English Language Proficiency of Grade Six
(6) Pupils in P. Zamora Elementary
School: Basis for Language
Program
A Graduate School Thesis
presented to
PROF. JAYME
Central Philippines State University, San Carlos City Campus
San Carlos City, Negros Occidental
In Partial Fulfillment
Of the Requirements of the Course
(MaE 202) Statistical Method
______________________________________________________________________________
Presented by:
Mary Grace D. Guancia
Al Reymond L. Gonzaga
Mary Ann E. Jimena
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
San Carlos City Campus
San Carlos City, Negros Occidental
APPROVAL SHEET
This is to certify that Al Reymond L. Gonzaga, Mary Ann E. Jimena and Mary Grace D.
Guancia took and successfully passed the ORAL EXAMINATION on December 14, 2019 with a
grade of __________.
DRA. JAYME
Professor
In partial fulfilment of the requirements for the course MaE 202 Statistical Method, this
research entitled “ENGLISH LANGUAGE PROFICIENCY OF GRADE SIX (6) PUPILS IN
P. ZAMORA ELEMENTARY SCHOOL: BASIS FOR LANGUAGE PROGRAM” Al
Reymond L. Gonzaga, Mary Ann E. Jimena and Mary Grace D. Guancia has been examined and
is recommended for oral defense.
JOEL T. UBAT, MS MATH
Statistician
This research entitled, “ENGLISH LANGUAGE PROFICIENCY OF GRADE SIX (6)
PUPILS IN P. ZAMORA ELEMENTARY SCHOOL: BASIS FOR LANGUAGE
PROGRAM” prepared and submitted by has been reviewed and approved by the research
committee.
_______________________
Panel Member
_______________________
Panel Member
TABLE OF CONTENTS
PRELIMINARY PAGES
Page
Title Page…………………………………………………………………………………………..i
Approval Sheet……………………………………………………………………………………ii
Table of Content……………………………………………………………………………….....iii
Acknowledgement………………………………………………………………………………...v
Abstract……………………………………………………………...............................................vi
CHAPTER I - THE PROBLEM AND ITS SCOPE………………………………………..….1
Introduction……………………………………………………………………………..…….…...1
The Problem………………………………………………………………………………...……..4
Assumption………………………………………………………………………..........................4
Significance of the Study……………………………………………………………………….....5
Scope and Limitation……………………………………………………………………..……….6
Definition of Terms…………………………………………………………………..…………...6
Theoretical Framework………………………………………………………………….….……..7
Conceptual Framework…………………………………………………………………..……....11
Review of Related Literature………………………………………………..…………………...12
Research Methodology……………………………………………………..……………………14
Research Method…………………………………………………………………………..…….14
Research Locale…………………………………………………………………...……………..14
Research Subject……………………………………………………………………..…………..15
Research Instrument…………………………………………………………………...…………15
Data Gathering Procedure…………………………………………………………………...…...15
Organization of the Study……………………………………………………………………..…16
Statistical Treatment of Data………………………………………………………..…………...16
CHAPTER II – PRESENTATION OF DATA, ANALYSIS AND
INTERPRETATION……………………………………………………………………..…….18
Table 1 Reading Materials available at home………………………………………………...….18
Table 2 Extent of English Language Proficiency…………………………………..……………20
CHAPTER III – SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS…………………………………………………………...…………..21
Restatement of the Problem………………………………………………………..…………….21
Findings…………………………………………………………………………..………….......21
Conclusions……………………………………………………………………...……………….22
Recommendations…………………………………………………………………………...…...23
References………………………………………………………………………………...……...24
Appendices……………………………………………………………………………...………..25
ACKNOWLEDGEMENT
Success is never at hand without these following who are on one way or another have
inspired and gave their unending support.
Almighty God
Creator of all
Thank you so much Lord for giving us the wonderful to guide us achieve the goal that
you’ve set for us.
To MR. EDGARDO A. PABLO, English Instructor, for the guidance and advices warm heart
that you generously shared to anyone.
To DRA. JAYME, our instructor in MaE 202 who never stop sharing her invaluable inputs and
insights in reading and editing the manuscript;
To the GRADE VI PUPILS’ in P. ZAMORA ELEMENTARY SCHOOL, who are
respondents, for their time and willing cooperation.
The Researchers
ABSTACT
The study assessed the extent of English Language Proficiency of Grade Six (6) pupils’ in
P. Zamora Elementary School during the School Year 2019-2020 as basis for a language program.
The areas being assessed includes the areas in teaching English such as Phonology, Syntax,
Morphology, and Semantics.
