English Competencies and Language Performance of Grade 8 Students of Batangas National High School

Abstract

INTRODUCTION. English as a subject is concerned with developing competence. This study intends to investigate the level of English Competencies in terms of listening, speaking, reading, writing, and viewing skills of select Grade 8 students. It also covers the level of language performance in terms of performance task, quarterly assessment, and written work. The problems encountered in teaching English competencies were also considered. Moreover, the constraints of select Grade 8 students in English Competencies and language performance were also determined.

METHODS

The study made use of descriptive type of research with a researcher-made questionnaire as the main instrument in gathering data. In addition, interviews were also conducted to substantiate the data gathered from the questionnaire. The study involved all 240 select Grade 8 students and 10 Grade 8 English teachers of Batangas National High School. Percentage, frequency, distributions, and mean were the statistical methods used. The Pearson –r-Moment of Correlation was also used to determine the relationship of the constraints.

RESULTS

Based on the results, it was revealed that the level of teaching competence as assessed by the students was high. This is a clear manifestation of efficiency of teachers. Moreover, students have satisfactory levels of language performance. Findings also indicate that the problems encountered in teaching English competencies by the teachers were lack of textbooks, lack of students' confidence, use of ICT in the classroom, poor reading comprehension of students, easily disturbed students, and lack of teacher's guide.

DISCUSSIONS

Proposed intervention activities were prepared. The intervention activities may be used as testing materials for improving performance. From the findings and conclusions of the study, the researcher offered the following recommendations: (1) teachers are encouraged to prepare materials in the absence of textbooks suited for learners to get involved in the lesson and to achieve the goal of the teaching and learning process; (2) teachers are recommended to provide more activities that can help to boost the confidence of the students especially in speaking English; and (3) funds for ICT materials should be made available to support the need in every classroom.