CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Studies show that higher learning outcomes occur if native language is used. But school and state policy demand the use of English in classroom discussion and in most of learning materials in Education. How do teachers bridge the gap? Fortunately linguists say that translation for Filipino students promotes effective learning result. The basic question is how do teachers of affected English Spea ing policy interface the two languages for meaningful instruction.

Science and !athematics sub"ects use English as the medium of instruction# and it$s a rare find to have an easy teaching e%ecution without the student$s full understanding of the conte%t of the sub"ect matter. The used of lingua&franca in full blown language e%ecution was greatly observed prior to the findings of some late researchers# thus# the intervention of English Spea ing 'olicy as a mode of classroom instruction has somehow built

difficulties in grasping the gist of

nowledge of both !ath and Science

sub"ects. Furthermore# te%tboo s and other printed materials are all written in English.

Throughout the time# it$s categori(ed as one of the factors that hindered to the success of communication and transmission of message and instructions for the said areas. The need to answer the challenge of both attaining the mastery of the content and the English language are issues that science and mathematics teachers should address. )t was perceived that students have compartmentali(ed view that !ath is less reliant on language s ills# so in Science. Therefore translation plays a vital role in classroom interaction# specifically on how teachers of !ath and Science sub"ects emphasi(e the utili(ation of English language and surpass the carry&overs of one*s native language.

STATEMENT OF THE PROBLEM

This research study attempted to see and eventually synthesi(e the strategies and approaches used by the teachers of both !ath and Science sub"ects# hence# the materiali(ation of the study focusing on how they bridge the gap between English language as the medium of instruction in these

sub"ects# and the native tongue of the students# which is Filipino. )t also aimed to e%amine the impact and nature of language factors in the learning of the mentioned sub"ects for students.

)t specifically see s to answer the following+

,- .hat is the e%tent of the disadvantage in Science and !athematics learning due to low English language proficiency? /- .hat practical steps can be ta en by teachers in scientific and mathematical learning environments to ameliorate language effects? 0- .hat are the strategies and approaches used by !ath and Science teachers to get their students to tal in these sub"ects using English language? 1- .hat are the common problems of teachers in their respective sub"ects in using this language? 2- .hat are the responses of the teachers when their students answer or tal in Filipino inside the classroom? 3nd how do they deal with it? 4- How do they interface the two languages and help their students bridge the gap?

SIGNIFICANCE OF THE STUDY

The significance of this study lies in the truth it reveals & how !ath and Science teachers bridge the gap between English language as the medium of instruction and the native language of the students. )t was underta en to better understand the relationship between English language and Science and !athematics sub"ects.

For the administration# this study will let them now the state and effects of the implementation of strict English spea ing policy throughout the university.

For the !ath and Science teachers# this will enable them to reassess their teaching approaches and strategies to devise program that lin s to effective learning of mathematical and science discourse in order to help their students in coping with the discussion using English as the medium of instruction.

For the students# especially to those who find it difficult to cope with the implemented English&Spea ing 'olicy# this will be a chance to voice out their questions and sentiments and let the administration hear their reaction to the said decree.

This study highlights the best approaches and strategies of e%perienced teachers on how to get their students to tal in English inside the class.

English ta es the central role of bridging nowledge and s ills in mathematics and science to learners$ competency in these areas. The teacher$s preparation should not "ust be in terms of nowledge and s ills in their

speciali(ation but also in their attitudes toward the tools that they will use in teaching their sub"ects. 3ttitudes toward the use of English as a medium of instruction play a significant role in determining the success of the science and mathematics programs of the schools# hence this investigation.

SCOPE AND DELIMITATION

This study focused on how teachers manipulate the use of English language# during classroom discussion on !ath and Science sub"ects# to ma e sure that learning is ta ing place. This study will stimulate the teachers 5!ath and Science sub"ects- to e%plore the e%tent of difficulties in learning !ath and Science sub"ects attributable to low English proficiency.

The respondents of this study are the !ath and Science teachers# also the /26 first and second year students from the different colleges in the university# namely+ 7ollege of Business and 3ccountancy# 7ollege of Teacher

Education# 7ollege of 8ursing and Health Sciences# 7ollege of 3rts and Humanities# 7ollege of Sciences and 7ollege of Hospitality and !anagement.

