$cinas, Del Rosario, Vallejos

ENGLISH PROFICIENCY OF HANUNUO MANGYAN GRADE 7 STUDENTS
A Thesis presented to the faculty of the College of Education

University of Perpetual Help System
City of Biñan, Laguna
In partial fulfilment of the requirement for the Degree of Bachelor of Science in

Secondary Education Area of Specialization ENGLISH
Durumpili, Berlin F.
Espeleta, Ronlie RJ A.
Matela, Malcolm R.
Pabalan, Isaac Leo C.
Dela Cruz, Cornelia D.
So, Jovelyn S.
March 2014
University of Perpetual Help System – JONELTA
Sto. Niño, City of Biñan, Laguna
College of Education
ENGLISH PROFICIENCY OF HANUNUO MANGYAN GRADE 7 STUDENTS
A Thesis presented to the faculty of the College of Education

University of Perpetual Help System
City of Biñan, Laguna
In partial fulfilment of the requirement for the Degree of Bachelor of Science in

Secondary Education Area of Specialization ENGLISH
Durumpili, Berlin F.
Espeleta, Ronlie RJ A.
Matela, Malcolm R.
So, Jovelyn S.
March 2014
RECOMMENDATION FOR ORAL EXAMINATION
This is to certify that this thesis entitled, “English Proficiency of Hanunuo Mangyan
Grade 7 Students”, prepared and submitted by Berlin F. Durumpili, Ronlie RJ A. Espeleta,
Malcolm R. Matela, Isaac Leo C. Pabalan, Cornelia D. Dela Cruz, and Jovelyn S. So, in partial
fulfilment of the requirements for the degree of Bachelor of Science in Secondary Education
major in English, has been examined and is recommended for Oral Examination.
____________________
Dr. Adelaida G. Avalos
Adviser
THESIS COMMITTEE
________________________
Ms. Ma. Xenia Z. Bitera
Chairman
_____________________ ________________________
Engr. Araceli C. Corpuz Dr. Remedios M. dela Rosa
Panelist Panelist
APPROVAL BY THE PANEL OF EXAMINERS
Approved by the panel on Oral Examination with a grade of __________%
(Mertissimus, Benemeritus, Meritus, Probatus)
________________________
Ms. Ma. Xenia Z. Bitera
Chairman
_____________________ ________________________
Engr. Araceli C. Corpuz Dr. Remedios M. dela Rosa
Panelist Panelist
FINAL APPROVAL
Accepted and approved in partial fulfilment of the requirements for the degree of
Bachelor of Science in Secondary Education – English

________________________
Dr. Ferdinand C. Somido
UPHSL – School Director
ACKNOWLEDGEMENT
The researchers would like to express their sincerest gratitude and gratefulness to the all
those who have extended provision and inspiration in the achievement and understanding of this
study.
To the University of Perpetual Help System Laguna for providing the researchers
strong basis that will prepare them to the globally competitive.
To Dr. Ferdinand C. Somido, UPHSL School Director, for the supervision and fortitude
upon completion of the study.
To Dr. Adelaida G. Avalos, our beloved thesis adviser, for sharing her expertise,
guidance and time with the researchers.
To Dr. Nonet A. Cuy, our helpful statistician for her expertise and time spent to the
researchers.
To the Chairman and Panel of Examiners: Ms. Ma. Xenia Z. Bitera, Engr. Araceli
C. Corpuz and Dr. Remedios M. Dela Rosa, for their enlightening propositions and for giving
the researchers valuable insights for the development of this undergraduate study.
To Mr. Kevin Laurence L. Arriola and his family, for allowing the researchers to use
their home, laptops and wifi for the making of the study.
DEDICATION
I would like to express my everlasting and meaningful dedication to our God Almighty
for his infinite and noble guidance all throughout the voyage in achieving the aim of this
research. To my loving parents: Mr. Domingo Durumpili and Amalia Durumpili for their
support, love and understanding. They are my first teacher who though me to be an upright man
and who knows how to value education as the greatest treasure in our life. I`m very grateful and
proud son that I have parents like you. To my Tita Chit and Tito Cesar, for helping us through
our research; their support was very commendable in the way that they assisted us starting from
the pier to school and going back to Laguna. To my friend Kevin Arriola, for his support to our
group in terms of providing us the place to work on and guiding us in the making of our research
but in shaping us the place to work on and guiding us in the making of our research. To our
adviser, Dr. Adelaida G. Avalos, who thought us not only about research but in shaping us to be
better persons. We have learned that we should stand by our own feet and make our own
decision and to trust ourselves. To my thesis mates, Pards, Men, Beh, Ate Corns, and Anak, for
the effort and time that you`ve shared to us in making this study a reality. All the laughter and
knowledge that we cherish together, it`s worth treasure for. To our faculty, Dr. Elena A. Salinsa,
for giving us some insights in our thesis. To all the professors, my dearest gratitude for the facts,
motivation and professional advices.

Berlin F. Durumpili
I would like to express my deepest ardour, first to our God Almighty, for giving us
strength, wisdom, patience, and guidance that really help us to conduct this study. Next is to my
parents Mr. Rolando Espeleta and Mrs. Julieta Espeleta for supporting me financially, morally
and physically and for providing my needs for making this thesis. Thank you for all the love you
have given me and for all the efforts that have done for me. I love you. Moreover, I would like to
give my greatest thanks to my best friend partner in crime and brother, Mr. Kevin Lawrence
Arriola, for giving us his time and efforts to help us in making this study and for allowing us to
use his time and efforts to help us in making this study and for allowing us to use his resources
like laptops and wifi. I also love you! I would like also to give thanks to my thesis mates, Pards,
Men, Pangga, Bok and Ate Corn, for not giving up in making this study. Thank you for the
laughter and tears, time and effort that you have shared and shown. Lastly, I would like to
dedicate this thesis to my professors, especially to our thesis adviser, Dr. Adelaida G. Avalos, for
sharing their expertise and time for making our thesis better. I love you all and thank you for all
your support and guidance. Without all of you, we can never do this study better. Thank you and
God bless us all.
Ronlie RJ A. Espeleta
First of all I would like to thank you God for all his blessings, guidance and helping us to
achieve and deliver our thesis defence clearly and with confidence. I would like to dedicate this
appreciation of mine to my group mates; Ronlie RJ Espeleta, Belin Durumpili, Jovelyn So,
Cornelia Dela Cruz, and Isaac Pabalan for every sleepness nights, overnight stays and through
ups and downs it was such a fun experience we would not have done this thesis if we are not
together and as one. To our thesis adviser, Dr. Adelaida G. Avalos, for her guidance and
knowledge that kept us working on our thesis, the panellist and the professors, thank you to all of
you. Thank you so much this would not be possible without the help and guidance of each and
every one of you. God bless!
Malcolm R. Matela
First of all, I would like thank my Lord and Saviour, Jesus Christ. Thanks to my family
most especially for the patience and understanding during the time of our thesis making. Thanks
mom and dad for the guidance and encouragements. I would like to thank our adviser Dr.
Adelaida G. Avalos, she is really a terror professors but one thing I`ve learned about her is this
times and good times, we made it! All I can say is thank you all for this great experience that I
will cherish for the rest of my life. To God be all the glory.
Isaan Leo C.
Pabalan
I would like to express my sincere gratitude to all persons who supported and encourage
me through the making of our research. To my mother, Julieta So who supported me even though
she was not here beside me and working in abroad. In fact, she provided not financially and
never forget to give some advices on how will I cope with those hardship that I`ll be
encountering in life. To my father Paulino So, who never doubted me and allowing me to go in
an overnight with my group mate. To our beloved God, who never stop protecting us from any
harm or dangers that may affect us. And to our beloved adviser, who never stop challenging and
trusting us while making our thesis. I can say that we learned a lot.
Jovelyn S. So
I would like to dedicate this thesis to my late aunt who supported me financially,
physically and emotionally in making of this thesis study. I would also like to thank my thesis
mates for the time and effort that they gave our study and for accepting me in the group. Thanks
also to the professors who helped us, especially to our adviser, Dr. Adelaida G. Avalos. This all
would not be possible without all of you. Thank you and God bless.
Cornelia D. Dela Cruz

