Chapters

Conversational English 1
CHAPTER I. THE PROBLEM AND ITS SETTING
A. Introduction
In the Philippines, English is a second language. Many foreigners, mostly from
neighboring Asian countries, choose Philippines as the place to immigrate and live
for a few years just to learn how to speak in English.
In the article “Decline in English Proficiency seen among RP Graduates,”
Lovely Laudette D. Gamba, from the Philippine Information Agency (PIA) discusses
results of several surveys conducted by the Department of Education (DepEd),
Business Process Outsourcing (BPO), and several other organizations. BPO has
revealed that because of poor English communication skills, low self-confidence,
and absence of technical skills only a few graduates were absorbed into the
industry. Data from DepEd data shows that in 2003 only 19 percent of the country’s
53,000 public school teachers passed the Self-Assessment Test for English (SATE).
In 2004, only five percent of high school graduates could speak English well enough
to proceed to college.
It has been said that this situation will be a setback to the country’s
competitiveness in the global market. This setback is predicted to cause a decrease
in foreign investments and loss of job opportunities for Filipino workers applying
abroad.
That is why several steps have been set in motion to “reverse” this decline.
One example is DepEd Order No. 36, s. 2006, Implementing Rules and Regulations
of Executive Order No. 210. Its main objective is to establish a policy to strengthen
the use of the English language as a medium of instruction in the educational
system.
This study is about the conversational English skills of 4th year students from:
St. Paul College, Pasig (SPCP), St. Paul University, Quezon (SPCQC), and St. Paul
College, Makati (SPCM). This study has been limited to 4th year Saint Paul students
because they are the graduating population and should be more competent in day-
to-day English speaking. The skill of speaking in English, which is considered as a
universal language, can be a factor in determining whether the students are
prepared to enter college and ultimately, the real world. It will also give an insight
on the weaknesses of students. The study was conducted within Metro Manila, the
capital city, for this is where the English language has an essential use.
B. Significance or Importance of the Study
Knowing that expertise in the English language is a key to an individual’s
development, this study may shed some light on the 4th year Saint Paul students’
competence, proficiency and capacity in the English language. This study may be
beneficial to the Saint Paul community for it could serve as reference on how well
their students are in the said field. With these in mind, the researchers attempted to
discover which among the three St. Paul Schools excels in conversational English.
In this research, the researchers intended to see the faults of the system be it
the students themselves or the teachers. The end result of this study would be
beneficial for the improvement and better knowledge of each school. This would
entail the fair opportunity for enhancement of the three sister schools in terms of
English proficiency. Better knowledge and improvement falls under the goal of
equal service rendered in each school. It is the equal opportunity to excel that this
research aims to achieve.

C. Problem and Objectives
1. Statement of the Problem
What is the condition of conversational English among the 4th year students
of St. Paul College of Pasig, Quezon City and Makati?
This research was conducted to compare and contrast the English proficiency
in speaking of High School graduating students. Specifically, the study attempted to
answer the following questions:
a) What is the overall percentage of skilled and proficient 4th
year students?
b) How does the students’ overall English proficiency in each
school differ from each other?
c) Does the English teacher’s way of delivering lectures
influence the skills of students?
2. Objectives
a) Compare and contrast the conversational English skills of
4th year high school students of Saint Paul College of Pasig, Quezon
City and Makati.
b) Identify whether the students are well acquainted in their
English grammar, eloquence, diction and usage using the rubrics
constructed by the researchers.
c) Determine the common difficulties encountered by the
students speaking in English.
D. Definition of Terms
Condition – This is a mode of being or form of existence of a person or thing or "the
human condition." This also refers to the five grading points in the rubric grading
system which are: beginning, emerging, developing, proficient, and strong.
Conversational English – This refers to the use of English language as a medium of
communication. It also pertains to an oral and informal discussion or exchange of
sentiments, observations, opinions, or ideas using the English language.
English Proficiency – This is the advancement in knowledge or skill in the field of
English. In a more subjective basis, this defines as a person’s practical knowledge of
grammar, diction and correct usage of the English language.
Rubric – This refers to a scoring guide composed of set criteria to evaluate a
student’s performance, product, or project. In this research, this was created and
used for grading the interviews. It is composed of five levels of fulfillment and four
criteria for evaluation. The levels of fulfillment are defined as follows:
Beginning – This has an equivalent grade of one. Values of 0.01 to 1.00 are
considered to fall under this level. The speaker’s skill in delivering the English
language is that of a beginner – someone who cannot fully use the language
but has a basic understanding of it.
Emerging – This has an equivalent grade of two. Values of 1.01 to 2.00 are
language needs work but is better than that of a beginner.
Developing – This has an equivalent grade of three. Values of 2.01 to 3.00 are
language is growing or rather shows an understanding of the language but
lacks the mastery in technicalities.