CHAPTER III RESEARCH DESIGN AND METHODOLOGY

This chapter deals with the methods and procedures which were used by the researchers in the study.

LOCALE OF THE STUDY

The study was conducted starting on 9anuary until the recent date /66: in the different respective colleges in 'alawan State ;niversity# Tiniguiban 'uerto 'rincesa 7ity.

RESEARCH DESIGN

;sing convenient sampling# the initial questionnaires were given to the students to determine who among their !ath and Science teachers are using approaches and strategies that ma e their sub"ects understandable# using English as the medium of instruction. This study also used questionnaires given to the selected !ath and Science teachers across colleges. The said material determined the ways and strategies of !ath and Science teachers on how they manage the gaps and irregularities between English as the medium of instruction for these

sub"ects and Filipino# among students.

3side from questionnaires# the researchers also conducted individual interviews with the said teachers using appreciative inquiry. This interview aimed to get more detailed reasons and e%planations about their answers in the questionnaires.

Finally# the researchers also dipped themselves in the real classroom situations stated in the questionnaires# through classroom observation. The classes that were observed were the classes of the same teachers being interviewed.

RESEARCH POPULATION

This study was e%ecuted at the following colleges+ 7ollege of 8ursing and Health Sciences# 7ollege of Business and 3ccountancy# 7ollege of 3rts and Humanities# 7ollege of Teacher Education# 7ollege of Hospitality !anagement and Tourism# and 7ollege of Sciences of this ;niversity. Specifically# this involved two different classes< !ath and Science of the selected respective colleges. Each sub"ect is taught by different faculty teachers in the ;niversity.

RESEARCH INSTRUMENTATION

The questionnaires used in the study were researchers&made questionnaire# chec ed and corrected by =r. Susan Evangelista and 'rofessor Edna )melda >egaspi# ?esearch advisers.

DATA COLLECTION PROCEDURE

The data in the study were collected following these steps which were underta en by the researchers+

,. made self&made questionnaires /. presented the questionnaires to the research advisers for rectification purposes 0. secured a permission letter that allowed the researchers to conduct the research in different college premises 1. conducted survey in different respective colleges by disseminating questionnaires for the students 2. chec ed# tabulated and analy(ed data that were gathered 4. scheduled observation and interviews involving the best teachers in

the survey @. reviewed and made the final output for defense purposes

CHAPTER II THEORETICAL FRAMEWORK

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature and studies that encouraged the researchers to conduct this study .

3ccording to the study of Eli(abeth Taylor# Faculty of Education of =ea in ;niversity# entitled Teaching 7ontent or Teaching >anguage? 7onceptuali(ing the ?elationship between Science and !athematics and English in the !alaysian 7urriculum is the relationship between second language teaching and learning and the sub"ect matter or Acontent$ of the mainstream curriculum has long been an area of interest and concern for applied linguists and second language teachers.

>anguage&focused activities could either be incorporated into the science or mathematics units of wor or students may wor on Aad"unct$ or parallel language&based units of wor 5Brinton# Snow and .esche ,:B:-.

>anguage&focused activities 5Clanguage&conscious content teachingD- would be part of the mathematics and science teachers$ responsibilities. The

separate language&based units of wor # using science and mathematics content# would be taught as part of the English language curriculum 5C$simultaneous$ integrated language and content teachingD-. These

suggestions are not necessarily e%clusive alternatives E both approaches could be trialed and could wor well together.

3lthough the ma"or issue pinpoints to the effective demonstration in understanding Science concepts and !athematical eys# language and

content should be both equally given emphasis of. Furthermore# it is not always that the case of being proficient in English would help them teach science and mathematics effectively.

8either English spea ers# nor that English language teachers must have native&li e proficiency 5!cFay /660-. English is now used for a multitude of global and local purposes# and mainly among spea ers who do not have English as a mother tongue 57rystal ,::@-. 7larity of language as well as content goals will assist in ma ing appropriate decisions for curriculum planning and teacher education.

Based on 7amilla 9. Gi(conde on her research study entitled C3ttitudes of Student teachers towards the use of English as the language of instruction for Science and !athematics in the 'hilippinesD58ov./664-. Her findings show that the second language# which is English# rather than being the direct cause of under&preparedness of university students# serves to compound or e%acerbate a more fundamental educational or cognitive problem.