THESIS ABSTRACT
TITLE: ENGLISH PROFIENCY OF HANUNUO MANGYAN
GRADE 7 STUDENTS
AUTHORS: Durumpili, Berlin F
Epeleta, Ronlie RJ A.
Matela, Malcolm R.
So, Jovelyn S.
DEGREE: Bachelor of Science in Secondary Education Major in
English
SCHOOL: University of Perpetual Help System Laguna
ACADEMIC YEAR: 2013 – 2014
ADVISER: Dr. Adelaida G. Avalos
NUMBER OF PAGES: 47
English Proficiency is having the ability and mastery in language. In Philippines, it is the
most esteemed aptitude because it is not only considered as universal language but more
importantly, it is use in enhancement of one`s life through academics and economics status.
The undergraduate research entitled, “English Proficiency of Hanunuo Mangyan Grade 7
Students” aims at identifying the level of English proficiency of Hanunuo Mangyan Grade 7
students at San Teodoro National High School, Brgy. Lumang Bayan San Teodoro, Oriental
Mindoro and how the profile of the respondents affects their English Proficiency.
The researchers pursued to address three questions: First, what is the profile of the
respondents in the terms of age, gender, number of household members, and number of siblings?
Second, what is the level of English Language Proficiency of Hanunuo Mangyan Grade 7
students in terms of speaking, listening, reading, and writing? Lastly, is there a significant
difference in the level of English Proficiency of Hanunuo Mangyan Grade 7 Students in terms of
speaking, listening, reading, and writing when group according to profile variables?
The researchers used “Common Underlying Proficiency Theory” by Jim Cummins. The
theory focuses on the L1 of the learnings that help in learning the L2 or the second language. In
this study, common underlying proficiency refers to what they know in L1 which is associated in
learning the L2.
The researchers conducted the study to 16 respondents as the actual population size of
Hanunuo Mangyan Grade 7 Students of San Teodoro National High School A.Y. 2013 – 2014.
For the analysis of the data, t-test was used to determine the difference in the factors
affecting the English language proficiency and the level of English proficiency of Hanunuo
Grade 7 Students. Prior to the distribution of the questionnaires and questions by the researchers,
a letter of request was given to principal of San Teodoro National High School to conduct a
survey to their Mangyan students. They informed that all the gathered information will be treated
with outmost confidentiality. At first, the researchers did a reliability test wherein 3 out 16 grade
7 Hanunuo Mangyan students undergone the test to determine the minutes or time that will be
given for the rest of respondents. The first test that was given to the respondents was a reading
proficiency test for 20 minutes, followed by the listening proficiency test for 5 minutes, writing
proficiency test for 15 minutes and speaking proficiency test for 1 minute and 30 seconds. The
questionnaires were collected right after the respondents answered them. Data were tallied,
tabulated, and interpreted.
Based on the data gathered, the researchers were able to arrive on these findings. There
were no respondents who have reached Grade 7 Proficiency which is parallel to their present
academic year level.
In the profile of the respondents, out of 16 respondents, eight (8) or 50 percent are in the
age of twelve (12) and eight (8) or 50 percent are in the age of thirteen (13). When it comes to
gender, five (5) or 31.25 percent are males and eleven (11) or 68.75 percent are females. In the
number of household members, eight (8) or 50 percent of the respondents have 3-5 household
members and eight (8) or 50 percent of the respondents have 6-above household members. When
it comes to the number of siblings, eight (8) or 50 percent have 0-3 siblings and eight (8) or 50
percent of the respondents have 4-above siblings.
In speaking, out of the 16 respondents, one (1) or 6.25 percent reached “Grades Five-Six
Proficiency Level”. Five (5) or 31.25 percent were at “Grades Three-Four Proficiency Level”.
Five (5) or 31. 25 percent reached “Grades One-Two proficiency Level” and five (5) or 31.25
percent were at stake of “No Proficiency Level”.
In listening, out of the 16 respondents, six (6) or 37.50 percent shown to be at “Grades
Three-Four Proficiency Level”, seven (7) or 43.75 percent were at “Grades One-Two Proficiency
Level” and three (3) or 18.75 percent revealed to be at “No Proficiency Level”. It shows that
nobody has reached “Grade Five-Six Proficiency Level”.
In reading, out of the 16 respondents, seven (7) or 43.75 percent acknowledged having
“Grades Five-Six Proficiency”, and nine (9) or 56.75 percent were at “Grades 3-4 Proficiency
Level”.
In writing, out of the 16 respondents, two (2) or 12.50 percent can be classified as
“Grades Three-Four Proficiency Level”, thirteen (13) or 81.25 percent were as “Grades One-
Two Proficiency Level” and one (1) or 6.26 percent was found as “No Proficiency Level”. The
result showed that the writing proficiency of the respondents was low because nobody has
reached the appropriate level or parallel to their academic level at present.

The difference between Level of English Proficiency in speaking when grouped
according to profile variables was not significant. Of all the profiles, computed t-value of 0, 0.90,
0.55, and 0.55, which have 0.05 as the level of significance, were less than the critical value of
2.14. Thus, there was no difference regardless of age, gender, number of household members and
number of siblings of the respondents when it comes to their level of English proficiency in
Speaking.
The Profile of the respondents was not significant in Listening Proficiency of Hanunuo
Mangyan Grade 7 Students, computed t-value of 0.41, 0.79, 0.41, and 1.30 were less than the
critical value of 2.14. Thus, there was no significant differences in the level of English
proficiency in listening of the Hanunuo Mangyan Grade 7 students when grouped according to
profile variables.
The Profile of the respondents is not significant in Reading Proficiency of Hanunuo
Mangyan Grade 7 Students computed t-value of 1.89, 1.43, 0.57 and 0.19 were less than the
critical value of 2.14. Thus, there was no significant difference in the level of English proficiency
in reading of the Hanunuo Mangyan Grade 7 Students when respondents were grouped
according to profile variables.
The Profile of the respondents is not significant in Writing Proficiency of Hanunuo
Mangyan Grade 7 Students computed t-value of 1.20, 0.98, 0.49 and 0.16 were less than the
critical value of 2.14. Thus, there is no difference in the level of English Proficiency in terms of
writing regardless of the profile variables.

