Assessment on tle Efficacy

of Auvanceu Couise in Competitive

Englisl foi Teacleis
SPEECBACCENT in Teacling
Leaining Englisl Tauglt Subjects
in Nameita u Tolentino Nemoiial
Bigl Sclool
By: CHRISTIAN EDEZON B. LOPEZ
MAED- ENGLISH
Claptei I
Tle Pioblem anu its Backgiounu
Teachers themselves are said to be
the best visual aids present in the
classroom. They are the best tangible
models for students. Whatever the
teachers impose in the classroom is
more likely to be acquired by the
students.
Claptei I
Tle Pioblem anu its Backgiounu
English Language in Philippine Education
English is considered a tool in teaching
content subjects
Problems arise if the teachers in English
taught subjects (ETS) are not competent in
using the language. We can agree at the
outset that good communication is necessary
and desirable part of good teaching, especially
the ETS.
Claptei I
Tle Pioblem anu its Backgiounu
DepEd has been grateful for the supports and services
extended by some Non-Government Organizations in
providing quality educational services to Filipino
learners.
The undying support of the local governments to the
DepEd is a far beyond a doubt an indispensable
element in achieving the DepEds vision in assisting the
Filipino child to discover his/her full potential in a child-
centered and value-driven teaching-learning
environment and thereby, enabling him/her to create
his/her own destiny in global community.
Claptei I
Tle Pioblem anu its Backgiounu
SPEECH- Advanced Course in Competitive
English for Teachers (ACCENT) under the
Language Skills Institute.
It started in October 2008 with the initial
name SPEECH/LU that stands for Specialized
English Enhancement Course for Elementary
and High School Teachers and other Language
Users.
Claptei I
Tle Pioblem anu its Backgiounu
Trainees are required to finish 100 training
hour requirement to graduate from the
course.
Trainees are given pre-test in written and
computer assisted format for placement and
diagnostic purposed. At the end of the course
they are also given the same test to measure
their level of improvement in the use of the
language.
Claptei I
Tle Pioblem anu its Backgiounu
SPEECH-ACCENT is now on its fourth year of
implementation. It has helped teachers of
different academic subjects in the province
and in the city. This research focuses on the
relative effects of SPEECH-ACCENT program in
the teaching-learning of English taught
subjects in Mamerta Gargullo Tolentino
Memorial High School (Parang National High
School).
Claptei I
Reseaicl Locale
This study utilizes MAMERTA GARGULLO
TOLENTINO MEMORIAL HIGH SCHOOL
(PARANG NATIONAL HIGH SCHOOL) formerly
JOSE J. LEIDO, JR. MEMORIAL NATIONAL HIGH
SCHOOL-PARANG ANNEX as the subject for
research.
Claptei I
Rationale
Learning is an unending process of discovering
the undiscovered. Since the creation of the
universe people have discovered many things:
both useful and destructive to them. And,
there are still many things that our minds have
not discovered yet. We cannot discover things
if we stop learning. Thus, learning is
continuous.
Claptei I
Theoretical Framework
Albert Banduras Social Learning Theory
people learn from one another, via observation,
imitation, and modeling.
Bandura believed in reciprocal determinism, that
is, the world and a persons behavior cause each
other.
Lev Vygotskys Social Development Theory
social interaction plays a fundamental role in the
process of cognitive development.
Claptei I
Theoretical Framework
The More Knowledgeable Other (MKO)
anyone who has a better understanding or a
higher ability level than the learner, with respect
to a particular task, process, or concept. (teacher,
coach, or older adult, but the MKO could also be
peers, a younger person, or even computers)
Jean Laves Situated Learning Theory
that learning is unintentional and situated within
authentic activity, context, and culture.
Claptei I
Conceptual Framework
Click the link to view
Claptei I
Statement of the Problem
1. What is the profile of the teachers who
graduated from SPEECH-ACCENT in MAMERGAT
GARGULLO TOLENTINO MHS in terms of:
Age
Sex
Civil Status
Field of Specialization
Attitudes toward English
Years in Service
Years in Teaching the subject
Claptei I
Statement of the Problem
2. What is the level of the average scores of the
teachers obtained from the pre-test, mastery
tests and post-test in SPEECH ACCENT?
3. What is teachers perspective of their own
teaching performance after SPEECH-ACCENT?
4. What is the students perspective of their
teachers teaching performance in terms of
the use of English language in the delivery of
the lesson?
Claptei I
Statement of the Problem
5. What is profile of the students in MGTMHS who
were taught the SPEECH-ACCENT graduate
teachers in terms of:
age
sex
attitudes toward the English Taught Subjects (ETS)
year level
6. What is the relationship between the profile of
the students and their Level of Performance of
Students in English Taught Subjects (ETS)
Claptei I
Statement of the Problem
7. Is there a significant relationship existing
between the teachers perspective on their
own teaching performance and the level of
the performance of students in ETS?
8. Is there a significant relationship between the
students perspective of their teachers
teaching performance in terms of the use of
English language in the delivery of the lesson
and their level of performance in ETS?
Claptei I
Statement of Hypotheses
There is no significant relationship between
the teachers perspective on their own
teaching performance and the level of the
performance of students in ETS.
There is no significant relationship between
the students perspective of their teachers
teaching performance in terms of the use of
English language in the delivery of the lesson
and their level of performance in ETS.
Claptei I
Significance of the Study
Basically, this study would be of great help to
thae provincial Government of Oriental
Mindoro- Language Skills Institute PGOM-LSI,
DepEd, Mamerta Gargullo Tolentino Memorial
High School (Parang National High School)
MGTMHS (PNHS) administrators, teachers,
students and future researchers.
Claptei I
Scope and Delimitation
This study will be conducted school year
2012-2013 at Mamerta Gargullo Tolentino
Memorial High School (Parang National High
School). This involves seven teachers and 452
students.
The study is limited in determining the
efficacy of SPEECH-ACCENT in the teaching
learning English Taught Subject in MGTMHS
(PNHS).
Claptei II
Review of Related Literature
Click the link to view
Claptei III
Research Methodology
The secondary analysis, qualitative
interviews and questionnaires will be
used in this study.
Secondary Analysis, a favourite of armchair
sociologists, takes material collected by other
observers, for other purposes, and rearranges it
and interprets it for new purposes and new
theses.
Claptei III
Research Methodology
While qualitative interviews, with open
ended questions, allow more subjects
being observed but not as many as in a
survey, and allows more in-depth
investigation than will a wide survey.
Claptei III
Respondents of the Study and Sampling Procedure
This study will be conducted on the first
grading period of school year 2011-2012
in Mamerta G. Tolentino Memorial High
School. It will involve all students in the
school. The sample will be chosen
purposively from the population. Five
teachers eight teachers who have
graduated the SPEECH-ACCENT will also
be the respondents of this study.
Claptei III
Instrumentation
The study will use two sets of
gathering instruments: questionnaire and
document browsing. Questionnaire will
be used to gather information about the
respondents.
Claptei III
Reliability of the questionnaire
The researcher will use test and retest method
to establish the reliability of the
questionnaires.