!athematical concepts are acquired through language and the problem arising from the use of the language has truly affected the learning of these concepts.

The attitudes of teachers come to the fore as they reflect upon the language that they use in teaching. 7onsciously or unconsciously# their attitudes play a crucial role in language$s Cgrowth or decay# restoration or destructionD 5Ba er# ,:BB-. Their attitudes# too# as part of their cultural orientation# influence heavily their younger students 5Shameem# /661-.

The student teachers in science and mathematics have to be equally prepared to perform their tas s not only by mastering their own sub"ect area but also by achieving competence in the use of the medium of instruction. >earning science and language arts is reciprocal 57asteel H )som# ,::1-.

Synthesis

)n the school conte%t# it is always the case that the students are learning both the content and the language being used. Effective instructions come with the appropriate augmentation of syllabi of curriculums and the command of language that can simplify the difficult component of !athematical discourse as a whole.

The attitude of the instructors towards English as a tool in delivering the lessons in !ath and Science sub"ects would greatly affect the learners$ response towards it. 3s many researchers stated that there is a high

correlation between the learner$s English comprehension and !athematical s ills. 3s students# in order to acquire those# it can be attained through the shared understanding of both the instructor and the learner.

7onceptual Framewor

.ith the theories and the studies reviewed in line with this study# a paradigm is made to illustrate the 7onceptual Framewor .

?esearch 'aradigm

)ndependent Gariables

=ependent Gariables

The language used by the teacher.

Students$ understanding and acquisition of nowledge.

Figure , The diagram conveys that the understanding and acquisition of nowledge 5dependent variable- are related and dependent to the language

used by the instructor or the teacher 5independent variable-.

?esearch Hypothesis

To answer the problems raised in the statement of the problem# this hypothesis was formulated+ >anguage is not a factor in one$s comprehension of !athematical and Science concepts# since they don$t deal with language.

=efinition of Terms

The following terms are defined operationally to ma e this study comprehensive and give the readers clear ideas of what this study is all about.

,. >ingua Franca E mother language /. )nterface of two languages 0. ?einforcement& strengthening or support 1. 9ournal& diary 2. !edium of instruction& language used 4. Translation& conversion or paraphrase @. English proficiency& well

B. Spea ing consistency :# 3ppreciative )nquiry ,6. 7ommand of language ,,. >earning 7ontent ,/. =iscourse ,0. 7onvenient sampling

CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results of the surveys which aimed to determine the best strategies and approaches !athematics and Science teachers are using to interface English and Filipino languages# in classroom discussion.

The names below are the previous and present , st and /nd year !athematics teachers of the respondents for the said sub"ect. The respondents evaluated these teachers as to who is the most effective in using English as the medium of instruction in the said area.

)melda >actuan !a. 3bian 7oncepcion 9uliana 3rquero ?udyr Bacolod 9aime 7ardaIo Sylvia 7orpu(

?euben Jsmael Kanapin =ennis !acolor !arichu !oso Fristine 8adurata 3mie 'adrones Kene Tabi

Table ) ?espondents$ Evaluation of the mentioned&above teachers

CHAPTER V SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter contains the summary# conclusions# and recommendations. This study was made to determine the ways and strategies used by !athematics and Science teachers to bridge the gap between English and Filipino in classroom discussion. )t specifically see s to+

@- .hat is the e%tent of the disadvantage in Science and !athematics learning due to low English language proficiency? B- .hat practical steps can be ta en by teachers in scientific and mathematical learning environments to ameliorate language effects? :- .hat are the strategies and approaches used by !ath and Science teachers to get their students to tal in these sub"ects using English language? ,6- .hat are the common problems of teachers in their respective sub"ects in using this language? ,/- .hat are the responses of the teachers when their students answer or tal in Filipino inside the classroom? 3nd how do they deal with it? ,,- How do they interface the two languages and help their students

bridge the gap?

The 3ppreciative )nquiry method was used in this study. The data were gathered through individual interview and giving of questionnaire to selected !athematics and Science teachers. Galidated questionnaire was given to @2 respondents for !athematics# and ,@1 respondents for Science.