The difference in the level of English proficiency of Hanunuo Grade 7 Students in terms
of speaking, listening, reading, and writing when group according to variable were not
significant because the computed t-test value was less than its critical level.
To sum up, speaking, listening, reading, and writing proficiency of the Hanunuo
Mangyan Grade 7 students had acknowledged the null hypothesis of the problem that there is no
significant difference among the Proficiency Levels in English Language of Hanunuo Mangyang
Grade 7 Students in terms of reading, listening, writing, and speaking when respondents were
grouped according to profile variables.
Based on the findings and conclusions, the following recommendations are hereby given:
Hanunuo Mangyan Grade 7 Students should be given Individualized Educational
Program (IEP) that tutors them in English subjects and enhances their level of proficiency in
English language.
The future researchers should conduct a study English Proficiency in terms of only one
macro skill (i.e. speaking, listening, reading, and writing including grammar skills) at a time to
be more focused and specific.

TABLE OF CONTENTS
Title
Recommendation
Approval by the Panel of Examiners
Acknowledgement
Dedication
Thesis Abstract
Table of Contents
List of Figures and Tables
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction 1
Theoretical/Conceptual Framework 4
Operational Framework 6
Statement of the Problem 8
Statement of the Hypothesis 9
Assumption of the Study 9
Scope and Delimitation 10
Significance of the Study 11
Definition of Terms 12
Chapter 2
REVIEW OF THE RELATED LITERATURE AND STUDIES
State of the Art 14
Related Literature 15
Related Studies 17
Synthesis of the State of the Art 20
Gaps Bridged by the Study 22
Chapter 3
RESEARCH METHODOLOGY
Research Design 23
Sources of Data 24
Population of the Study 24
Instrumentation and Validation 24
Data Gathering Procedure 28
Statistical Treatment of Data 29

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Profile of the Respondents 30
Level of English Language Proficiency of

Hanunuo Mangyan Freshmen Students: Speaking 31

Hanunuo Mangyan Freshmen Students: Listening 32

Hanunuo Mangyan Freshmen Students: Reading 33

Hanunuo Mangyan Freshmen Students: Writing 34
Difference in the Level of English Language Proficiency in

Speaking of Hanunuo Mangyan Freshmen when Grouped
According to Variables 35

Listening of Hanunuo Mangyan Freshmen when Grouped

Reading of Hanunuo Mangyan Freshmen when Grouped

Writing of Hanunuo Mangyan Freshmen when Grouped
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings 43
Conclusions 45
Recommendations 47
REFERENCES
APPENDICES
A. Editor`s Certificate
B. Statistician Certificate
C. Questionnaires
D. Curriculum Vitae
LIST OF FIGURES AND TABLES
FIGURES
Conceptual Model 6
Operational Model 7
TABLES
Table 1: Profile of the Respondents 30
Table 2: Level of English Language Proficiency of

Hanunuo Mangyan Freshmen Students: Speaking 31

Hanunuo Mangyan Freshmen Students: Listening 32

Hanunuo Mangyan Freshmen Students: Reading 33

Hanunuo Mangyan Freshmen Students: Writing 34
Table 6: Difference in the Level of English Language Proficiency in

Speaking of Hanunuo Mangyan Freshmen when Grouped

Listening of Hanunuo Mangyan Freshmen when Grouped

Reading of Hanunuo Mangyan Freshmen when Grouped

Writing of Hanunuo Mangyan Freshmen when Grouped
CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction
There are more than 160 different Filipino ethnic groups and tribes. Have you ever
wondered how this can be for such a small country? It is definitely attributed to the fact that
there are 7,107 islands that comprise the Philippine Islands. The people on each big island or
group of islands speak their own dialect, follows a culture that is distinct only among them and
they even have a delicacy that they truly call as their own. Filipino ethnic groups are classified
according to the group of islands where they belong and some depending on the language
spoken. Examples of these are the Visayans, Tagalogs, Ilocanos, Bicolanos, Kapampangan and
other indigenous people (Rona J., 2012).
There are various indigenous Filipino ethnic groups and tribes in the Philippines. It is
estimated that all the groups comprise approximately 10-15% of the population in the
Philippines. These Filipino tribes have retained more of their economic, political, cultural and
religious practices than the above mentioned ethnic groups despite the long history of
colonization in the Philippines. In Visayas region, the indigenous groups mostly in Mindoro –
are called Mangyan (Rona J., 2012). There are many types of Mangyan and one of them is the
Hanunuo Mangyan.
Hanunuo are one of the several Mangyan cultural groups indigenous to Mindoro Island,
Philippines. As lowland Filipino have migrated to Mindoro searching for arable land and other
economic opportunities, Mangyan peoples (e.g. Hanunuo Buhid and Iraya) have become ethnic
minorities. The Hanunuo of south central Mindoro have attempted to maintain their autonomy by
retreating from the coastal lowlands to the rugged forest interior of the island. No roads penetrate
in the Hanunuo area; it is accessible only by steep trails (Brown, Elaine C., 2010).
The Hanunuo Mangyan lives in a mountainous are about 800 sq.km in the southern part
og the island, mainly in Oriental Mindoro. Their territory is under the municipal jurisdiction of
Mansalay, Bulalacao, and a certain part of San Jose, which is the capital of Occidental Mindoro.
Christian lowlanders surround them on the east. To the north lie the Buhid, neighbours as the
Mangyan patag – “Mangyan of the flatlands” – to distinguish them from the former who live in
the higher hinterland of the island (Servano, 1999).
Despite their proximity to the lowland settlements of the Christians, the Hanunuo
Manyan have succeeded in insulating themselves from lowland influences, and this has helped
them preserved their basic culture. As far as the Hanunuo are concerned, human beings can be
classified into two categories: Mangyan and non – Mangyan. Thus, the Hanunuo, Buhid,
Ratagnon, and all those who wear the traditional loincloth (Miyamoto 1974:14). It is for this
reason that the Hanunuo Manyan can speak of the Cordillera Ifugao as being Manyan too,
because their traditional wear is
the loincloth (Miyamoto 1975: 14). The term damu-ong is referring to all non-Mangyan peoples,
and to all outsiders. As used by Hanunuo mothers to hush up their babies, the term is defined
early on some kind of bogeyman of threat-object among the Hanunuo. The word kristiyano is
often used as synonym for “danu-ong” and suggests the negative image the Mangyan have their
Christian neighbours. This was observed by Miyamoto who asked several old Mangyan if they
remembered anthropologist Conklin who conducted fieldwork between 1947 and 1957. They all
remembered him fondly. One Hanunuo said that Conklin “was not a Christian” because “he was
a very kind person” (Miyamoto 1975:16).
According to Conklin (1993), when he asked what kind of Manyans they were, the
Mangyans` answer to his queries was nothing else but their claim to be true, real and genuine
Manyans. True enough because among the mangyans they have remained faithful to the
traditions of their ancestors.
Alternatively, Language proficiency or linguistic proficiency is the ability of an
individual to speak or perform in an acquired language (Twister, 2013). It is a measurement of
how well an individual has mastered a language. Proficiency is measured in terms receptive and
expressive and expressive language skills, syntax, vocabulary, semantics and other areas that
demonstrate language abilities. There are four domains to language proficiency: reading, writing,
speaking and listening. Language proficiency is measured for an individual by each language,
such that the individual may be proficienct in English and not proficient in another language
(The Routledge Encyclopedia of Second Language Acquisition edited by Peter Robinson, 2013,
p. 522).
The researchers of this study attempt to know the level of English proficiency of
Hanunuo Mangyan Grade 7 Students in San Teodoro National High School, Barangay Lumang
Bayan, San Teodoro, Oriental Mindoro. They also want to know if there is a difference in the
level of English proficiency of Hanunuo Mangyan Grade 7 students in terms of speaking,
listening, reading and writing when the respondents are grouped according to age, gender,
number of household members and number of siblings.
Theoretical/Conceptual Framework
The Common Underlying Proficiency (CUP) Theory of Jim Cummins (1989) explains
that even through the surface aspects of different languages such as pronunciation and fluency
are separate, an underlying cognitive/academic proficiency is common across languages.
Therefore, bilingualism is possible because people have the capacity to easily store and function
in two or more languages. This common underlying proficiency allows the skill, knowledge, and
concept learned in one subject to be assessed through different languages, making the transfer of
cognitive/academic and literacy-related skills across languages possible.

