Elementary education is undoubtedly, a society’s main avenue for the development of basic literacy, numeracy, thinking and work skills that may surely enable learners to become productive, civic-minded, and well-equipped individuals in the near future. Moreover, learning should be incessant and must empower the pupils in making wise decisions, solving problems, breaking new grounds for improvement and gain a holistic quality kind of education with lifelong warranty. However, will it be realized if one common obstruction is the deterioration of English taught in schools? Indeed, teaching and learning English is one way to keep pace with the changes in society and accompanying the challenges of the technological world. The primary level, as the foundation, pupils should develop their abilities, skills and attitudes for them to function in an environment that is changing rapidly in many different ways. Although, thirty-nine years had passed since the policy of developing bilingual nation was declared in Dept. Order No.8, s. 1973, and up till now the competency of learners both in Filipino and English is still the underlying subject of controversy in almost all fields of learning. Therefore, declining of English mastery that has taken root for decades must be given a remedy, otherwise, inadequate learning moves on at any rate: pupils and students will constantly getting below-average rank in English or in any related subject and examination. Thus, these continued outcries must spur teachers and other concerned individuals to take accountability on the restoration of quality education, primarily on English as a medium of instruction in the Philippine Educational System. On the other hand, the sole responsibility relies not only for teachers but above all the learners. Pupils are often asked whether they willingly seek out opportunities to enrich their knowledge in using the English language purposively. This thought left questionable because learners nowadays regard English as nothing but a required subject to learn, without considering the importance of it into their everyday life. As what Robert Greenleaf said "Many attempts to communicate are nullified by saying too much." Likewise, Stephen Covey stated, "Seek first to understand, then to be understood”. Certainly, pupils, much more with the younger ones are expected to be proficient enough and knowledgeable in the English language as well as on how they express themselves successfully. In an article written by Dr. Romeo J. Yarcia, D.S., he emphasized that the decline of English skills among Filipinos has drawn already the attention among the government policy makers and even stakeholders of industries that are directly affected by it like the Information Technology (IT) and Business Process Outsourcing (BPO) industries. In Congress, Rep. Eduardo R. Gullas filed House Bill 305 (Proposed Act to Strengthen and Enhance the Use of English as the Medium of Instruction in Philippine Schools) that revives English as the mandatory language for teaching in all school levels. This initiative further improves English instruction among public schools, DepEd’s press release reads: Recognizing the importance of English proficiency as an important building block in learning, the Department of Education has placed it as one of its priority programs for this school year 2012-2013, focusing on schools with low mastery level in the 2012 National Achievement Test (NAT). No doubt that only this internationally accepted language-English, can create a bridge between academe and the “real world”, a way for Filipino learners to keep pace with progress and global competitiveness. Unfortunately, this particular concept remains unforeseen, perhaps, due to a number of factors, mainly the insufficient grammatical awareness of the learners that educators and researchers are still grappling with over the last thirty...
Bibliography: Rivera, Filomena V. and Sambrano, Guillerma (1992). Toward Effective Teaching.
Kessler, Rachael (2000). The Soul of Education: Helping
students find Connection, Compassion, and
Ellis, N.C. (1994). Implicit and Explicit Learning of Languages. London: Academic Press.
Riely, J.D. 1992. Using the Proficient Reader Protocol to Evaluate Middle School Reading Behaviors. The
Clearing House, 66 (1), 41-44.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behavior. New York:
Plenum Publishing Co.
Huebener, Theodore. 1965. How to teach Foreign Language Effectively, rev. ed, New York University.
B. UNPUBLISHED MATERIALS
Abo, A (2007)
Bambico, L. A. (2008). English Language Proficiency of first year college students of Ilocos Sur Polytechnic State College. Unpublished master’s thesis, University of Northern Philippines, Vigan City.
Bona, P. (2003). English Proficiency of the college freshmen of Divine Word College of Bangued. Unpublished master’s thesis, University of Northern Philippines, Vigan City.
Borje, Jr. M. B. (2007). English Language Proficiency of the third year students in the College of Arts and Sciences. Unpublished master’s thesis, University of Northern Philippines, Vigan City.
Gray, C. G. (2011). English Language Proficiency of the second year students in Public Secondary Schools of Candon City Division. Unpublished master’s thesis, University of Northern Philippines, Vigan City.
Javillonar, I. A. (2006). Learning Styles and English proficiency of the first year college students of Divine Word College of Vigan. Unpublished master’s thesis, University of Northern Philippines, Vigan City.
Manzano, M. T. S. (2009). English Language Proficiency and academic performance of the first year college students of UNP-Candon Campus. Unpublished master’s thesis, University of Northern Philippines, Vigan City.
Patubo, H. R. (2009). Writing Proficiency of second year students of the College of Teacher Education. Unpublished master’s thesis, University of Northern Philippines, Vigan City.
Rapanut, A. R. (2006). Reading Comprehension ability of the first year college students in Ilocos Sur. Unpublished doctoral dissertation, University of Northern Philippines, Vigan City.
Rosales, J. V. (2011). English Grammar Proficiency of the Grade Five Pupils in Banayoyo-Lidlidda-San Emilio District, Division of Ilocos Sur. Unpublished master’s thesis, University of Northern Philippines, Vigan City.
Sabrido, J. (2009). The English Language Proficiency of the third year students in the secondary schools of Narvacan, Division of Ilocos Sur. Unpublished master’s thesis, University of Northern Philippines, Vigan City.
Viscarra, J. (2008). Reading habits and comprehension ability of the second year students of Ilocos Sur National High School. Unpublished master’s thesis, University of Northern Philippines, Vigan City.
Sert, O. (2005). A comparative analysis of pair-
work and individual assignments in two ELT
Please join StudyMode to read the full document