The respondents for !athematics were from the following courses+

BS 'olitical Science )) BSB3 !anagement 3ccounting ) BSB3 'ublic 3dministration )) BSB3 H?! )) BSB3 !anagement ) BS Social .or ))

The ,@1 respondents of Science came from the following courses+

BSB3 !ar eting ) BS Environmental Science ))

 BS Environmental Science ) BSB3 !anagement 3ccounting )) BS Social .or )) BS Biology ) BS Biology )) BS Biology 5'?E !E= BSEd ) BSEd )) BS !arine Biology BS 3ccountancy BS 'ublic 3dministration )) BS 8ursing )

The findings of the study aims toL

Summary of F !" !#$

3fter a careful analysis of the collected and interpreted data# the findings

were as follows+

)t was found out that :4 or B/.62M of the total number of the respondents who said that the teachers top three accept answers given in Filipino of !athematics and Science teachers prefer and allow the use of Filipino and Taglish in classroom discussion.

7onclusions

Based on the findings# the following conclusions were drawn+

?ecommendations

Based on the findings and conclusions# the following recommendations were posed+

T3B>E NF 7N8TE8TS

'3KE T)T>>E 3BST?37T 3''?NG3> SHEET 37F8N.>E=KE!E8T T3B>E NF 7N8TE8TS >)ST NF T3B>ES >)ST NF 3''E8=)7ES 7hapter ) THE '?NB>E! 38= )TS SETT)8K )ntroduction Statement of the 'roblem Significance of the Study Scope and =elimitation of the Study )) THEN?ET)73> F?3!E.N?F ?eview of ?elated >iterature ?esearch Synthesis 7onceptual Framewor ?esearch 'aradigm ?esearch Hypothesis =efinition of Terms ))) ?ESE3?7H =ES)K8 38= !ETHN=N>NKJ i iii v vi vii

>ocale of the Study ?esearch =esign ?esearch 'opulation ?esearch )nstrumentation =ata Kathering 'rocedure )G '?ESE8T3T)N8# 383>JS)S 38= )8TE?'?ET3T)N8 NF =3T3 Summary Findings 7onclusions ?ecommendations BB)B>)NK?3'HJ 3''E8=)7ES 7;??)7;>;! G)T3E

3BST?37T !onteseven# 7harmaine 3.# 'alomo# 9ason >.# and Tadlas# Shiara Fuh 7. A How do !ath and Science Teachers Bridge the gap Between English >anguage as the !edium of )nstruction#D Bachelor of Secondary Education ma"or in English# 'alawan State ;niversity. 3dviser+ E=83 )!E>=3 FE?838=EO&>EK3O')# !.3. This study focuses on how !ath and Science Teachers bridge the gap between English as the medium of instruction and the native language of the Filipino students. The 3ppreciative )nquiry method was used in this study. The data were gathered through individual interview and giving of questionnaire to selected !athematics and Science teachers. Galidated questionnaire was given to @2 respondents for !athematics# and ,@1 respondents for Science. ;sing convenient sampling# the initial questionnaires were given to the students to determine who among their !ath and Science teachers are using approaches and strategies that ma e their sub"ects understandable# using English as the medium of instruction. This study was e%ecuted at every college of the ;niversity. This involved two different classes< !ath and Science of the selected respective colleges. Each sub"ect is taught by different faculty teachers in the ;niversity. The results of the surveys which aimed to determine the best strategies and approaches !athematics and Science teachers are using to interface English and Filipino languages# in classroom discussion. 3fter a careful analysis of the collected and interpreted data# the findings were as follows+ )t was found out that :4 or B/.62M of the total number of the

respondents who said that the teachers top three accept answers given in Filipino of !athematics and Science teachers prefer and allow the use of Filipino and Taglish in classroom discussion.

37F8N.>E=KE!E8T The researchers wish to e%tend their sincerest than s and heartfelt gratitude to several persons who helped and contributed in the accomplishment of this study+ 'rof. Edna )melda Fernande(&>ega(pi# their adviser# editor# for giving out her ideas# talent and e%pertise for the improvement of this paper< =r. Susan Evangelista# their adviser# for e%tending her unfailing support# encouragement and advices that made this research materiali(ed. To all the 7ollege =eans#'rof. !arissa 'ontillas# =ean of the 7ollege of Teacher Education# =r. Erlinda San 9uan# =ean of the 7ollege of 3rts and Humanities# !r. !ichael 3ngelo Kin. =. !acolor# of the 7ollege of 8ursing and Health Sciences# !rs. 3llyson 7. >iboro# =ean of 7ollege of Hospitality !anagement and Tourism# =r. >orna 7. Kelito# =ean of 7ollege of Sciences# and 'rof. 7armen !. Fernande(# =ean of 7ollege of Business and 3ccountancy for allowing them to conduct this study in their department< To their loving 'arents# for giving their unconditional understanding and support. To Kod 3lmighty who gave guidance and wisdom