Proficient – This has an equivalent grade of four. Values of 3.01 to 4.00 are
language is good in terms of usage. The speaker makes only a few mistakes.
Strong – This has an equivalent grade of five. Values of 4.01 to 5.00 are
language is excellent. There is hardly an error in her usage and form.
Self-Assessment Test for English (SATE) – This is an assessment test for English
proficiency conducted by the Department of Education of the Philippines.
Seniors – This refers to High School students on their last year of secondary
education. They are also termed 4th year high school students.
Sister Schools – Originally referred to a definite financial commerce between two
colleges or universities. This is also a term to refer to schools from the same
administration.
Students – This pertains to the 4th year high school students.
SPCM – Saint Paul College of Makati, another sister school SPCP. This school is found
within the perimeter of Metro Manila.
SPCP – Saint Paul College of Pasig. This is the school of the researchers found within
the perimeter of Metro Manila.
SPUQC – Saint Paul University of Quezon City, a sister school of SPCP. Likewise, this
school is found within the perimeter of Metro Manila.
E. Scope and Limitations of the Study
The researchers are senior students from an exclusive school for girls. They
have observed that despite the prestige that comes with being a private school,
where educators and facilities are better than most, some students from their batch
are still experiencing trouble with using English as a medium of communication.
Having been made aware of this fact, the researchers decided to conduct a study of
their own.
The researchers have gathered data restricted to SPCP, SPUQC and SPCM
high school students during the school year of 2007-2008. This was because they
wanted to focus on whether the graduating population is prepared or not for college
life.
Metro Manila schools were the main target for the research. This was because
Metro Manila is a location where there is high expectancy of fluency in English. Only
students of the Saint Paul schools in Metro Manila were included in the study
population.
This study does not pry into grades of the 4th year students. Rather, the
researchers compared the English skill of each student from each school. This
research also does not delve into the private portfolio of the teachers since the
researchers do not have the proper authority. The medium for gathering the data is
through interviews made to the students of the schools chosen.

CHAPTER II. REVIEW OF RELATED LITERATURE
Speak properly, and in as few words as you can, but always plainly; for the end of
speech is not ostentation, but to be understood. - William Penn (1644 - 1718)
A. Importance of the English Language
Language in all aspects is essential to each individual. It serves as the
medium for communication. In a large scale point-of-view, the medium of
communication in any transaction for global communication is English, and
therefore is accepted as the universal language. A person’s proficiency and
efficiency in written and verbal English communication exposes one to opportunities
of gaining success in the field of education and professional life and enhances
reaching out to a larger spectrum of people.
Fluency in English has its own levels.
At the first level are the novices, who are the beginners and have very limited
knowledge about English. They are low on vocabulary and their skills can only get
them so far as to buying food or getting a cab.
Next are the survivors. They have intermediate skills and are aware of the
usage of past, present and future tenses, grammar and the like but use it
awkwardly or incorrectly. In short, they are those who still need to work on their
communication skills.
Third are the conversationalists, who can converse using abstract ideas, can
read and comprehend the newspaper, and understand the language except for the
some vocabulary words.
At the fourth level are the debaters, who are fluent and can understand
completely any question or statement given to them. They can infer or read
between the lines. They have a wider vocabulary with the exception of rare and
uncommon terms.
Lastly, there are the native tongue speakers, who have spoken the language
from the tender age of five. They have mastered the dialect, grammar construction
and even culture of the language.
To Filipinos, English proficiency is needed for globalization. It is necessary to
be one with the global market. Mastering English is a factor that will help them in
competing in various outsourcing industries. English is a basic necessity. In an
article by Gigi Dumallig (2006) she reiterates a statement given by Dr. Marylinda
Santos, an English Supervisor from the Department of Education:
English she said being an international language is vital for the future of
the young people.
Presidential Spokesperson Ignacio Bunye during a press conference in
Malacañang (2006) offers his support to the statement:
We have to focus on English proficiency because it is important to

preserve current and future jobs of our young workers. Our
competitiveness in the business outsourcing industry is a strategic
imperative. This is important for investments and jobs as well as for the
social mobility of Filipinos up to a better future.
B. State of Filipino English Proficiency
The Philippines is known among its fellow Asian countries as the nation that
excels most when it comes to speaking proficiently in English. Because of this, the
influx of Koreans occurred; and their main purpose for emigrating from South Korea
to the Philippines is to simply learn how to communicate in English.
Though the Philippines is perceived as a country that excels in English, the
Filipinos seem to be losing their competitive edge. Surveys made by Social Weather
Station (SWS) in December of 1993 and September 2000 states that:
Three out of four Filipino adults, or 75 percent, said they understood

