● Academic Excellence Award

● Conduct Award
● Conduct Award
● Academic Excellence Award

Given in Siena College, Inc. Quezon City (SY 2019-2020)

● Best in Health
● Service Award
● Conduct Award
● English Speaker of the Week
● Academic Excellence Awardee

Hobbies, Interests, Special Skills

● Reading Books
● Watching Documentaries
● Listening to True Crime podcasts
● Spending time with loved ones

DANIELLE ALEXANDRA E. MARIANO

Signature over printed name

110
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Ralph Miguel R. Doria

# 66th Josefina street., 6th Avenue, Barangay 114
East grace park, Caloocan city
09422674691

ralphdoria2@gmail.com

Personal Information:

Birthday: July 9, 2003

Birthplace: Quezon City, Philippines

Sex: Male

Nationality: Filipino

Civil Status: Single

Father’s Name: Roel D. Doria

Mother’s Name: Glady R. Doria

Educational Attainment:

Elementary: Siena College, Inc. Quezon City (Del Monte Avenue 1105, Quezon City, Philippines)

Secondary: Siena College, Inc. Quezon City (Del Monte Avenue 1105, Quezon City, Philippines)

Tertiary: Siena College, Inc. Quezon City (Del Monte Avenue 1105, Quezon City, Philippines)

Highest Level Completed: Grade 12, 1st semester

111
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Humanities and Social Sciences Strand

Seminars Attended:
Title of Seminar Conducted by Venue Inclusive Date
HUMSS Congress HUMSS Department of Online Seminar
“Pagmulat: Wisdom St. Paul’s College Pasig (via Zoom)
Beyond April 26, 2021
Knowledgement”
USAPANG SOKSAY: HUMSS Department of Online Seminar April 7, 2021
The first HUMSS Siena College, Inc. (via Zoom)
Virtual Forum Quezon City
KKK Para sa HIV: HUMSS students of Online Seminar February 27, 2021
Kaibigan, Karamay. At Siena College, Inc. (via Zoom)
Kasangga Quezon City
2021’2 Life HUMSS student of Online Seminar February 27, 2021
Breakthrough, A Siena College, Inc. (via Zoom)
Particular Feeling We’re Quezon City
Searching

Award/Recognition Received:
Given in Siena College, Inc. Quezon City (SY 2019-2020)
● Best in Health
● Service Award
● Conduct Award
● English Speaker of the Week
● Academic Excellence Awardee

Hobbies, Interests, Special Skills

● Painting
● Cooking
● Reading Books

112
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

RALPH MIGUEL R. DORIA

Signature over printed name

Inigo Miguel C. Razon

H. Francisco, Brgy. Paraiso, District 1, Quezon City, 1300
09167819604

inigo.razon@yahoo.com

Personal Information:

Birthday: January 22, 2004

Birthplace: Quezon City, Philippines

Sex: Male

Nationality: Filipino

Civil Status: Single

Father’s Name: Ronnie P. Razon

Mother’s Name: Annette Cabrera

Educational Attainment:

Elementary: Saint Mary’s College of Quezon City (37 Mother Ignacia Avenue, Quezon City)

Secondary: Siena College, Inc. Quezon City (Del Monte Avenue 1105, Quezon City, Philippines)

Tertiary: Siena College, Inc. Quezon City (Del Monte Avenue 1105, Quezon City, Philippines)

113
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

Highest Level Completed: Grade 12, 1st semester

Humanities and Social Sciences Strand

Seminars Attended:
Title of Seminar Conducted by Venue Inclusive Date
HUMSS Congress HUMSS Department of Online Seminar
“Pagmulat: Wisdom St. Paul’s College Pasig (via Zoom)
Beyond April 26, 2021
Knowledgement”
USAPANG SOKSAY: HUMSS Department of Online Seminar April 7, 2021
The first HUMSS Siena College, Inc. (via Zoom)
Virtual Forum Quezon City
KKK Para sa HIV: HUMSS students of Online Seminar February 27, 2021
Kaibigan, Karamay. At Siena College, Inc. (via Zoom)
Kasangga Quezon City
2021’2 Life HUMSS student of Online Seminar February 27, 2021
Breakthrough, A Siena College, Inc. (via Zoom)
Particular Feeling We’re Quezon City
Searching

Hobbies, Interests, Special Skills

● Badminton
● Masonry
● Sleeping

INIGO MIGUEL C. RAZON

Signature over printed name

114
 Siena College, Inc.
Quezon City
Integrated Basic Education Department
SENIOR HIGH SCHOOL

115