Rethinking Collaboration: Improving Language Proficiency through Integrative Exercise in Earth and Life Science

Abstract

INTRODUCTION

In the K-12 Senior High School Curriculum, English is the primary medium of instruction. Out of fifteen core subjects offered, around thirteen use English as medium. It is therefore expected that the students are proficient in the use of the language to maximize their learning experience. Educators agree that proficiency in the English language is an important factor for academic success. Hence, English language proficiency is essential for the students to maximize their learning experience. With the aim of benefiting the enhancement of students' language proficiency, this research proposes integrative exercises in Earth and Life Science.

METHODS

Qualitative research is deemed to be the most appropriate methodology for this study. Content analysis was used to unlock the "manifest content" of the Earth and Life Science curriculum guide. In addition to the content analysis, focus group discussions and participant observations were also used. The teacher took notes, pictures, and videos of the students. The observations focused on participants' language proficiency during tasks to elicit information.

RESULTS

Integrative exercises are commonly used as language proficiency tests because they require real language use. It is an effective holistic strategy as it can draw at once the overall grammatical, semantic and rhetorical knowledge of a language. SHS Grade 11 students in the Earth and Life Science class in Banaba West National High School reflect problems with the students' language proficiency. Some of the observed difficulties were: Oral and Written Expression, Vocabulary Development, Grammar Proficiency, and Mechanics of Writing and Comprehension.

DISCUSSIONS

With all these points well taken, the researchers propose an intervention. Integrative Exercises will be used to provide students with opportunities to practice and improve their English skills. Cloze testing, dictation, open-ended questions, and essay will be integrated in the Earth and Life Science subject. The intervention has not been carried out and therefore it cannot yet be verified if the aim proposed with this intervention proposal could be met. However, it is expected that through integration and the use of integrative exercises, students could improve their language proficiency. More confirmatory studies may be done, preferably an assessment of the effectiveness of the exercises.