spoken and written English. Only 7 percent said they were not competent
at all in spoken and written English.
Another article by Nanette Guadalquiver and Chrysee Samillano in the
Visayan Daily Star (2006) states:
The March 2006 Social Weather Station survey showed that national
proficiency in English has declined over the last 12 years.
The survey showed that two out of three Filipino adults (65 percent)
understood spoken and written English, while about half (48 percent) said
they could write English. A third (32 percent) said they spoke English,
while 27 percent said they thought in English. Some 14 percent said they
were not competent in any way when it came to English language.
Evidently, the figures from 1993 to 2006 declined about 10 percent. In an
article “A survey on Filipino ability with English” in Manila Standard (1995), writer
Mahar Mangahas says that statistics have shown that “the quality of our English
was better in good old days gone by”. In some recent figures collected by a census
of Self-assessment in English competence organized by the Social Weather Report
in March 8-14, 2006 (see fig. 1.1), the continuous decline of Filipinos in English
proficiency remains. Even the usage of English continues to decline (see fig. 1.2).
It is on this deterioration that blame is placed on the retardation of the
country’s economy. That is why the Philippine government has been making an
effort to improve the quality of English taught in schools. This school year, the
DepEd is implementing Executive Order No. 210, which calls for the use of English
as the primary medium of instruction in public and private schools. In this way, the
Filipino youth will have a way of getting used to speaking, thinking and conversing
using the English language.
These accounts state that the English proficiency is essential for the Filipinos
not only for self-enrichment and communication but also for their future in the
competitive world of business.
C. Reasons for Decline in English Proficiency
Why does the state of Filipino English proficiency continues to regress?
According to an article in the Philippine Journal of Education, volume LXXXV
number 10 (2007) page 466, there is a significant relationship between the teaching
styles and the academic achievement of the students. Teachers have a need to
utilize learning styles and preferences in their instructions to meet the need of
learners. Kochar said:
The quality of education depends largely upon the quality of the teacher.
Whether the teacher is seated at the end of the proverbial log with the
student perched at the other end, whether the teacher is in the best
equipped room of a most modern school, whether the teacher is at work
with a small group of students or is on TV screen seen by tens of
thousands, it is unlikely that the students will get a superior education
unless the teacher is superior.
With good leadership, good training and appropriate teaching aids, the
teacher’s effectiveness can be enhanced. Instructional devices are of little avail if
the teacher is ignorant, unskilled or indifferent.
An article by Sun Star Cebu, English Proficiency crisis in the Philippines, a
prescription (2005) talks about the main cause of the decline of English in the
Philippines and suggests how it may redeem itself. It says that the quality of
education of students depends entirely on the competence and skills of the teacher,
therefore, if things are to be remedied start with the teachers. The article suggests
that teachers undergo a test to gauge the level of skills to see whether or not he or
she maybe accepted as a teacher. Only those that reach the quota will be allowed
to go though otherwise the course will be repeated until they pass. This method
shall be done globally to make it competitive.
In an article written for Manila Bulletin (2004), Raymund F. Antonio quotes
Professor Jose Wendell Capili saying that Filipinos were good in their functional
command of the English language compared to our Asian neighbors, but at present
they are slowly losing their touch. He says that this is because less and less people
– especially politicians – are concerned about investing in good teachers.
The lack of funding and projects that focuses on promoting the English
language is affecting the English proficiency of Filipino youth. In the same article,
Antonio quotes US Ambassador Francis J. Ricciardone’s statement that supports the
need for good educators. He gives a warning that the Filipino’s Mastery of the
language is fast slipping away and has been declining in the last 15 to 20 years.
Capili also believes that because of the lack of funding, the problem lies in the
Philippine educational system. He pronounces that the system ‘does not attract the
best teachers, the country no longer has a competitive public school system, and
private schools have become diploma mills.
In an article written by Mong Palatino entitled ‘The English language debate
in the Philippines,’ he quotes an appeal for a broader appreciation of the Philippine
educational problems by Patricia Licuanan. It is stated there that the whole
educational system is deteriorating and not just the English language. It is also the
decline of Mathematics and Science that weakens Filipino competitiveness. In
general, improving the education should enhance English quality as well.

CHAPTER III. RESEARCH INSTRUMENT
A. Research Design
The design of this research is descriptive research. This type of design is
appropriate for the group’s study as defined by Manual and Medel:
Descriptive research describes what is. It involves description,

