Empowering Teachers' English Proficiency through ICET (Institutional Communication Enhancement Time)

Abstract

INTRODUCTION

This action research aims to improve the level of English proficiency of teachers by making it as part of the professional development activity.

METHODS

The data was based from test results before and after the ICET Series of teaching-learning sessions and were conducted personally by the researcher following the schedules on structure specifically correct usage, followed by speech improvement, reading ability and writing skills were based on the test result using activity sheets, board works and lecture.

RESULTS

The computed t value of the paired difference between the pretest and post-test is -2.167 at 36 degrees of freedom, P 0.05, Cl36 -4.1471 -.11953. Therefore, there is a significant difference between the pretest and post-test after the utilization of the activity sheets on series of sessions. Thus, ICET improved teachers' level of English proficiency.

DISCUSSIONS

This study focused on determining the level English proficiency of teachers before and after the implementation of the ICET. It is heuristic because it will help address problem on communication affecting the accomplishment of reports, dealing with stakeholders and students learning outcomes.