This study utilized the descriptive method in interpreting the data gathered from the Grade
Six (6) Pupils ‘in P. Zamora Elementary School. Arithmetic Mean and Simple Percentage used to
interpret the data gathered.
On the area of reading materials available at home, majority of the book available at home
were bibles (84.44%), English Textbooks (69.89%), Dictionaries (66.67%) ad Newspapers
(66.67%). The rest of the books were just few at home.
The extent of Grade Six (6) Pupils’ English language proficiency level in the areas of
Phonology, Syntax, Morphology, and Semantics. As computed through the Arithmetic Mean, all
pupils were not proficient in all areas as seen in the total MPS of 54.05
Since most of the pupils performed very low in their English Proficiency level, the teacher
should religiously, squarely, and concertedly took for any tangible innovative and measure to
address the needs of the pupils. Thus, to address the existing problem, it is highly recommended
that the output of this study which is the PROPOSED LANGUAGE PROGRAM be implemented
in the school.
CHAPTER I
PROBLEM AND ITS SCOPE
Introduction
Quality education is very possible to achieve if pupils are proficient in the language used
in instructions. Language proficiency is the most important tool for effective communication. It is
through the command of the language that a learner can understand his world and his purpose of
existence. In school correct usage of the language is the gateway to the meaningful learning.
Lessons can easily be understood by the pupils if they know how to use and understand the
different skills of the language; thus, making the teacher’s pace in the teaching – learning process
fast (Enriqueta, 2000).
Language proficiency is the ability of an individual to speak or perform in an acquired
language. This relates on how English language takes a major part in teaching-learning process
whereby children should cope up and embrace with since, English is taught as compulsory subject.
In general, the whole teaching-learning process is carried out in English language, thus, the level
of achievement of all learners is affected by the degree of their proficiency in understanding and
using the language (Bas, 2011).
Teaching English as a second language is always a challenging task. It is very important
for social, as well as technological development. Even if English language teaching is taught at
the school levels, it does not enjoy so much as important part in the classroom situations. The
teaching-learning process sometimes seems to be ineffective especially the case of skills
development is not formed as satisfactory as it should be. According to Villamin (1984) as cited
by Teves (2006) that it is usually believed that the poor results in English are mainly due to the
traditional approach to teaching English. Some teachers say that the teaching of the aspects like
words’, sounds, meaning, structures and grammars are more important than the skills – listening,
reading writing and speaking. There are many teaching methods which are used by a language
teacher within the class in order to achieve the learning objectives that are the most important
aspect of a lesson plan. It may sometimes fail or can yield best results if employed properly. It is
the sole responsibility of the English Language teacher for the most appropriate one and
compatible strategy to teach English Language effectively. Teaching pupils who have a limited
understanding of an English Language can be a daunting tasks. Since some pupils do not know the
meaning of simple English words and phrases it can be difficult for teachers to communicate with
them. Nevertheless, teachers can exercise more patience and try to find the right ways to help to
their pupils become more proficient in the language. Therefore, the teacher is the vital factor that
influences the total teaching-learning process (Briones, 2003).
As per observation, a teacher is known to be too result-oriented but misses out by providing
joyful learning experiences, thus, creating an atmosphere where children dread on having to deal
with routinely learning task, momentarily mastering concepts but applying lesser skills in practical
situations that would greatly help them face the challenges of the world outside that confines of
their classrooms. These findings stimulated the researcher to undertake this study.
Since English is used mostly as the medium of instructions inside the classroom, the
researcher investigates and ventures the extent of English language proficiency during the School
Year 2019-2020.
The purpose of conducting the study is to determine how proficient the Grade Six (6)
Pupils’ in P. Zamora Elementary School in English language in the field of Phonology (sound),
Syntax (grammar), Morphology (word formation), and Semantics (meaning).
It is the intent of this study to show the Extent of English Language Proficiency of Grade
Six (6) Pupils’ in P. Zamora Elementary School.
The Problem
Statement of the Problem
This study assessed the English Language Proficiency of Grade Six (6) Pupils’ in P.
Zamora Elementary School during the School Year 2019-2020 as basis for the language program.
Specifically, this study sought answers to the following inquiries:
1. What is the profile of the respondents?
2. Reading materials available at home;
3. What is the extent of the English Proficiency level of the grade six pupils in the following areas?
3.1 Phonology;
3.2 Syntax;
3.3 Morphology; and
3.4 Semantics
4. Is there any significant relationship between 2 and 3 statements?
5. Based on the findings of the study, what language program can be proposed?
Assumptions
1. All pupils are proficient in all areas of grammar such as Phonology, Syntax, Morphology and
Semantics.