recording, analysis, and interpretation of the present nature, composition, or
process of phenomena. The focus is on prevailing conditions, or how a person,
group, or thing behaves or functions in the present…. (Methods of research and
thesis writing p. 61)
The design is exactly what the group needs to be able to come up with
accurate data, since the study is about the conversational English of 4th year high
school students of school year 2007-2008 from the three different Saint Paul
schools. This kind of research is more on behavior, on how people respond, whether
they use English or not.
B. Research Locale
The researchers decided it best to conduct the interviews inside the vicinity
of each St. Paul schools in the cities of Makati, Quezon, and Pasig. This was to
assure that the schools were informed of the study and to secure the interviewees
identity as Paulinian students.
C. Sample and Sampling Procedure
The sampling technique used in this study was a type of probability sampling,
random sampling. From the population of 4th year Paulinian students, the
researchers randomly selected their respondents whose ages range from 14 to 18.
Despite the situation appearing to be in a form of convenience sampling, the
researchers assure that every respondent is a member of the population agreed
upon for the thesis. They are all female. They all take their high school education
from St. Paul schools. These students are all taking their last year of high school
education and will enter college in just a couple of months.
The researchers computed for the sample by getting 30% of the senior
population from each school. From SPCM whose population of senior students is
120, the researchers interviewed 33 students. They interviewed 35 seniors. From
SPUQC whose population is 150 students, they interviewed 35 seniors. From the
researchers’ alma mater, SPCP, whose population of fourth year students is 327,
they interviewed 98 students.
D. Instrumentation
The researchers decided to conduct an interview. The medium of
communication for the instrument was English. The interview was used to
determine the actual conversational skills of the respondent. The questions that
were constructed were designed to test the interviewee’s skills in various fields:
expression of emotion, opinions regarding current events, speech grammar and
pronunciation. The interviewee’s skills in the use and pronunciation of the English
language were judged following a Rubric Grading System (see Table 1) which the
researchers made.
In measuring each student’s ability in conversational English, the researchers
asked them two sets of questions. The first set involved an impromptu speech. They
asked the students questions that required responsive skills. The first from these
set of questions involved a presentation of a picture (see fig. 1.3) wherein the
interviewees were asked to relate to the researchers what they see, feel, and think
of that image. The second question involved more of construction of words that
relate to a topic or theme. The researchers asked the students of what they thought
of the current president – President Gloria Macapagal Arroyo – in a political view.
The next set involved reading and a sharp tongue. The researchers asked
each student to read three tongue twisters. These tongue twisters where divided
into three categories: easy, moderate, and hard.
Such divisions were necessary to differentiate the criteria for conversational
English. Primarily, the first set holds majority of the needed data. It is the basis of
the scores for grammar, and English usage. Speech is also a factor covered by this
data. The second set covers most of the scores for speech. It is the main basis for
the categories under speech, which are diction, phonetics and flow.
E. Procedure
The researcher decided to use one method of gathering data; that is by
conducting an interview. Conducting an interview is the most logical way to
measure the abilities of each student. The method also reduces the margin of error
as compared to those of a survey.
After the interviews, the researchers graded the students individually. The
scoring was based on a rubric they made.
Rubrics are used mostly by teachers to fairly grade students by using credible
criteria and also to avoid unnecessary biases. In line with this, the researches too
used a rubric. Since the researchers are just students and are not masters of the
English language, the rubrics provides more informative feedback about each
student’s strengths and areas in need of improvement. The validity and accuracy of
the rubric was based on separate grading made by the researchers and an English
teacher. Through comparison, the individual scores given by the researchers and
the teacher, there were small differences. The scores are similar and there is no
drastic dissimilarity per criterion. This proves that the rubric is viable and so is the
capability of the researchers to give scores. In the final tabulation, only the
averaged scores of the researchers are noted.
The rubric contains four main parts: (1) English Usage which deals with the
student’s exclusive use of English words in speaking; (2) Grammar which involves
the structural part of speech and verb tenses; (3) Speech, involves the phonetics,
flow, and diction; and (4) Word Choice, measures the vocabulary used in speech.
The three subcategories of speech is graded separately and also counted for
in the averaged score of each student. Phonetics deals primarily with the
pronunciation of words. Flow is about the ability of each student to deliver their
message without the use of unnecessary pauses. Finally, diction is the voice
delivery of the speaker.
In this study, there is greater emphasis on the criterion of grammar. It is
stated in the significance and importance of this study that the proficiency in
English of each student is measured. The researches find that the best way to
approach that cause is to compare the ability of each student through their
grammar and fluency. Grammar can be likened to the foundation of speaking the
language, and thus, this is one of the main reasons why testing the students
grammar is the ideal method to gather and analyze data. On the other hand,
fluency is another key element in determining the skill because being fluent shows
mastery of the language as well as confidence. English word use, sentence
structure, and correct usage of words are the sub-concepts used to decide whether
or not a person excels in English. From the questions the researchers asked, they
tested the capabilities of the interviewee to respond using the English language.
They listened as to how she answered, with the instruction that she should speak in
the English language.
Each corresponding criterion can be given grade of one to five, five being the
perfect score. They are defined as follows, from least to greatest: beginning,
emerging, developing, proficient, and strong. The score will be based on the
performance of interviewee during the interview.
The data is arranged in two forms: tabular and graphical. The tabular data is
a list of individual scores the researchers gave for their interviewees.
F. Time Table
The table below is a list of dates, tasks and expenses made for the study.
Table 2
Order of Tasks with Expenses
Date Task Expense