The rationale for using the primary language in instruction is based on Cummins` theory
of the Common Underlying Proficiency. Following the principles of this theory, speaking,
listening, reading or writing either language helps to develop the whole cognitive system.
Because academic language, native language instruction strengthens ELL`s literacy in both
languages, and the primary language is helpful, not harmful, in attaining English proficiency.
Since knowledge developed in the first language (L1) transfer to the second language
(L2) and will not have to relearned when acquiring a second language, elements of literacy
common to most languages (such as concepts of print, phonological awareness, word reading,
vocabulary knowledge, and comprehension) transfer (Effective Schooling for English Language
Learners: What Elementary Principals Should Know and Do by Patricia Smiley and Trudy
Salsberry, 2007, p.79).
Briefly stated, Cummins believes that in the course of learning one language a child
acquires a set of skills and implicit metalinguistic knowledge that can be drawn upon when
working in another language. This common underlying proficiency (CUP), as he calls these
skills and knowledge, is illustrated in the diagram below. It can be seen that the CUP provides
the base for the development of both the first language (L1) and the second language (L2). It
follows that any expansions of CUP that takes place in one language will have a beneficial effect
on the other language(s). This theory also serves to explain why it becomes easier and easier to
learn additional languages.

Surface Surface
Feature Feature
Of L1 Of L2
COMMON UNDERLYING PROFICIENCY
Fig. 1 Diagram of Cummins` Common Underlying Proficiency (CUP)
Operational Framework
Like an iceberg, what appears to be two separate pieces on the surface is actually one
solid structure beneath. L1 and L2 appear separate in the surface but are firmly blended together
on deeper levels with a base of common underlying proficiency. CUP suggests ELL students do
not need to relearn everything in their L2. Following the principles of the Common Underlying
Proficiency, speaking, listening, reading or writing in either language helps to develop the whole
cognitive system. Because academic language proficiency that is developed in the first language
transfers to the second language, native language instruction strengthens ELL`s literacy in both
languages, and the primary language is helpful, not harmful, in attaining English proficiency
(Common Underlying Proficiency, October 20, 2012).

Independent variable or variable that can stand alone is the “Profile of the Respondents”,
the variable that cause positive or negative outcome to the dependent variable “Level of English
Proficiency of the Hanunuo Mangyan Grade 7 Students”. Level of English Proficiency is the
dependent variable that is dependent on what would be the effect of the independent variable.
Operational Model
Independent Variable Dependent Variable
Profile of the respondents Level of English Proficiency of

the Hanunuo Mangyan Grade
 Age 7 Students in terms of:
 Gender
 Number of Household Members  Speaking
 Number of Siblings  Listening
 Reading
 Writing
Fig.2 The operational model of the study showing the difference in the profile of the respondents
and the Level in English Proficiency language of the Hanunuo Mangyan grade 7 Students in
tems of speaking, listening, reading and writing.

Statement of the Problem
This study aims to determine the levels of English proficiency in terms of speaking,
listening, reading and writing of Hanunuo Mangyan Grade 7 Students at San Teodoro National
High School, Barangay Lumang Bayan, San Jose Teodoro, Oriental Mindoro. Specially this
study attemps to answer the following:
1. What is the profile of the respondents in terms of:
a. Age
b. Gender
c. Number of household members
d. Number of siblings
2. What is the level of English Proficiency of Hanunuo Mangyan Grade 7 Students in terms
of:
a. Speaking
b. Listening
c. Reading
d. Writing
3. Is there a significant difference in the level of English Proficiency of Hanunuo Mangyan
Grade 7 Students in terms of speaking, listening, reading and writing when the
respondents are grouped according to profile variables?
Statement of Hypothesis
For a through insight on how the problem would be treated, the researchers formulated
the hypothesis:
4. : There is no significant difference in the level of English Proficiency of Hanunuo
Mangyan Grade 7 Students in terms of speaking, listening, reading and writing when the the
respondents grouped according to profile variables.
Assumption of the Study
The developed the following assumption relative to their study:
1. English proficiency is the ability to speak, listen, read and write in English.
2. Levels of English Proficiency of Hanunuo Mangyan Grade 7 Students vary
from one another.

3. The respondents did the task given to them answered the questions that were
asked to them.
Scope and Delimination
This study covered the Hanunuo Mangyan Grade 7 Students at San Teodoro National
High School, Barangay Lumang Bayan, San Teodoro, Oriental Mindoro. This sudy focussed on
the significant difference in the level of English Proficiency of the Hanunuo Grade 7 students in
terms of speaking, listening, reading and writing when the respondents are grouped according to
profile variables. The researchers just selected some variables under speaking and these include
pronunciation, content and appropriate use of modifiers. Same as with speaking, the researchers
just selected some variables under writing, these include content, mechanics, grammar and
organization. When it comes to reading and listening, the researchers just include grammar as the
variable. The study will use the Profile of the Respondents (age, gender, number of household
members, and number of siblings) as independent variable on levels of English Proficiency of
the Hanunuo Mangyan Grade 7 Students. Upon giving the questions and questionnaire, the
researchers did translation of some directions and questions for those respondents who really
don`t understand what the directions and questions are.