Claptei III
Data Gathering Procedure
The researcher will administer the
questionnaire to the respondents. He will
coordinate with the Language Skills Institute
(LSI) of Oriental Mindoro in order to obtain
information about the performance of the
teachers in the course. He will also compute
the grades of the students in first grading
period of the school year.
Bibliography
Chitravelu, N. et al. (1995) ELT Methodology: Principles and Practice. Shah Alam, Penerbit Fajar Bakti Sdn. Bhd.Wyatt. D.H.
(1984) Computers and ESL. London, Prentice Hall.
Tangco, R. 2004. Teaching the English Subject. Cambridge, Massachusetts, The Riverside Press
Hardisty D. & Windeatt S. CALL, Oxford University, Press, 1989.

Websites
http://www.learning-theories.com/situated-learning-theory-lave.html
http://www.learning-theories.com/social-learning-theory-bandura.html
http://www.learning-theories.com/vygotskys-social-learning-theory.html
http://www.learning-theories.com/
http://www.learning-theories.com/weiners-attribution-theory.html
http://meru.cecs.missouri.edu/mm_seminar/ho.pdf (speech 1)
http://www.cs.tut.fi/sgn/arg/8003051/ehostus_en.pdf (Speech 2)
http://www.technology-articles.org/Information-Processing/Study-on-Methods-for-Speech-Enhancement-Based-on-
Microphone-Array-in-Complex-Environment.html
http://www.dyned.com/products/tt/
http://www.scribd.com/doc/4717244/Philippines-Language-Planning
http://journals.cambridge.org/action/displayFulltext?type=1&fid=7957031&jid=REC&volumeId=23&issueId=01&aid=795702
9&bodyId=&membershipNumber=&societyETOCSession=http://www.sjit.edu.ph/Download/abalos.pdf
http://www.scribd.com/doc/23229278/Computer-Assisted-Language-Learning
http://lifestyle.iloveindia.com/lounge/importance-of-communication-skills-2802.html
http://www.sincikyibo.com/dyned/bilgiler/bilgisayar_destekli_dil_egitimi.pdf
Im done!
Queries?