s
Oct. 14-17, Revision of chapter 1 and chapter 2 0.00Php
2007
Oct. 21-22, Revision of chapter 3 0.00Php
2007
Nov. 2, 2007 Interview managed by Kassandra Imperial in her house, 700Php
McDonalds and Ayala Homes
Nov. 3-4, Organizing data collected 0.00Php
2007
Nov. 5, 2007 Discussed about the problems regarding hardships in 0.00Php
conducting interviewees
Nov. 6, 2007 Consultation with Ms. Hernandez 0.00Php
Nov. 7, 2007 Planning interview for November 8, 2007 0.00Php
Nov. 21, 2007 Interviewed students from St. Paul, Quezon City 200Php
Nov. 22, 2007 Interviewed students from St. Paul, Quezon City 200Php
Nov. 23, 2007 Interviewed students from St. Paul, Makati City 200Php
Nov. 26, 2007 Interviewed students from St. Paul, Makati City 200Php
Dec. 9, 2007 Conference regarding Chapter 4 0.00Php
Dec. 28, 2007 Revision of Chapters 1, 2 and 3 0.00Php
Jan. 7-14, Finishing the Sample Population of SPCP 0.00Php
2007
Jan. 14-15, Completion of Data for Chapter 4 0.00Php
2007
CHAPTER IV. ANALYSIS, PRESENTATION AND
INTERPRETATION OF DATA
This research study for conversational English of the three Paulinian schools
hopes to provide a detailed overview of their current condition in the said topic.
This chapter is divided into parts. These are as follows:
1. The three Saint Paul Schools
• St. Paul College, Pasig
• St Paul University, Quezon City
• St. Paul College, Makati
2. Comparison of Grades among the three schools
• Aptitude in the English language
• Grammar skills and range of vocabulary
• Skills in Speech
3. The possible problems of students
4. An understanding of the over-all scores
A. Data and Results
There are three Saint Paul Schools in Metro Manila included in this study,
namely SPCP, SPUQC and SPCM. Students were individually scored based on
specific criteria. Then each student scores was computed in overall grading under
their schools. This was done to easily compare the grades of each school.
The following tables and graphs summarize the gathered data. The tables are
summaries of the tables 2.1 to 2.6 which can all be found at the appendix section of
this paper.
1. Question and Answer Portion
Looking at the individual scores of each student (see Tables 2.1-2.3) the
highest score was garnered by three students from SPCP. They received a grade of
4.83 which is equivalent to 96.67%. The lowest score was acquired by a student
from SPCM. This student received a grade of 1.50 which is equivalent to 30.00%.
Table 3.1
Overall Grading (Question and answer portion)
Criteria Schools Total
SPCP SPUQC SPCM Average Percentage
English Usage 4.63 4.57 4.21 4.47 89.44
Word Choice 3.27 2.49 2.61 2.79 55.71
Grammar 3.58 2.63 2.58 2.93 58.57
Phonetics 3.82 3.29 2.36 3.16 63.10
Flow 3.33 2.89 2.88 3.03 60.61
Diction 3.41 3.14 2.70 3.08 61.65
Average 3.67 3.17 2.89 3.24 64.85
Percentage 73.44 63.33 57.78 64.85
Legend:
Highest Score
Lowest Score
Overall Grades Based on the Question and Answer Portion

of the Three Saint Paul Schools per Criterion
5.00
4.50
4.00
3.50
3.00 SPCP
scores
2.50 SPUQC
2.00
SPCM
1.50
1.00
0.50
0.00
English Word Choice Grammar Phonetics Flow Diction
Usage
Criteria
Figure 1.3
From SPCP, the total average grade of the sample is 3.67. Its percentage of
73.44% which is relatively higher compared to the other schools. The school’s
lowest individual score was 1.67 or 33.33% which is the same with the lowest score
from SPUQC. The majority of the sample populace of SPCP, about 13 respondents,
received a grade of 3.50 or 70.00%.
The sample from SPUQC has a total average score of 3.17 which is also
63.33%. This is also the score of majority of the sample populace which is about six
respondents. The highest individual grade from this school is 4.00 or 80.00%.
Though lower compared to the highest individual grade of SPCM, they rank higher in
the overall grading to SPCM.
SPCM has the lowest overall grading amongst the three Saint Paul schools.
The score of majority of the sample populace, about five respondents, is 2.50 or
50.00%.
Total Average Scores Based on the Question

and Answer Portion per Criterion
5.00
4.50
4.00
3.50
3.00 Average
scores
2.50
4.47
2.00
3.16
3.08
3.03
2.93
2.79
1.50
1.00
0.50
0.00
English Word Grammar Phonetics Flow Diction
Usage Choice
Criteria
Figure 1.4
In general, amongst the three schools, the lowest grades came from the
criterion of word choice. The highest scores are from the criterion of English usage.
Proficient Students of SPCP Based on

84 students out of 98 or 80.61%
Question and Answer Portion
of the sample population from
19.39%
SPCP are proficient in their
conversational English.
80.61%
Scores 3.01and above

Scores below3.01
Figure 2.1
Proficient Students of SPUQC Based on Proficient Students of SPCM Based on

Question and Answer Portion Question and Answer Portion
30.30%
40.00%
60.00%
69.70%

Scores below3.01
Scores below3.01
Figure 2.2 Figure 2.3
SPCM has 21 out of 35 or 60.00% and SPUQC has 10 out of 33 or 30.30%
proficient students from their respective sample populations.
2. Tongue Twisters
Remarkably, from the individual scores of each interviewee (see Tables 2.4 –
2.6), the highest is a perfect score, garnered by two students from SPCP. The lowest
score, 1.67 or 33.33%, is also from a student of SPCP.
Table 3.2
Overall Grading (Tongue Twisters)
Criteria Schools Total
SPCP SPUQC SPCM Average Percentage
Phonetics 3.70 3.11 2.79 3.20 64.04
Flow 3.62 3.54 3.79 3.65 73.02

Diction 3.18 2.89 2.82 2.96 59.25
Average 3.50 3.18 3.13 3.27 65.44
Percentage 70.07 63.62 62.63 65.44
Legend:
Highest Score
Lowest Score
Overall Grades Based on the Tongue Twisters

of the Three Saint Paul Schools per Criterion
4.00
3.50
3.00
2.50
SPCP
Scores
3.79
2.00 SPUQC
3.70
3.62
3.54
3.18
3.11
SPCM
2.89
2.82
2.79
1.50
1.00
0.50
0.00
Phonetics Flow Diction
Criteria
Figure 1.5
The highest overall average is of 3.50 or 70.00% is from SPCP.
SPCM and SPUQC have a 0.99 difference in their averages. SPUQC has a
grade of 3.18 or 63.62% while SPCM has a grade of 3.13 or 62.63%.