Significance of the study
The result of this study would render valuable assistance not only to the administrators and
to the teachers but also to the pupils whom the school is committed to serve. This assistance will
surely redound to the good of the system and of the service.
The study could be beneficial to the following:
Administrators - School administrators, who are in direct contact with teachers and the
pupils, will be provided with sufficient data that would show whether the pupils are performing
well and that they learned much from the teaching given by their teachers. This would also help
the school heads determine whether the teachers are applying the correct and applicable strategies
in teaching through conducting a spot test to the pupils. This would also help the administrators to
identify the weakness of the teachers which need to be improved, thus enhancing the language
proficiency of the pupils. Moreover, this would also encourage them to make plans for some
profitable seminars or workshops related to teaching English language.
Teachers - The result of this study could guide them as to what instructions, strategies and
techniques to be employed in teaching the English language to enhance the academic achievement
or performance of the pupils. This could also shed light on what areas the teachers need to focus
to become more effective in their chosen career.
Pupils - The study is intended to benefit the students who would acquire the instructions
as taught by the teachers for them to meet and achieve the goal in their studies.
Future Researchers - The findings of this study may supplement future researchers in
their respective field of works and endeavors.
Scope and Limitation
This study seeks to investigate the Extent of English Language Proficiency: As Basis for
Language Program. This is limited to Grade Six (6) Pupils’ who are enrolled as of School Year
2019-2020.
Definition of Terms
The following terms were operational and conceptual defined to give more vivid
understanding of the study.
English Proficiency Test - This refers to the questionnaire used for this study to evaluate
the performance of the pupils in English language in the areas of grammar, vocabulary words,
semantics, and contextual application.
Language Proficiency - It refers to the ability of the Grade Six Pupils to speak or perform
the different skills in an English language.
Language Proficiency Level - It refers to the extent of the proficiency of the pupils in
terms of English skills especially in Phonology, Syntax, Morphology, and Semantics.
Phonology - It is the study of the sounds of the words and how they are produced. As used
in this study it refers to the correct pronunciation, enunciation, and stressing of the words.
Syntax - It is the study of grammar or correct structure of the language and the proper
usage of each word in communication. For this study, it refers to the agreement of verb and subject
in the sentence.
Morphology - It is study of the formation of words. As used in the study it refers to the
pluralization of words, forming words using affixes, and correct spelling of the words.
Semantics - It is the study of the contexts or meanings of words and ways in which the
meanings change and develop. As used in this study, it refers to the definition and description of
some closed words in terms of sounds in English Language; synonyms and antonyms.
Theoretical Framework
The theoretical foundation to investigate this factor was the works of Cummins on
cognitive academic language proficiency, which relates to both cognitive and linguistic processes
to the academic success of students, more specially, non-native language learners. According to
Cummins (1987), there are two levels of language proficiency; The Basic Interpersonal
Communicative Skills (BICS) and the Cognitive Academic Language Proficiency (CALP). The
Basic Interpersonal Communicative Skills (BICS) concepts represent the language of natural,
informal conversation and are used by students when talking about everyday things in concrete
situation, that is; situations in which the context provide cues that make understanding not totally
dependent on verbal interactions alone. Every day conversational ability as context embedded or
contextualized communications, deals with familiar events or matters that require the speakers
react and respond to each other. However, according to Cummins, et al (1987), CALP is the type
of language proficiency needed to read textbooks, to participate in dialogue and debate, and to
provide written responses to tests. Students who have not yet developed their cognitive-academic
language proficiency (CALP) could be at a disadvantage in learning other academic subject matter.
English Language Proficiency is presumed to be one important contributor to the
unexplained variance of the difference in academic achievement of English language learners. It
is an integral part of culture and of words that we have and how we use them reflect our values
and belief system. The native language we speak and use is determined by the culture in which in
we are raised and schooled (Rosenthal, 2006 et al). They suggested that there is a distinction
between unconscious language acquisition and conscious language learning. The native language
proficiency, which everyone develops, is an example of English language acquisition.
Furthermore, they claimed that studying as second language taught by teachers, using textbooks,
taking formal classes and learning the rules, vocabulary, grammar, and idioms of the second
language is an example of unconscious language learning. Educational and linguistics theorist
suggested that in the case of Hispanic English language learners, these students may become quite
proficient in the grammar, vocabulary, and sentences structure of English language, but may lack
the necessary cognitive-academic language proficiency or (CALP) concept; is related to literacy
skills in the first or second language and according to Cummins, it requires both higher levels of
language and cognitive processes in order to develop the language proficiency needed for the
success and achievement in school.