Significance of the Study
This research would benefit the following:
Hanunuo Mangyan Tribe, this would help them to know the importance of English
language proficiency and its advantage in their everyday living. They would also be
informed and be advised with regard to their level of proficiency whether it has a
negative or positive impact to them.
Students, this would help them to have knowledge about Mangyan tribes for further
studies. This would be an eye opener for the students; this would serve as data and
document for their research and works.
Faculty, this study could be of great help to the faculty to know the teaching strategies
that they can use in teaching such indigenous people and such cases. This would help
them educate students them be knowledgeable about the respondents` and significant
relationship between classes.
Parents, this study would help them realized the importance of teaching their children
the second language.

Future Researchers, this study could help them develop new problems that would lead a
new discoveries in line with this research. This would also serve as a reference to those
who will conduct studies that are similar or related to this.
Definition of Terms
To make this study more understandable, the researchers defined the important terms
used:
Language Proficiency or linguistic proficiency is the ability of an individual to speak or
perform in an acquired language (Twister, 2013).
Listening is communicative skill that involves sense of hearing; heed; pay attention to.
Writing is an expressive skill that shows inscription through symbols and marks.
Reading is a skill that involves the sense of sight and understanding in understanding the
thought of the text.
Speaking is an expressive skill that includes the use of voice in expressing someone`s
emotion.
Hanunuo Mangyan is one of several Mangyan cultural groups indigenous to Mindoro
Island, Philippines (Brown, Elaine C., 2012).
Grade 7 Students are students in the first year high school

L1 pertains to the second language used by the learners.
L2 pertains to the second language used by the learners.
ELL stands for English Language Learners. It refers to the students who study English
language.
San Teodoro National High School is the school, located at Brgy. Lumang Bayan, San
Teodoro, Oriental Mindoro, wherein the researchers conducted their study.
Gender refers to the sex of the respondents.
Siblings pertain to brothers and sisters.
Household Members are the members of your family living in your house.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This review of related literature and studies is for the researchers to conceptualize and
formalize the research title and the problems. This chapter gives the researchers ideas, concepts,
and principles from books, periodicals, magazines, newspapers, dissertations and other published
and non-published materials containing facts, laws, and theories intended for this research.
Synthesis of the studies stresses on the communicative adaptability and intercultural
communication apprehension as the subject matter reviewed.
State of the Art
This chapter presented studies that focus on the English Language Proficiency of tribal
learners, which are closely related to the present study. These literatures and studies support the
reader in relation to the topic and broaden their minds in English Language Proficiency of tribal
learners. There studies came from previous researchers, analysts, writers of literatures and
studies posted on the internet.

Related Literature
There are many factors that can affect English Language Proficiency; some of these are
age, gender, number of household members, and number of siblings.
Recent researches (Mayberry & Lock, 2003) have recognized that certain aspects of
second language learning may be affected by the age but older learners do have certain
advantages. According to Laurianne Sumerset (2008), some people correctly herald the ease by
each younger children can adapt to a second language, especially if they`re immersed in a culture
that speaks it. Well, order learners aren`t too shabby either. According to researches done on the
topic, given the same amount of input, adults can proceed to learn a new language faster than
children. Of course, that`s assuming they`re investing the same amount of time in the process
(e.g. 1 hour a day). The truth, however is that children learning a second language usually end up
having more time to invest in their learning. Unlike their dads or moms, who need to attend to
regular responsibilities while squeezing in language learning software study in their busy
workdays, children can focus more of their energies towards it. As such, the impression that they
learn at a more impressive pace than older individuals. The general consensus in language
research is that: (1) adults learn a second language much better than children, (2) older children
learn a second language better than younger children and (3) the earlier one starts in second
language learning, the more fluent they become.

Of three, the third one can be the most telling. While people can acquire a new language
at any age, it`s usually the ones who start young that end up with proficiency comparable to
native speakers. Those starting as adults do demonstrate an edge in the beginning, but it`s those
who start younger that develop higher levels of mastery down the line (Laurianne Sumerset,
2008).
Gender has been a controversial issue which affects the language learning process.
McNamara (1996) has proposed that there are some variables affecting second language
performance one of which is sex. In much the same way, it has been reported that gender plays a
role in the area of language testing. (Brown, 2003; Lumley & O`Sullivan, 2005; Motallebzadeh,
1993; O`Sullivan 2002).
On the other hand, the foregoing findings suggest siblings may play an mportant role as
language teachers, but other research suggests siblings may be of limited use as sources of
language-advancing input. Cutting and Dunn (1999) studied family background characteristics
including child-sibling relationships and language development and found that having siblings at
home was negative correlated with receptive vocabulary scores. Additionally, Hoff-Ginsberg and
Krueger (1991) found that a sample of monolingual English families, siblings had different and
less supportive conversational styles than mothers. However, 7- to 8-year-old siblings provided
more supportive language interactions to younger children than did the 4- to 5-year-old siblings
(Kelly Bridges & Erika Hoff, 2008).

Related Studies
It has long been discussed that a second language learners` gender is likely to have some
effects on the process of language learning and learner`s performance in particular (Ellis, 1994;
Brown, 2000). Whether or not such an effect is positive or negative is a frequent – debated
subject for research. Knowing the possible effect of this variable might help language teacher
and examiners avoid its interference in a reliable assessment. DÖronei (2005) discusses that
gender is such a variable which has been shown to play a significant role in the success of
learners in the process of language learning and there is a considerable amount of literature on all
dimensions of SLA affected by gender (Khalil Motallebzadeh, 2011).
Knowing the possible effect of the gender of learners on the process of language learning
and testing will certainly pave the way to better strategy and method selection in both languages
learning and teaching. Furthermore, factors influencing the performance of individuals in a test
environment have been occasionally investigated. However, when it comes to the assessment of
language oral ability, the point gets even more controversial, since assessing oral abilities and
speaking in particular requires a completely different process. To support this fact, Fulcher
(2003, cited in Brown, 2005) contributes to the debates about the validity which arises in relation
to these tests. He also talks of “rater reliability and bias, how affective factors influence
performance, the importance of wash back, and the tension between linguistic competence and
communicative ability” (Khalil Motallebzadeh, 2011).