Total Average Scores Based on the Tongue Twisters

per Criterion
4.00
3.50
3.00
2.50
scores
2.00 Average
3.65
3.20
2.96
1.50
1.00
0.50
0.00
Phonetics Flow Diction
Criteria
Figure 1.6
In general, among the three schools, the criterion of flow in speaking tongue
twisters received the highest grade. The lowest score is from the criterion of diction.
B. Discussion
The sample population of SPCP which is 98 respondents is larger than that of
the two other schools. This is because the total population of SPCP is more than half
the population of the other Saint Paul schools. This may be a factor as to why some
of the extreme scores are found in this school. An example is that they have the
lowest and highest grade in the second part of the interview which involves tongue
twisters.
Another factor the researchers have seen may be in the special program of
SPCP called the ‘Dugtong-Dunong’ and ‘Sulong-Dunong’ classes. Both programs
comprise of gifted students of Math and Science separated from others during the
said subjects and taught advanced concepts inside and outside the normal
curriculum. Though it does not denote that these students do very well in their
conversational English, it may be a factor for which these students are the generally
the crème de la crème. That said status would usually mean that their capacity to
excel in any subject is far greater than others. Having such programs may or may
not have an effect on the students. As observed by the researchers, it may have
created an atmosphere of either competitiveness or lack thereof. This could have
resulted in extreme differences in the individual scores of the students of this
school.
Considering the individual high grades of the students, the researchers have
seen that it is because the teachers belonging to the English area are competent.
Though the same cannot be said about the other subject teachers, students of SPCP
have no qualms about their English teachers. And since majority of the subjects are
taught in English, students have had the best opportunity to develop their skills in
conversational English. The Filipino language is only fully used in the Filipino
subject.
For the results of SPCM, it is possible that the population of students being
few has affected their averaged scores. From causal conversations with the seniors
of the said school, the researchers have gathered remarks that their English teacher
barely knows how to construct a proper sentence when speaking. Beforehand, the
researchers themselves have encountered the said teacher and have seen how she
could not speak English with ease and confidence. Furthermore, the students of
SPCM have also claimed that during their English class their teacher would have to
speak two languages, English and Filipino, majority of which is in the latter. There
are also times where the said teacher speaks in Visayan dialect inadvertently. The
teacher does not create a room for development on good skills in conversational
English for the students. But in amount to the students’ scores, a single teacher’s
faults may not equate to the low grades of the students, only that a teacher may
have had an effect.
SPUQC has the middle or fairly average scores. In the commentaries made by
the students of SPUQC, the researchers have gathered that their description of the
English teachers is mediocre. The researchers also observed in the campus that the
implementation of speaking English is not that strong. Outside the classroom, most
if not all the teachers would speak in Filipino to each other and to the students. This
could be an aspect as to why the results of SPUQC are middling. A further reasoning
the researchers would like to point out is that out of the 150 4th year high school
student population, there are only three rooms from which they are divided. This
would mean that in one room there are fifty students. An ideal classroom would
comprise thirty to forty students. Having fifty students in a classroom, the students
have a lesser chance to participate. Hence, their skills in conversational English are
not practiced.
The researches can infer that the English skills of the teacher influence the
English skills of the student. As stated in the Philippine Journal of Education, volume
LXXXV number 10 (2007), it does not matter whether the school is equipped with
up-to-date gadgets or modern facilities, what matters most is the skills of the
teacher. It is the teacher who will greatly affect the development of the student.
Also, the focus in developing other subjects such as Math and Science could
have influenced he improvement in learning the English language. As said by
Patricia Licuanan, improving the educational system as a whole should bring with it
the development in the quality of English language.

CHAPTER V. SUMMARY, CONCLUSION AND
RECOMMENDATION
A. Summary
This study was conducted to measure the English proficiency of 4th year
Paulinians from SPCP, SPCM, and SPUQC. The descriptive method of research was
used and the semistandardized interview method was used in gathering data. The
interview schedule served as the researchers’ instrument for collecting data. The
sample population consisted of 30% of the fourth year student population. This
study was accomplished during the school year of 2007-’08.
Based on the results for the question and answer portion, the overall highest
score of 73.44% was garnered by the students from SPCP. The overall lowest score
of 57.78% came from the students of SPCM.
On the results for the tongue twisters the overall score highest score of
70.07% was from SPCP and lowest score of 62.63% came from SPCM.
B. Conclusion
The state of conversational English proficiency of the sister Saint Paul schools
is proficient based on the rubric. The percentage of proficient students per school is
80.61% for SPCP, 60.00% for SPUQC, and 30.30% for SPCM.
These student outputs were mostly indirectly influenced by the teachers’
competence in the English language. The researchers conclude that the expertise of
teachers, especially those who teach English, is one of the factors that influence the
skills of each student from different schools. As has been previously stated, it is
unlikely that the students will get a good quality of education unless the teacher is
competent. Therefore, it is up to the school to hire only competent teachers, if they
want to give the students quality education.
With all these observations, the researchers conclude that SPCP students
acquired the highest grades because of their competent teachers. SPCM and SPUQC
received low scores because of the lack of expertise of their teachers. However, the
researchers cannot fully blame the incompetence of teachers for there are other
factors that need to be considered for the development of the students’
conversational English proficiency.