According to Benjamin Conception, et al (2011) that a cognitive process includes the
following: a.) Basic Knowledge – to recall and memorize facts; b) Comprehension – to translate
from one form to another like restate material in their own words, reorder ideas, predict or estimate;
c.) Application – to apply or use information in new situation like application of pupils knowledge
to solve their problem; d.) Analysis – to examine a concept and break it down in its part like
analyzing a certain situation to solve certain problem; e.) Synthesis – to put information together
in a unique or novel way to solve a problem like solving any problem by selecting and using
appropriate information; f.) Evaluation – to make quantitative or qualitative judgments using
standards of appraisal like giving of justification of a problem and a solution.
Theoretical Framework
Cummin’s 2 Levels of Language Proficiency

Cognitive Academic Language Proficiency (CALP)
PHONOLOGY
LANGUAGE
SYNTAX
PROCESS
MORPHOLOGY
SEMANTICS
Extent of English Language Proficiency (ELP) of Grade Six
Pupils




Phonology
Morphology
Syntax
Semantics
Language Program
Figure 1. Theoretical Framework
Conceptual Framework
English Language Proficiency
I. Availability of materials at
home
II. Extent of English Language
Proficiency of Grade Six Pupils
English Language Program




Phonology
Morphology
Syntax
Semantics
Figure 2. Conceptual Framework
The Framework outlined is an attempt to conceptualized “Language Proficiency” to answer
the following problems such as the availability of reading materials at home and the extent of
English language proficiency of grade six (6) pupils as basis for language program.
Review of Related Literature
English language is widely spoken and used thus, often referred to us a universal
language and commonly used in school and universities in deliberating lessons in classrooms
This study is anchored on the ideas based on James Cummins theory of language acquisition. He
believed that there are marked differences between social interaction and academic teaching as a
method acquiring and comprehending a second language.
Cummins (1984) describe the interplay between everyday language skills and more
advance communication skills. Cummins theory was summarized into two aspects; Basic
Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency
(CALP).
Basic Interpersonal Communication Skills are language communication skills needed in
social situations. It is the day-to-day language needed to interact socially with other people.
English Language learners often employ BICS skills when they are on the playground, in the
lunchroom, on the bus, at the parties, and other situations wherein social interaction are usually
context embedded. Communicative interaction is conducted in a social context and its often more
familiar and less nuanced than academic communications.
According to Jesli Lapuz (2009) former Secretary of Education, English proficiency is
critical in learning as other key subjects such as Science and Mathematics that used English
textbooks and other reference materials. Since English is considered as the second Language in
the Philippines, a law which is the Act 74 known as the Magna Carta of the Philippine Public
School System, a constitutional mandate established the school system of the country wherein
English should be officially and legally used as the medium of instruction in Science, Mathematics,
T.L.E, and MAPEH subjects.
Research Methodology
This section presents the method used in the study, flow of the study, reteach locale
instruments, respondents, statistically treatment, scoring procedure, and data gathering procedure.
Research Method
The Descriptive Method was employed to determine the Extent of English Language
Proficiency of Grade Six (6) Pupils’ in P. Zamora Elementary School.
Research Locale
The study will be conducted of Grade Six (6) level students in P. Zamora Elementary
School, Guihulngan City, Negros Oriental. This school is located in Barangay of P. Zamora,
approximately 56 km away from the city of Guihulngan as shown in the map of the city.
Figure 3. A map where P. Zamora Elementary School is located
Research Instrument
The research instrument used in this study that were adapted from the study of English
Language Program by Colver.
First part includes their perception on the availability of reading materials available at
home.
Second part includes English Language Proficiency Test and it is divided into four parts;
Phonology, Syntax, Morphology, and Semantics. Each part is fifteen items. In Phonology, the
emphasis is on correct pronunciation, enumeration, and stressing of words. In Syntax, the emphasis
is on grammar or correct structure of the language and the proper usage of each word in
communication. In Morphology, the emphasis is on the pluralization of nouns, word formation
using affixes and correct spelling of words. In Semantics, the emphasis is on the definition of
important words in English Language; synonyms and antonyms.
Research Subject
The respondents of the study were the Grade Six (6) Pupils’ who were officially enrolled
in P. Zamora Elementary School during the School Year 2019-2020.
