i

(7 single spaces)

STUDENT SENIORITY IS IRRELATIVE TO ENGLISH LIFE SKILLS

AND COMMUNICATIVE COMPETENCE Commented [WU1]: Full title in bold UPPER cases; center of
the paper; size 14; inverted pyramid layout

(7 single spaces)

JUAN DE LA CRUZ

(7 single spaces)

A Thesis presented to
the faculty of the School of Architecture, Fine Arts and Interior Design
La Consolacion College Bacolod Commented [WU2]: Written in ‘diamond’ layout

(7 single spaces)

In partial fulfillment of the requirements for the Degree

Bachelor of Science in Architecture Commented [WU3]: Written in ‘inverted pyramid’ layout

(7 single spaces)

April 2019 Commented [WU4]: Month and year of GRADUATION (not

completion)
 ii

APPROVAL CERTIFICATE

This Thesis entitled Student Seniority is Irrelative to English Life Skills and

Communicative Competence, prepared and submitted by Juan de la Cruz in partial fulfillment Commented [WU5]: Title of thesis, italicized, bold
Commented [WU6]: Complete name of author
of the requirements for the degree Bachelor of Science in Architecture, is hereby examined and Commented [WU7]: Degree program

recommended for Oral Examination.

AR RIALINO M. ALISBO, MSArch, FUAP Commented [WU8]: Adviser

Adviser

Approved by the Committee on Oral Examination with a rating of PASSED.

PANEL OF EXAMINERS

RANDDIE P. CUELO, LPT, EdD

Chairman

AR. ROGELIO M. DIAZ, PhD AR. NAMIKA V. MARBA

Member Member

Accepted as partial fulfillment of the requirements for the degree Bachelor of Science in

Architecture.

AR ROBERTO AGUILLON, MSArch AR. VINCENT RAYMUND Y. ALOVERA, PhD Commented [WU9]: Program Coordinator
Program Head Dean Commented [WU10]: Graduate School Dean
 iii

Student Seniority is Irrelative to English Life Skills and Communicative Competence Commented [WU11]: Title by result; content words
capitalized; not bolded
(3 single spaces)

Juan de la Cruz
jdlc@lcc.edu.ph
La Consolacion College Bacolod
Bacolod City, Philippines Commented [WU12]: Author’s name, email address, school,
address
(3 single spaces)

ABSTRACT Commented [WU13]: Abstract appears on a separate page;

150-250 words; single-spaced, not indented; text not justified on
(3 single spaces) both margins

The study of the communicative functions of language has taken on an increasingly important role
in recent years within applied linguistics. This descriptive study will investigate the level of Commented [WU14]: Topic introduction
Communicative Competence of the English majors in a higher education institution. It will also
delve into determining whether there is a significant difference in the level of Communicative
Competence in the different year levels assuming that those belonging in the higher years would
get higher test results. Using a four-part test, data will be obtained from 41 teacher education Commented [WU15]: Chief purpose/aim
students majoring in English whose Grammatical-Linguistic, Sociolinguistic, Discourse, and
Strategic competencies will be measured measured. Utilizing appropriate statistical tools, the Commented [WU16]: Methods/processes
levels of Communicative Competence of the students will be highlighted. Conclusions will be Commented [WU17]: Results/findings
drawn from the summary of findings. Improvement in the levels of communicative competence Commented [WU18]: Conclusions
will be noted as a work to be done to teachers and students. Commented [WU19]: Recommendation in general terms

(3 single spaces)
Keywords: linguistics, communicative competence, teacher education, descriptive
research design, Central Philippines Commented [WU20]: “Keywords” italicized, indented;
contents (discipline, concepts studied, design/method, geography)
 iv

Table of Contents
(Double spaces)

Approval Certificate ii

Abstract iii

Dedication iv

Acknowledgements v

Table of Contents

List of Figures

List of Tables

List of Abbreviations (optional)

List of Appendices

Chapter 1. INTRODUCTION 1

Objectives 5

Hypothesis 5

Framework 5

Significance 12

Scope and Limitation 13

Definition of Terms 14

Chapter 2. METHODOLOGY 16

Design 16

Locale 17

Respondents 17

Instrument 18
Commented [WU21]: Level 3 heading; sub-section under
Validity and Reliability 19 Instrument
 v

Data-gathering Procedure 19

Data Analysis 20

Statistical Treatment 20

Chapter 3. RESULTS AND DISCUSSIONS 24

Chapter 4. FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 37

Summary of Findings 37

Conclusions 40

Recommendations 41

References 122

Appendices 125

Curriculum Vitae 147

 vi

List of Figures and Tables

(use caption of each Figure/Table as in the text)

(double space per item)

Figure

1 Schematic Diagram of the Framework 11

Table

1 Respondents of the Study 17

2 Components of Communicative Competence 24

When Grouped According to Year Level

3 Comparative Statistics of Communicative Competence 33

When Grouped According to Year Level
 vii

List of Figures and Tables

(use caption of each Figure/Table as in the text)

(double space per item)

Figure

1 Schematic Diagram of the Framework 11

Table

1 Respondents of the Study 17

2 Components of Communicative Competence 24

When Grouped According to Year Level

3 Comparative Statistics of Communicative Competence 33

When Grouped According to Year Level
 viii

List of Abbreviations

(Arranged in alphabetical order; double space per item)

ABC Accurate, Brief and Concise

LCCB La Consolacion College Bacolod

SGSCE School of Graduate Studies and Continuing Education

TBI Teacher Behavior Inventory

VPAA Vice President for Academic Affairs

 ix

List of Appendices

(Use title of each Appendix as in the text)

(double space per item)

Appendix

1 Intervention Program for Communicative Competence 101

2 Research Instrument 120

3 Validity Instrument 130

4 Letter to the Principal 132

5 Detailed Results of the CC Analysis 133