CURRICULUM VITAE

CURRICULUM VITAE Personal Profile Name Course and ear Ma%or #ate of !irth Pla'e of !irth .ome Address Civil "tatus 0ather1s Name Mother1s Name : : : : : : : : : Moteseven, Charmaine A. !"E# III$I En&lish #e'em(er )*, +,-, "ta. Maria, !ula'an Ne/ Villa&e, !r& . Ta&(uros, Puerto Prin'esa Cit "in&le Charlie R. Monteseven Nanie A. Monteseven

Edu'ational Attainment Elementar : Puerto Prin'esa Adventist Elementar "'hool 0ernande2 "treet, Puerto Prin'esa, Pala/an Pala/an National "'hool .. Mendo2a "treet, Puerto Prin'esa, Pala/an Pala/an "tate Universit Tini&ui(an .ei&hts, Puerto Prin'esa Cit

"e'ondar

Tertiar

CURRICULUM VITAE

Personal Profile Name Course and ear Ma%or #ate of !irth Pla'e of !irth .ome Address Civil "tatus 0ather1s Name Mother1s Name : : : : : : : : : Palomo, 3ason L. !"E# III$I En&lish 4'to(er )5, +,-, Puerto Prin'esa Cit Puro6 Masa&ana, !r& . Ta&(uros, Puerto Prin'esa Cit "in&le Ra mundo 7. Palomo Nenita L. Palomo

Edu'ational Attainment Elementar : Ta&(uros Elementar "'hool !r& . Ta&(uros, Puerto Prin'esa, Pala/an "an 3ose National .i&h "'hool !r& . Ta&(uros, Puerto Prin'esa, Pala/an Pala/an "tate Universit Tini&ui(an .ei&hts, Puerto Prin'esa Cit

"e'ondar

Tertiar

CURRICULUM VITAE

Personal Profile Name Course and ear Ma%or #ate of !irth Pla'e of !irth .ome Address Civil "tatus 0ather1s Name Mother1s Name : : : : : : : : : Tadlas, "hiara 8uh C. !"E# III$I En&lish #e'em(er ), +,-, !u&su6, !ala(a', Pala/an Li(is Road, "an Pedro, Puerto Prin'esa, Pala/an "in&le L dio I. Tadlas "ianita C. Tadlas

Edu'ational Attainment Elementar : Puerto Prin'esa Pilot Elementar "'hool Ro9as "treet, Puerto Prin'esa, Pala/an Pala/an National "'hool .. Mendo2a "treet, Puerto Prin'esa, Pala/an Pala/an "tate Universit Tini&ui(an .ei&hts, Puerto Prin'esa Cit

"e'ondar

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3 Student ?esearch 'resented to the Faculty of 7ollege of Teacher Education 'alawan State ;niversity

)n 'artial Fulfillment of the ?equirements for the 7ourse Eng ,2# >anguage ?esearch Bachelor of Secondary Education

By+ Mo!&'$'('!, C)arma !' A* Ta"+a$, S) ara Ku) C* Pa+omo, ,a$o! L*

APPROVAL SHEET This research report entitled CHow do !ath and Science Teachers bridge the gap between English as the medium of instruction and FilipinoD# prepared and submitted by !s. 7harmaine 3. !onteseven# et.al# in partial requirements for the course English ,2 for the degree of Bachelor of Secondary Education# has been e%amined and recommended for research report.

E=83 )!E>=3 F. >EK3SO')# !. 3. 3dviser

PANEL OF E-AMINERS 3pproved by the 7ommittee on Nral =efense with a grade of QQQQQQQQQQQQQQQQQQQQQQQQQQQQ 7hairman# 'anel

3ccepted and approved in partial fulfillment of the requirements of the degree Bachelor of Secondary Education 'rof. !arissa 'ontillas# Ed. =. =ean# 7ollege of Teacher Education