Data Gathering Procedure
As soon as the research instrument was validated and found reliable the researchers
followed certain phases in gathering and management of data. First, a written permit was secured
from the administration of Central Philippines State University and later from the school principal
to utilize the Grade Six Pupils’ in P. Zamora Elementary School as the research respondents. Upon
the principal’s approval, the study will be conducted.
During the testing day, an easy rapport was established with the respondents. Queries were
entertained before the test started. Moreover, the purpose of the study was clearly explained to the
respondents so as to gather a reliable data. It was reiterated, too that they should answer the test
honestly and religiously.
The English Language Proficiency Test (ELPT) was administered to participating students
and their scores were used to decide their English Language Proficiency scores.
Organization of the study
This study is composed of three chapters. Chapter I covers the problem and its scope. This
includes the introduction, the theoretical and conceptual frameworks, and review of related
literature, statement of the problem, assumptions and significance of the study, scope and
limitations, definition of terms, research methodology and organization of study.
Chapter II embodies the presentation, analysis, and interpretation of the data which are
presented in tabular form.
Chapter III presents the summary, findings, conclusions, and recommendation.
Statistical Treatment of Data
After gathering data, the answers were then sorted and statistically treated using the
following formula;
To answer problem number 1 specifically problem 1.1, the simple percentage will be utilized using
the following formula:
Where;
P = f/Nx100
P = Percentage
f = Frequency
N = number of cases
To answer problem number 2 of this study, the Arithmetic Mean will be utilized using the formula
below.
Where;
a. Arithmetic Mean
X = ƩX
N
Where;
X = Arithmetic Mean
Ʃ = Summation Symbol
X = Total Scores
N = Number of Cases
Performance Description of the Arithmetic Mean
Likert’s
Interval
Verbal Explanation
5
95 - above
Excellent
4
90 -94
Very Proficient
3
85 - 89
Proficient
2
80 - 84
Fairly Proficient
1
Below 75 - 79
Not Proficient
CHAPTER II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter focuses on presentation, analysis and interpretation of data. This includes the
Proficiency test of English language of Grade Six (6) pupils and results will be the basis for
language program.
Profile of the Respondents in terms of Availability of Reading Materials at Home
Table 1 presents the materials available at home of the pupils in the Grade Six level in P.
Zamora Elementary School. Based on the data majority of the books available at home were bibles
(84.44%), English Textbook (68.89%), Dictionaries (66.67%) and Newspapers (66.67%). The rest
of the books were just so few at home.
Table 1
Reading Materials Available at Home of the Grade Six (6) Pupils in P. Zamora Elementary
School
Reading materials available at
home
1. English Textbook
2. Mathematics Textbook
3. Science and Health
4. Encyclopedia
5. Dictionaries
6. Journals and Magazines
7. Fiction Story Books
8. Newspapers
9. Bibles
10. Novels
11. Other Reading Materials
Total/ Average
Yes
No
31
20
23
10
30
13
68.89
44.44
51.11
22.22
66.67
28.89
14
25
22
35
15
32
31.11
55.56
48.89
77.78
33.33
71.11
17
30
38
9
25
22.36
37.78
66.67
84.44
20
55.56
49.70
28
15
7
36
20
22.64
62.22
33.33
15.56
80
44.44
50.30
Majority of the pupils did not have enough reading materials available at home as
indicated with the total frequency of 22.64 or a total percentage of 50.30. These findings could
mean that reading materials available were just those that were distributed by the teachers like
English textbooks and other reading materials were just given free by their religious affiliation
while dictionaries were brought by their parents.
This also implies parents had other priorities rather than buying reading materials like
encyclopedia, newspapers, story books, magazines, novels, etc. That could supplement learning
for their children.
Extent of English Language Proficiency
Table 2 shows that the extent of Grade Six Pupil’s English language Proficiency Level in
the areas of Phonology, Syntax, Morphology, and Semantics. As indicated in the table, all pupils
were not proficient in all areas as seen in the total MPS of 54.05.
Table 2. Grade Six Pupils English Language Proficiency Level in the areas of Phonology
Morphology, Syntax ad Semantics
N Phonology
Mean
45 4.82
Morphology
Syntax
MPS
Mean
MPS
Mean
10.71
6.24
13.87
7.75
Semantics
Total
MPS
Mean
MPS
Mean
MPS
17.23
5.51
12.24
24.32
54.05
95 – Above (Excellent)
80 – 84 (Fairly Proficient)
90 – 94 (Very Proficient)
Below 75 – 79 (Not Proficient)
Descri
ption
Not
Profici
ent
85 – 89 (Proficient)
This findings could mean that they were incompetent and ineffective as to their knowledge and
skills in all areas of the language were not fully understood and practiced by the pupils.
