BY:ANDRIE G. ARCABOSALMAE R. SOLAIMAN

 

SOUTHERN LUZON TECHNOLOGICAL COLLEGE FOUNDATION, INC.

DEVELOPMENT OF ENGLISH PROFICIENCY PORTFOLIO USING PROGRAMMED INSTRUCTION FOR BSED 1ST YEAR

STUDENTS

INTRODUCTIONThis research project

determined the development of English Proficiency Portfolio using Programmed Instruction.

Utilizing Programmed Instruction is the first step towards developing English Proficiency of BSEd 1st year

students. Programmed Instruction is designed to enhance the

communication skills of students in English. These skills will help them to communicate more

effectively and efficiently. The students are expected to

participate in the different class activities which allow them to express ideas, share

their experiences, analyse and interpret opinions and other

information they may encounter. Thus, this research addresses

ways teachers can help students develop their English

Proficiency using Programmed Instruction as well ways they can support their students in increasing levels of language competency in order to acquire

andperform the knowledge and skills

articulated in thestandards English Proficiency.    

 

3

OBJECTIVES

1. Identify the observed difficulties

experienced by English 1 students;

2. Utilized Programmed Instruction

activities / lessons to solve these

difficulties;

3. Determine the language proficiency of the students after its

utilization and

4. Develop an English Proficiency Portfolio based on the results of

the research.

MATERIALS AND

METHODS

RESULTS AND DISCUSSIONTABLE 1.A. Result of Pre-test given to

the forty seven 1st year BSEd students to identify their difficulties.

TABLE 1.B.Identify Difficulties in English Plus

TABLE 2.Programmed Instruction Activities Used to Solve the

Difficulties

Topics No. of items

Correct

Responses Percentage Remarks

Pronoun 1 to 4 12 25.53 Less Proficient

Verb 5 to 12 28 59.57 Proficient

Adjective 13 to 20 25 53.19 Proficient

preposition 21 to 24 28 59.57 Proficient

vocabulary 25 to 30 20 42.55 Proficient

Topics No. of Students with incorrect responses

Pronoun 35

Verb 19

Adjective 22

Preposition 19

Vocabulary 27

Difficulties Percentage Programmed Instruction Used

Pronoun 25.53

English  Grammar  :  Pronoun  drills;    Choosing  the 

Correct Pronoun Case 1 and 2 ;Pronoun Case - Exercise 

1 and 3

Verb 59.57

English  grammar:  Verb  drills  ;A  Second  Quiz  on 

Subject-Verb Agreement  ;  Third Quiz  on  Subject-Verb 

Agreement

Adjective 53.19

English grammar: adjective  drills;

Recognizing Adjectives

Preposition 59.57

English  grammar:  preposition  drills;  Quiz  on 

Prepositions

Vocabulary 42.55

Vocabulary: Matching Exercise VII and III

TABLE 3. Language Proficiency of the Students after the Utilization

of the Program Instruction Activities

Topics No. of items

Correct

responses Percentage Remarks

Pronoun 1 to 8 39 82.98  Very Highly Proficient

Verb 9 to 16 30 63.83 Highly Proficient

Adjective 17 to 20 31 65.96 Highly Proficient

Preposition 21 to 24 39 82.98 Very Highly Proficient

Vocabulary 25 to 30 27 57.45 Proficient

TABLE 4.English Proficiency Portfolio for English Plus

School Year 2015-2016

Areas of Difficulty

Objectives

Activities

Person’s Involved

Evaluation

Pronoun

Students will be able to distinguish between singular, plural, subjects, and object pronouns. Students  will  be able  to  use  the correct  form  of pronouns  in sentences.  

English Grammar : Pronoun drills; Choosing the 

Correct Pronoun Case 1 and 

2 ;Pronoun Usage - Exercise 2 and 3; 

Quiz on which, that, and who; Pronoun-

Antecedent Agreement-exercise 1-3; Pronoun case- exercise 1-3 and 

Pronoun Reference- exercise 1-4

 

 BSED freshmen Students  of SLTCFI

 Individual seatwork on the topicModified cloze 

test, Rearrangement 

Items and Recitation

 

 Vocabulary      

 Find word meanings through the use of context clues. Identify the meaning of each unfamiliar word. Students can identify the synonyms and antonyms of the unfamiliar words

  Vocabulary: Matching Exercise I- VII;Using context clues exercises;The Dating Game I -V 

 BSED freshmen Students of SLTCFI

 QuizzesRecitationWrittenExercises Fill-in-the-blank sentences Definition/synonym matching   Antonym matching Categorizing      

 Adjective        

 Give the comparative and superlative forms of adjectives. Determine the correct order of adjectives in a sentence  

 English grammar: adjective drills;Select the correct

adjective; Recognizing Adjectives;

Adjectival magnets;    

 BSED freshmen Students of SLTCFI

 Students will fill in the needed adjectives of comparison in the table presented. Recitation WrittenExercises The students will identify the correct order of adjectives

CONCLUSION Based on the findings of the study, the researchers observed that the respondents had experience difficulties in Pronoun. After conducting the pre-test, the researchers utilized programmed instruction activities to solve the difficulties in pronoun. After utilizing the programmed instructional activities, the scores or percentage of the respondents increased from less proficient to very highly proficient. An English Proficiency Portfolio was developed to focus on the difficulties.

RECOMMENDATIONS The researchers recommend the following:

Faculty members are encouraged to develop their strategies and materials for instruction.

Utilize varied programmed instructions to enhance student learning may be used.

Teachers are advice to strengthen the utilization of different methods, strategies and techniques of teaching English including the use of Programmed instructions to facilitate their difficulties in English.

Teachers can help students develop their English Proficiency using Programmed Instruction as well as ways to support their students in increasing levels of language competency.

The English Proficiency developed may be tried out in other freshmen English classes at Southern Luzon Technological College Foundation, Inc.

If found effective, may be replicated in other school using English as medium of instruction.

ACKNOWLEDGEMENT We would like to express our gratitude to the College of Education especially to our beloved Dean Nelly A. Detera for giving us an opportunity to do the first faculty research. Also, we would like to thank SLTCFI for their financial support and assistance throughout this research. To Sir Antonio M. Gaveria, Jr. and Ma’am Sheryl Z. Baliwas, thank you for your support and for helping us to finish our research paper.

Quasi-Experimental 

Design

Pre-test

Post-test

Utilization of Programmed Instruction