C. Recommendation
For Further Studies:
The researchers did not include other factors such as family background,
peers, and social environment. Considering the said factors will add to the
credibility of further studies.
If possible, an academic background check on the teachers would also be
helpful for the findings in the conclusion. Looking through the English curriculum of
the schools would also be beneficial for the analysis of the results.
Also looking through the development of each student from the start of their
High School education would help the study for analysis. It may reveal some
environmental factors directly affecting the development of each student. The
teachers of each student since their first year in High School should also be
researched.
For the Schools:
The researchers recommend that the schools have higher standards in hiring
and screening their teachers for the benefit of the students to be taught.
Improving not only the English language but also the other subjects,
particularly Math and Science, could help the learning of the said language.
References:
□ Gamba, L. L. D. Copyright © 2005. (2006, April 24). Decline in English
proficiency seen among RP graduates. Philippine Information Agency. (Retrieved
August 11, 2007) from:
 http://www.pia.gov.ph/default.asp?
m=12&sec=reader&rp=1&fi=p060424.htm&no=8&date=
□ Copyright © 2007. Department of Education. (2006, Aug 22). DO No. 36, s.
2006. (Retrieved August 11, 2007) from:
 http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DO%20No.
%2036,%20s.%202006.pdf
□ Copyright © 2006-2007. Merriam-Webster, Inc. (n.d.) Meriram-Webster Online.
(Retrieved September 6, 2007) from:
 http://www.m-w.com/cgi-bin/thesaurus?book=Dictionary&va=conversation
□ Teamwork English Language Proficiency Tutorial Center. Welcome to our web
site. (n.p.) (Retrieved August 11, 2007) from:
 http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DO%20No.
%2036,%20s.%202006.pdf
□ Dumallig, G. (2006). DepEd pushes English proficiency. Manila: Philippine
Information Agency.
□ (2006). Palace underscores importance of improving English proficiency. Manila:
Malacañang
□ Tubeza, P. C. (2006). Senators pushing English in schools. Philippine Daily
Inquirer. Manila: Inquirer Interactive Inc.

□ Guadalquiver, N. & Samillano, C. (2006). Capitol addressing English proficiency
woes. Bacolod City: Visayan Daily Star
□ Mangahas, M. (1995). A survey on Filipino abilty with English. Manila Standard.
Manila: Kamahalan
□ (2006). March 2006 Social weather survey: national proficiency in English
declines. SWS Media Release Manila (Retrieved August 17, 2007)
 http://www.sws.org.ph/pr060418.htm
□ (2007). Philippine Journal of Education Volume LXXXV. Page 466.
□ Antonio, R. F. (2004). Educating Filipinos on English language. Manila Bulletin.
Manila: Manila Bulletin (Retrieved August 17, 2007)
 http://www.sws.org.ph/pr060418.htm
□ WordNet Search 3.0 © Princeton University. (2006). (Retrieved February 4,
2008) from:
 http://wordnet.princeton.edu/perl/webwn
□ Sun.Star Cebu Citizen Journalists. (2005). English proficiency crisis in the
Philippines: a prescription. (Retrieved February 8, 2008) from:
 http://www.sunstar.com.ph/cebu/cj/?p=33
□ Palatino, M. (2007). The English language debate in the Philippines. Global
voices online. (Retrieved March 5, 2008) from:
 http://www.globalvoicesonline.org/2007/06/17/the-english-language-
debate-in-the-philippines/
Appendix:
Table 1
ENGLISH PROFICIENCY RUBRIC GRADING SYSTEM
5 4 3 2 1
Strong Proficient Developing Emerging Beginning
English Usage  Does not use any  Uses English words

 Uses English slang
 Repetitive usage of  Hardly uttered any
other words other than most of the time. Filipino (or other English word (once or
 Use of English or Taglish
English words.  Uses Filipino words language besides twice only)
words English if applicable)
once or twice for  Only spoke in
words hard to translate words Filipino
Grammar  Correct usage of  Hardly any mistakes  Lacks mastery in  Spoke in phrases  Did not speak any
Sentence Fluency words.  Constructs phrases parallelism  Broken down words coherent sentence.

Used difficult every now and then  Misplacement of  Over use of a  Misuse of verbs
sentence structures.  Carefully spoken words word… eg. And, then
 Comprehensible words.  Run-ons
 No chance to
 difficulty in observe for use of
and Complicated  Had some proper constructing sentences Taglish
sentences  Wrong tenses
Speech
 No  rare  an obvious effort in  Most of the spoken