According to the study of Khalil Motallebzadeh, (2011), research has come up with
conclusions that male and females differ significantly in terms of their test-taking abilities
(Brown, 2003; Lumley & O`Sullivan, 2005; Motallebzadeh, 1993; O`Sullivan, 2002). Chastain
(1988) talks of an unpublished study comparing achievement scores of boys and girls in each
four language skills and found that girls` scores were higher in written skills while boys` scores
were higher in oral skills. In the same regard, the UK assessment of performance unit (1986,
cited in Cook, 2001) states second language learning is more popular among girls and almost
70% percent of learners are females.
In support of this idea, Stumpf and Stanely (1998, cited in Lahey, 2001) discuss that
women perform better than men in range of language skills including “verbal and spatial
memory, perceptual speed” whereas men perform better than women in “mathematics, science
and social studies”. Over the past decade, researchers such as Barton (2002, cited in Davies,
2004) have noted, in particular, that the disparity in performance between boys and girls is
significantly greater in modern languages than in other areas of the curriculum (Khalil
Motallebzadeh, 2011).
In households were one or more people (5 years old and over) speak a language other
than English, the household language assigned to all household members is the non-English
language spoken by the first person with a non-English language in the following order:
householder, spouse, parent, sibling, child, grandchild, in-laws, other relatives, stepchild partner,
housemate or roommate, and other nonrelatives. Thus, a person who speaks only English may
have a non-
English household language assigned to him/her in tabulations of individuals by household
language (Donald Evans, 2003).
Language use in the home is a significant factor in explaining bilingual development (De
Houwer, 2007), but the processes that influence home language use, and thus bilingual
development, have not been fully explored. Studies show that children learn from their siblings
(Dunn, Brown, Slomkowski, Tesla, & Youngblade, 1991; Furman & Lanthier, 2002; Hower
Petrakos, Rinaldi, & LeFebvre, 2005; Perner, Ruffman, & Leekam, 1994). Research indicates
that older siblings talk differently than mothers in the speech directed at younger siblings (Hoff,
2006). Zukow Goldring (2002) has studied sibling care giving features in Latino and European-
American cultures and discussed how siblings, like mothers, adjust their speech to younger
children to cohere with what is going on at that place in time, to allow for greater understanding
(Kelly Bridges & Erika Hoff, 2008).
The foregoing findings suggest siblings may play an important role as language teachers,
but other research suggests siblings may be of limited use as sources language-advancing input.
Cutting and Dunn (1999) studied family background characteristics including child-sibling
relationships and language development and found that having siblings at home was negatively
correlated with receptive correlated with receptive vocabulary scores. Additionally, Hoff-
Ginsberg and Krueger (1991) found that in a sample of monolingual English families, siblings
had different and less supportive conversional styles than mothers. However, 7- to 8-years-old
siblings provided
more supportive language interactions to younger children than did the 4- to 5- siblings (Kelly
Bridges & Erika Hoff, 2008).
This existing evidence on sibling effects on monolingual children`s language acquisition
does not coalesce to one simple picture. Findings contradict other findings, and there does not
seem to be any firm conclusions on the effect of siblings on children`s language development. It
is thus understandable that research is severely lacking on this topic in bilingual populations,
since researchers cannot come to a consensus on the relation between sibling factors and
monolingual language acquisition. Siblings may play a particularly important role in bilingual
families because in bilingual home it is often the case (in the U.S.) that the children speak more
English than adults. Thus, for a young language-learning child, older siblings might be the
primary source of English input (Kelly Bridges & Erika Hoff, 2008).
Synthesis of the State of Art

The researchers had given the related literatures that were insights into the resolution of
the problem of the study. This also presents the research of some foreign researchers like
Mayberry & Lock (2003) and Laurianne Sumerset (2008) who said that gender affects the
English Language Proficiency of the Learners. Older people have the ability to learn fast the new
language than the younger ones; McNamara (1996), Brown (2003), Lumley & O` Sullivan
(2005), Motalllebzadeh (1993) and O`Sullivan (2002) who said that gender has been a
controversial issue which affects
the language learning process and has been reported that gender plays a role in the area of
language testing; Cutting and Dunn (1999), who found that having siblings at home was
negatively correlated with receptive vocabulary scores, Hoff-Ginsberg and Krueger (1991), who
found that in a simple of monolingual English families, siblings had different and less supportive
controversial styles than mothers. These were cited by Kelly Bridges & Erika Hoff (2008).
The researchers had also given the related studies that were insights into the resolution of
the problem of the study. This presents the research of some foreign researchers like Ellis (1994),
Brown (2000), DÖrnyei (2005), cited by Khalil Motallebzadeh (2011), who said that gender is
such a variable which has been shown to play significant role in the success of learners in the
process of language learning and there is a considerable amount of literature on all dimensions of
SLA affected by gender; Chastain (1998), who found that girls` score were higher in written
skills while boys` scores were higher in oral skills when he gave test to learn; as cited by Cook
(2001), Coleman (1996) stated that second language learning is more popular among girls and
almost 70% percent of learners are females; Stumpf and Staneley (1998), as cited by Lahey
(2001), discussed that women perform better than men in a range of language skills including
“verbal and spatial memory, perceptual speed” whereas men perform better than women in
mathematics, science and social studies.”; Barton (2002) as cited in Davies (2004), noted, in
particular, that the disparity in performance between boys and girls is significantly greater in
modern languages than in other areas of the curriculum; Donald Evans (2003), who said that a
person who speaks only English may have a non-English household language assigned to
him/her in tabulations of individuals by household language; De Houwer (2007); Pearson (2007);
Dunn, Brown Slomkowski, Tesla, &
Youngblade (1991); Furman, & Lanthinier (2002); Howe, Petrakos, Rinaldi, & LeFebvre (2005);
Perner, Ruffman, & Leekam (1994), who said that children learn from their siblings and Hoff
(2006), who said that older siblings talk differently than mothers in the speech directed at
younger siblings. Cutting and Dunn (1999), who found that having siblings at home was
negatively correlated with receptive vocabulary scores, and as cited by Kelly Bridges & Erika
Hoff (2008) in Hoff-Ginsberg and Krueger (1991), said that for a young language-learning child,
older siblings might be the primary source of English input.
Gap/s Bridged by the Present Study

In the reviewed studies, there are only limited studies conducted, both foreign and local,
about the “English Proficiency of Hanunuo Mangyan Grade 7 Students”. That`s why the
researchers conducted this study which helps the students be informed and be advised with
regard to the significant difference of the study whether it has negative or positive impact to
them.
CHAPTER 3
RESEARCH AND METHODOLOGY
This chapter presented the procedures and information that was used by the researchers in
the study of the methods that employed the collection, presentation and analysis of the data. This
chapter contained the research design, sources of data, population of the study, instrumentation
and validation, data gathering procedures, statistical treatment of the data.
Research Design
The descriptive method of research, the most useful in communicating the results of an
inquiry, particularly experiments and surveys (R. Navarro, 2013) was utilized to find the
significant difference in the Levels in English Proficiency of the Hanunuo Mangyan Grade 7
Students in terms of speaking, listening, reading and writing when respondents were grouped
according to profile variables. The levels of English proficiency of the tribal students were
gathered using a researcher-made questionnaire, analytic rubrics and standardized questionnaire
used by the Grade VI students of Biñan Elementary School.

