EX.P.L.A.IN.for Grade 5 (Experimental Research for Proficiency in Languagethrough Assessment and Intervention) -a Basis for a Language Enhancement Program

Abstract

INTRODUCTION

In the K-12 Curriculum, it has been emphasized that language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning.

And last February 21, 2018, GMA News reported that the level of English proficiency of College graduates from the Philippines is lower than the target English proficiency of High school students in Thailand.

In light of this development, the researcher aims to explore some ways so as to assess and improve the English competency of the twenty-six (26) Grade V pupils of Palangue 3 Elementary School.

METHODS

The experimental method of research design was used and was conducted to the twenty-six (26) Grade V pupils of Palangue 3 Elementary School. Using a quantitative approach, the researcher has conducted a pretest which was used as a basis for intervention and post-test to assess the pupils' progress.The statistical treatment each part of the test was done separately. The pretest was conducted on September 10-11, 2018. After which, the intervention was conducted for 60 school days during the class period of Remedial Teaching. On December 14 and 17, the same test was given to the pupils as a post-test.

RESULTS

After conducting the pretest, it was concluded that the pupils needed an intervention program that will help to enhance their English proficiency. Among the domains that were assessed, the speaking skills of the pupils was proven to be their weakest. It was also revealed that knowing the language did not necessarily translate into articulation of thoughts.However, after 60 school days of the intervention, the result showed that there was a significant improvement in all of the assessed domains. Therefore, the class passed each part of the test.

DISCUSSIONS

The results demonstrated the need for the continuation and further improvement of the intervention program for the pupils until the end of the school year. It was highly suggested that the intervention should be expanded by proposing an English Language Program next school year.

The question of the inconsistency of the MPS in the post-test result of this research in contrast to the MPS of the Second Quarterly Test (70.92) in English became apparent. As such, the researcher made the concluded that the Quarterly Test assessed for the Mastery of the Competencies in the English Curriculum and not the Language Proficiency as a whole.