mispronunciation of mispronunciation of
 consistent
trying to correctly words are
mispronunciation of
 Phonetics words words (once or twice) pronounce the words mispronounced
three to five words
 fluent and smooth  Or no chance to
observe (hardly spoke
a sentence)
 Pauses for a  Pauses  Rare use of the  Usage of of ‘uhms’  Over use of ‘uhms’
moment or two, once occasionally. ‘uhms’ and ‘ahs’ and ‘ahs’ every after a and ‘ahs’
 Flow or twice  slight hesitation  Uses “sentence coherent thought  Pauses for a long
 Smooth fillers”  Inappropriate pause amount of time
 Pauses quite often  struggles to read  Or no chance to
 obvious hesitation observe (hardly spoke
a sentence)
 Delivers well and  Deals with errors in  adequate  Exclaims every  Apologizes for
with emotion a discreet manner pronunciation mistake mistakes
 good pronunciation  Voice is loud and  Deals with mistakes  unclear delivery  Soft, trembling
 Diction of words clear silently voice
 Power in voice is  Or no chance to
good but diminishes as observe (hardly spoke
she ends her sentences a sentence)
Word Choice  Descriptive  Appropriate words  Correct usage of  Repetitive  Misuse of words
 Wide choice of  Overdone words  Inappropriate usage  Limited usage of
 Precision
vocabulary descriptions  typical word choice of words words (very short
 Effectiveness  Energizing word  Off topic answers sentences that hardly
 Imagery choice
 use of “sentence makes sense)
fillers”
 Carefully chosen  Or no chance to
e.g. stuff, things,
words observe (hardly spoke
whatever, you know
 Neutral response a sentence)
what I mean)
Figure 1.1
Figure 1.2
Interview
1.) What do you see feel and think about this picture (shows picture 1)? We will give
you time to think for one minute. Tell us when you’re ready.
2.) What are your political views regarding President Gloria Macapagal Arroyo? We
will give you time to think for one minute. Tell us when you’re ready.
3.) Please read the following tongue twisters. There is no need to say them in a fast
pace. We will give you time to read and practice. Tell us when you’re ready.
The following are the tongue twisters:
Easy level
-When a doctor gets sick and another doctor doctors him, does the doctor
doing the doctoring have to doctor the doctor the way the doctor being doctored
wants to be doctored, or does the doctor doing the doctoring of the doctor
doctor the doctor as he wants to do the doctoring?
Moderate level
-She-man shops at cheap chop suey shops.
Difficult level
-She sells sea shells by the sea shore. The shells she sells are surely
seashells. So if she sells shells on the seashore, I’m sure she sells
seashore shells.
Picture 1

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Conversational English 1

CHAPTER I. THE PROBLEM AND ITS SETTING

In the Philippines, English is a second language. Many foreigners, mostly from

for a few years just to learn how to speak in English.

In the article “Decline in English Proficiency seen among RP Graduates,”

results of several surveys conducted by the Department of Education (DepEd),

revealed that because of poor English communication skills, low self-confidence,

competitiveness in the global market. This setback is predicted to cause a decrease

the use of the English language as a medium of instruction in the educational

to-day English speaking. The skill of speaking in English, which is considered as a

universal language, can be a factor in determining whether the students are

B. Significance or Importance of the Study

Knowing that expertise in the English language is a key to an individual’s

research aims to achieve.

C. Problem and Objectives

1. Statement of the Problem

of St. Paul College of Pasig, Quezon City and Makati?

in speaking of High School graduating students. Specifically, the study attempted to

answer the following questions:

a) What is the overall percentage of skilled and proficient 4th

b) How does the students’ overall English proficiency in each

school differ from each other?

c) Does the English teacher’s way of delivering lectures

influence the skills of students?

a) Compare and contrast the conversational English skills of

City and Makati.

b) Identify whether the students are well acquainted in their

English grammar, eloquence, diction and usage using the rubrics

constructed by the researchers.

c) Determine the common difficulties encountered by the

students speaking in English.

Condition – This is a mode of being or form of existence of a person or thing or "the

system which are: beginning, emerging, developing, proficient, and strong.

Conversational English – This refers to the use of English language as a medium of

communication. It also pertains to an oral and informal discussion or exchange of

sentiments, observations, opinions, or ideas using the English language.

English Proficiency – This is the advancement in knowledge or skill in the field of

English. In a more subjective basis, this defines as a person’s practical knowledge of

grammar, diction and correct usage of the English language.

Rubric – This refers to a scoring guide composed of set criteria to evaluate a

criteria for evaluation. The levels of fulfillment are defined as follows:

but has a basic understanding of it.

language needs work but is better than that of a beginner.

language is growing or rather shows an understanding of the language but

lacks the mastery in technicalities.

language is excellent. There is hardly an error in her usage and form.

proficiency conducted by the Department of Education of the Philippines.

Sister Schools – Originally referred to a definite financial commerce between two

Students – This pertains to the 4th year high school students.

within the perimeter of Metro Manila.

the perimeter of Metro Manila.

school is found within the perimeter of Metro Manila.

E. Scope and Limitations of the Study

are still experiencing trouble with using English as a medium of communication.

through interviews made to the students of the schools chosen.

CHAPTER II. REVIEW OF RELATED LITERATURE

speech is not ostentation, but to be understood. - William Penn (1644 - 1718)

A. Importance of the English Language

Language in all aspects is essential to each individual. It serves as the

medium for communication. In a large scale point-of-view, the medium of

communication in any transaction for global communication is English, and

therefore is accepted as the universal language. A person’s proficiency and

efficiency in written and verbal English communication exposes one to opportunities