Sources of Data
The primary source of data is tha Hanunuo Mangyan Grade 7 Students at San Teodoro
National High School, Barangay Lumang Bayan, San Teodoro, Oriental Mindoro. The secondary
sources of data were journals books, and articles that came from the internet and libraries.
Population of the Study
The total population of this study was composed of 16 Hanunuo Mangyan Grade 7
Students of San Teodoro National High School, Barangay Lumang Bayan, San Teodoro,
Oriental Mindoro. Moreover, the actual respondents were composed of 8 males and 8 females.
Their ages ranged between 12 to 13 years old. A total of 16 students took 4 types of tests
(speaking, listening, reading and writing test). The researchers also added 3 Hanunuo Mangyan
Grade 7 students of the same school for the reliability test to determine the time that will be
given to the respondents in testing.
Instrumentation and Validation
The researchers have requested to the principal of Biñan Elementary School for the
standardized exams that they were giving to their Grade VI students. These exams were the ones
which used to measure the level of English Proficiency in terms of reading and listening that
were focused in grammar. At the same time, the researchers have prepared a self-made
questionnaire to
measure the English proficiency in terms of writing that was focused in content, mechanics,
grammar and organization. When it comes in measuring the level of English Proficiency in terms
speaking that was focused in pronunciation, content and appropriate use of modifiers, the
researchers prepared lists of self-made questions that will be asked to the respondents. The
researchers also prepared self-made rubrics to be used in scoring speaking and writing.
The content of the questionnaire and rubrics was validated by the people who excel in
their field. These were our adviser, Dr. Adelaida G. Avalos and a professional teacher in English
Mr. Leomar Galicia.
The first test, composed of nine (9) items was a speaking test. The respondents were
asked a question which they answered according to how much they can. They were given one (1)
minute and thirty (30) seconds to answer the questions which was asked orally. Moreover, the
scores wre verbally interpreted as follows:
Total Score Verbal Interpretation
9 Grade Seven Proficiency Level
6–8 Grades Five and Six Proficiency Level

3–5 Grades Three and Four Proficiency
Level
1–2 Grades One and Two Proficiency Level
0 No Proficiency
The second test, composed of five (5) items was a listening test wherein the students were
given a questionnaire. The researcher read two passages aloud and the students were given 5
minutes to answer the questionnaire. The scores were validated through this interpretation:
4 Grades Five and Six Proficiency
Level
3 Grades Three and Four Proficiency
Level
1-2 Grades One and Two Proficiency Level
0 No Proficiency
The third test was designed to assess the reading proficiency of the respondents in terms
of grammar. This test was composed of fifteen (15) items wherein the students were given a
questionnaire. They were given 20 minutes to answer the test. There were two paragraphs that
tested their reading proficiency. Moreover, the scores were validated through this interpretation.
11 – 14 Grades Five and Six Proficiency Level
6 – 10 Grades Three and Four Proficiency Level
0 No Proficiency
The fourth test, consisted of twelve (12) items was a writing proficiency test. The
respondents were given a picture to be described in a form of a descriptive essay. The researcher
measured variables which include content, mechanics, grammar, and organization under writing.
Moreover, the scores were verbally interpreted as follows:
Total Score Verbal Interpretaion
9 – 11 Grades Five and Six Proficiency Level

5–8 Grades Three and Four Proficiency Level
0 No Proficiency
The test for listening and reading test was standardized while in the writing and speaking,
the tests were self-made. Passages that have been used in the questionnaire undergone readability
test shows it is readable and appropriate with the present level of the respondents.
After the validation which was made by the adviser, Dr. Adelaida G. Avalos, it was
personally distributed by the researchers to the respondents and was collected right after the
respondents answered the questionnaire. The data were tallied, tabulated, analysed and
interpreted.
Data-Gathering Procedure
Prior to the distribution of the questionnaire and questions by the researchers, a letter of
request was given to Principal of San Teodoro National High School to conduct a survey to their
Mangyan students. They were informed that all the gathered information will be treated with
outmost confidentiality. At first, the researchers did a reliability tests wherein 3 Hanunuo
Mangyan Grade 7 Students undergone the tests to determine the minutes or time that will be
given for the respondents. The first test that was given to the respondent was a reading
proficiency test for 20 minutes, followed by the listening proficiency test for 5 minutes, writing
proficiency test for 15 minutes and speaking proficiency test for 1 minute and 30 seconds. The
questionnaires were collected right after the respondents answered them. Data were tallied,
tabulated and interpreted.
Statistical Treatment of Data
The respondents` answers were carefully classified, tallied and tabulated for the
systematic and accurate presentation of the results. The researchers used the following statistical
tools in the study:
1. Frequency and percentage were used to describe the profile of the respondents.
2. T - test was used to determine the difference in the level of English proficiency of
Hanunuo Mangyan Grade 7 students in terms of speaking, listening, reading and
writing when respondents were grouped according to profile variables.

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analysis, and intercepts the findings or results based on the specific
problems and null hypothesis that were set at the beginning of the study. The results were
discussed based on the series of the sub-problems presented in the chapter one.
Table 1
Profile of the Respondents
Profile Frequency Percentage

Age
12 8 50.00
13 8 50.00
Gender
Male 5 31.25
Female 11 68.75
Number of Household Members
3–5 8 50.00
6 – above 8 50.00
Number of Siblings
0–3 8 50.00
4 – above 8 50.00
Total Number of Respondents = 16
Table 1 presented the profile of the respondents. This includes their age, gender, number
of household members, and number of siblings.

As seen, out of the 16 respondents, eight (8) or 50 percent are in the age of twelve (12)
and eight (8) or 50 percent are in the age of thirteen (13). When it comes to gender, five (5) or
31. 25 percent are males and eleven (11) or 68.75 percent are females. In the number of
household members, eight (8) or 50 percent of the respondents have 3-5 household members and
eight (8) or 50 percent of the respondents have 6-above household members. When it comes to
the number of siblings, eight (8) or 50 percent have 0-3 siblings and eight (8) or 50 percent of the
respondents have 4-above siblings.
Table 2
Level of English Proficiency of Hanunuo Mangyan Grade 7 Students: Speaking
Indicators Frequency Percentage

Grades Five-Six Proficiency Level 1 6.25
(6-8)
Grades Three-Four Proficiency Level 5 31.25
(3-4)
Grades One-Two Proficiency Level 5 31.25
(1-2)
No Proficiency 5 31.25
Total 16 100.00
Table 2 presented the level of English Proficiency of Hanunuo Mangyan Grade 7
students in terms of Speaking.
As revealed, out of the 16 respondents, one (1) or 6.25 percent reached “Grades Five and
Six Proficiency Level”. Five (5) or 31.25 percent is at “Grades Three-Four Proficiency Level”.
Five (5) or 31.25 percent reached “Grades One-Two proficiency Level” and Five (5) or 31.25
percent reached “Grades One-Two Proficiency Level”.
In general, the speaking proficiency of the respondents did not reach their present
academic level. As Grade 8 students, they should be able to answer with accuracy related to
correct production of sounds, can use appropriate modifiers with a minimum of seven (7)
sentences correctly.
Table 3
Level of English Proficiency of Hanunuo Mangyan Grade 7 Students: Listening

(3)
(1-2)
No Proficiency 3 18.75
Total 16 100.00
Table 2 showed the English Proficiency of Hanunuo Mangyan Grade 7 Students in terms
of Listening.
As seen, out of the 16 respondents, six (6) or 37.50 percent shown to be at “Grades
Three-Four Proficiency Level”, seven (7) or 43.75 percent were at “Grades One-Two Proficiency
nobody has reached “Grades Five-Six Proficiency Level”.