CHAPTER III
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This part of the research endeavor gives the summary of findings, conclusions, and
recommendation of the study.
Restatement of the Problem
1. What is the profile of the respondents?
2. Reading materials available at home;
3. What is the extent of the English proficiency level of the grade six pupils in the following areas?
3.1 Phonology;
3.2 Syntax;
3.3 Morphology; and
3.4 Semantics
4. Is there any significant relationship between 2 and 3 statements?
5. Based on the findings of the study, what language program can be proposed?
Findings
Based on the data presented, analyzed and interpreted, the following findings are herein
summarized.
1. Profile of respondents in terms of:
1.1 Availability of reading materials at home. Books that were available at home:
Bibles 84.44%
English Textbook 68.89%
Dictionaries 66%
Newspaper 66.67%
The rest of the books were just so few at home.
2. Extent of English Language Proficiency
The extent of Grade Six (6) Pupils English language Proficiency Level in the areas of
Phonology, Syntax, Morphology, and Semantics. As computed through an Arithmetic Mean, all
pupils were not proficient in all areas as seen in the total MPS of 54.05.
Conclusions
Based on the findings, the studies had the following conclusions:
Availability of Reading Materials
Reading materials available were just those that were distributed by the teachers like
textbooks; and other reading materials like bibles were just given free by their religious affiliations
while dictionaries were brought by their parents. This also implies that parents had other priorities
rather than buying reading materials like encyclopedia , newspapers, story books magazines,
novels, etc. that could supplement learning for their children.
Extent of English Proficiency Level
They were incompetent and ineffective as to their knowledge and skills in majority of the
areas of the language. The findings further imply that all skills and competencies in English
language were not fully understood and practiced by their pupils.
Recommendations
Teaching English subject is not an easy task considering that there are lots of areas to
master such as Phonology, Syntax, Morphology, and Semantics.
To continually hone the skills of students in different areas of language, teachers are also
needed to be very effective and competent in teaching English language. Thus, language program
is proposed:
1. English remedial programs such as tutorials, and co-curricular activities.
2. The school must have complete facilities like fully booked library, laboratories for academic
purposes.
3. Hone the skills of teachers in the methods, strategies, techniques, and approaches in teaching
English
4. Enrich the skills of teachers in teaching the different components of English Language:
Phonology, Syntax, Morphology, and Semantics.
Hence, this program is designed to enhance the linguistic and communicative competence
of the pupils.
References
Cummins, J. (1979) Cognitive academic language proficiency, linguistic interdependence, the
optimum age question and some other matters. Working papers on bilingualism, No. 19, 121-129.
Collier, V.P. (1987) Age and rate of acquisition of second language for academic purposes.
TESOL Quarterly 21, 617-641.
Rivera, C. (Ed.) Language proficiency and academic achievement. Clevedon, England
Gibbons, P. (1991) Learning to learn in a second language, PETA Australia
Bruner, J.S. (1975) Language as an instrument of thought. In A. Davies (ed.), Problems of language
and learning.
Baker, C. (2006) Foundations of bilingual education and bilingualism (4th edition)
Cummins, BICS and CALP: http://www.iteachilearn.com./cummins/bicscalp.html
APPENDICES
Appendix A
Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Guihulngan City
December______, 2019
Mr. Apolonio Bulandres
School Principal
P-Zamora Elementary School
P-Zamora, Guihulngan City, Negros Occidental
Sir:
As a partial fulfillment of the requirements of our MaE 202 (Statistical Method) at Central
Philippines State University, the researchers are conducting a research work entitled “The Impact
of English Language Proficiency on Grade Six Pupils’ Academic Achievement in P-Zamora
Elementary School”.
In this connection, may she be granted to use some of the Grade Six Pupils as her identified
research respondents.
This study aims to determine the degree of relationship between English language proficiency
and academic achievement of the pupils. The findings of the study will help enhance some
missing factors and skills that teachers are failed to see to make pupils proficient in English.
The researchers are hoping that this request merit your due consideration and approval.
Very truly yours,
Gonzaga, Al Reymond L.
Jimena, Mary Ann E.
Guancia, Mary Grace D.
APPROVED:
MR. APOLONIO BULANDRES
School Principal