REPUBLIC OF THE PHILIPPINES

Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
Lingayen
________________________________________________________________________

APPROVAL SHEET FOR ACTION RESEARCH

Title: CONTEXTUALIZED SESSION GUIDE AND SLIDE DECK IN IMPROVING

THE WRITTEN COMMUNICATION SKILLS OF SENIOR STUDENTS IN
PUBLIC SECONDARY SCHOOLS IN LINGAYEN DISTRICT
Nature: / / Action Research Proposal / / Completed Action Research

Proponent: NORA T. CRUZ Cluster: Lingayen

ENDORSED BY:

MA. THERESA S. AQUINO

Principal II

ARLYN V. GARCIA, Ed.D

Monitoring Public School District Supervisor
_________________________________________________________________

MARILOU D. ROLDAN, Ph.D

Education program Supervisor in English

WILMA S. CARRERA, Ed.D

Education Program Supervisor

Recommending Approval:

CARMINA C. GUTIERREZ Ed. D.

Chief, Curriculum Implementation Division

APPROVED:

TEODORA V. NABOR, D.A.

Assistant Schools Division Superintendent
 I. Context and Rationale

Global recognition as one of the largest English-speaking nations is accorded the Philippines
due to its majority of population having at least some degree of fluency in the language (Thomas,
2014). English has always been one of the countrys official languages, and is touted to be spoken
by more than 14 million Filipinos. It also serves as the primary medium of instruction in education,
apart from being the language of commerce and law. Undeniably, proficiency in the language is
also one of our countrys strengths as it has helped drive the economy and even landed the
Philippines as the top voice outsourcing destination in the world in 2012.

It would seem that the Philippines is relatively doing fine in term of English competency. An
article however by Cabigon in November 2015 at Philippine Daily Inquirer cast a blight on the state
of English in the Philippines. Citing a roundtable organized by British Council Philippines in 2015
attended by key stakeholders from the government, academe, private, and nongovernment sectors
concerns were raised on how much of a competitive advantage is our English is still here in the
country. The stakeholders as claimed by Cabigon agreed that the country needs to step up its efforts
in improving the teaching and learning of English, developing it as a vital skill of the workforce. For
the British Council Philippines and its stakeholders, this is an initiative that can potentially strengthen
the Philippines distinct advantage , particularly with the Asean economic integration.

In this light, Rosario Alonzo, Dean of the College of the University of the Philippines, highlighted
the need for skills in differentiated instruction, materials development and knowledge sharing. She
also underscored the need to emphasize to the students that English is a skill to be used for
communication, rather than a set of facts to be learned. Furthermore, Alonzo took to task the
Department of Education to focus on the needs of learners and ensures that they learn the English
holistically, as specified under the K to 12 basic education framework.

The K to 12 program aims to produce graduates who are holistically developed and equipped
with 21st century skills such as learning and innovation skills and communication skills. In particular
the K to 12 curriculum guide in English across all grade levels is anchored on the principle that
language learning should include a plethora of strategies and activities that helps students focus
on both meaning and accuracy. This includes viewing, listening, speaking, reading and writing
activities. Moreover, the K to 12 framework in English purports to develop communicative
competence in both oral and written forms.