Empirically, the level of English Proficiency of Grade 7 Hanunuo Mangyan students in
terms of listening was low. They must be able to answer the given questions in the test based on
the passage that was read by the researchers.
Table 4
Level of English Proficiency of Hanunuo Mangyan Grade 7 Student: Reading

Grade Five-Six Proficiency Level 7 43.75
(11-14)
Grade Three-Four Proficiency Level 9 56.25
(6-10)
Total 16 100.00
Table 4 showed the Level of English Proficiency of Hanunuo Mangyan Grade 7 Students
in terms of Reading.
As shown, out of 16 respondents, seven (7) or 43. 75 percent acknowledged having
“Grades Five-Six Proficiency Level”, and nine (9) or 56.25 percent were at “Grades 3-4
Proficiency Level”. It was derived that no respondents were able to reach Grade 7 Proficiency
Level.
Table 5
Level of English Proficiency of Hanunuo Mangyan Grade 7 Students: Writing

(5-6)
(1-4)
No Proficiency (0) 1 6.25
Total 16 100.00
Table 5 showed the Level of English Proficiency of Hanunuo Mangyan Grade 7 in terms
of Writing.
As exemplified in the table, out of 16 respondents, two (2) or 12.50 percent can be
classified as “Grades Three-Four Proficiency Level”. Thirteen (13) or 81.25 percent were as
“Grades One-Two Proficiency Level” and one (1) or 6.26 percent was found as “No Proficiency
Level”. The result showed that the writing proficiency of the respondents was low because
nobody had reached the appropriate level parallel to their academic level at present.
As inferred from the table, the respondents` level of English proficiency in terms of
writing was low. As Grade 7 students, they must be able to describe the given picture with
correct modifiers and can formulate five (5) sentences out of it.
Table 6
Difference in the Level of English Proficiency in Speaking of Hanunuo Mangyan
Grade 7 Students when Grouped According to Profile to Variables
Profile Mean Score Test Statistics Interpretation

Computed Critical
Age
12 2.00 t=0 Not Significant
13 2.00
Gender
Male 2.60 t=0.90 2.14 Not Significant
Female 1.73
3-5 1.75 t=0.55 Not Significant
6-above 2.25
Number of Siblings
4-above 2.25
Table 6 showed the difference in the Level of English Proficiency in Speaking of
Hanunuo Mangyan Grade 7 students when grouped according to profile variables.
As noted in the table, the difference in the level of English Proficiency in speaking of the
respondents when grouped according to age, gender, number of household members and number
of siblings was not significant. Of all the profiles above, computed t-value of 0, 0.90, 0.55 and
0.55, which has 0.05 as a level of significance, were less than the critical value of 2.14. Thus,
there was no significant difference in the level English Proficiency in speaking of the Hanunuo
Grade 7 studetns when grouped according to profile variables. Hence, regardless of age, gender,
number of household members and number of siblings, the level of English proficiency in terms
of speaking of the Hanunuo Mangyan Grade 7 students were the same.
The results showed contrast to the studies and literatures of Mayberry and Lock (2003),
and Laurianne Sumerset (2008), who said that age affects the level of proficiency; Brown (2003),
Lumley & O`Sullivan (2005), and Motallebzadeh (1993), who said that gender affects the level
of proficiency, Donald Evans (2003), and Kelly Bridges and Erika Hoff (2008), who said that
number of households affects the level of proficiency; and Cutting and Dunn (1999), who said
that number of siblings affects the level of proficiency.
Table 7
Difference in the Level of English Proficiency in Listening of Hanunuo Mangyan

Computed Critical
Age
12 1.88 t=0.41 Not Significant
13 1.63
Gender
Male 1.40 t=0.79 2.14 Not Significant
Female 1.91
6-above 1.88
Number of Siblings
4-above 2.13
Table 7 showed the difference in the Level of English Proficiency in Listening of
Hanunuo Mangyan Grade 7 when grouped according to profile variables.
As illustrated in the table, of all the profiles above, computed t-value of 0.41, 0.79, 0.41,
and 1.30, which has 0.05 as the level of significance, were less than the critical value 2.14. Thus,
there was no significant difference in the level of English proficiency in listening of the Hanunuo
Mangyan Grade 7 studetns when grouped according to profile variables. Hence, regardless of
age gender, number of household members and number of siblings, the level of English
proficiency in terms of listening of the Hanunuo Mangyan Grade 7 Students were the same.
In contrary to the studies and literatures of Mayberry and Lock (2003), and Laurianne
Sumerset (2008), who said that age affects the level of proficiency; Brown (2003), Lumley &
O`Sullivan (2005), and Motallebzadeh (1993), who said that gender affects the level of
proficiency, Donald Evans (2003), and Kelly Bridges and Erika Hoff (2008), who said that
number of households affects the level of proficiency; and Cunning and Dunn (1999), who said
that number of siblings affects the level proficiency; the results showed that the profile variables
of the respondents had no effect on the level of English proficiency in terms of listening.
Table 8
Difference in the Level of English Proficiency in Reading of Hanunuo Mangyan

Computed Critical
Age
13 9.50
Gender
Male 9.40 t=1.43 Not Significant
Female 10.36 2.14
6-above 9.88
Number of Siblings
4-above 10.00
Table 8 shows the difference in the Level of English Proficiency in Reading of Hanunuo
Mangyan Grade 7 students when when grouped according to profile variables.
As shown in the table, the profiles, computed t of 1.89, 1.43, 0.57 and 0.19, which has
0.05 as the level of significance, were less than the critical value of 2.14. Thus, there was no
significant difference in the level of English proficiency in reading of the Hanunuo Mangyan
Grade 7 students when grouped according to profile variables. Hanunuo Mangyan Grade 7
students when grouped according to profile variables. Hence, regardless of age, gender, number
of household members and number of siblings, the level of English proficiency in terms of
reading of the Hanunuo Mangyan Grade 7 students were the same.
The results showed contrast to the studies and literatures of Mayberry and Lock (2003),
and Laurianne Sumerset (2008), who said that age affect the level of proficiency; Brown (2003),
Lumley & O`Sullivan (2005), and Montallebzadeh (1993), who said that gender affects the level
of proficiency, Donald Evans (2003), and Kelly Bridges and Erika Hoff (2008), who said that
number of siblings affects the level of proficiency.
Table 9
Difference in the Level of English Proficiency in Writing of Hanunuo Mangyan

Computed Critical
Age
13 16.3
Gender
Male 2.60 t=0.98 Not Significant
Female 1.82 2.14
6-above 1.88
Number of Siblings
4-above 2.00
Table 9 shows the difference in the Level of English Proficiency in Writing of Hanunuo
Mangyan Grade 7 students when grouped according to profile variables.

As revealed in the table, the profiles, computed t of 1.20, 0.98, 0.49 and 0.16, which has
0.05 as the level of significance, was less than the critical value of 2.14. Thus, there was no
significant difference in the level of English proficiency in writing of the Hanunuo Mangyan
Grade 7 students when grouped according to profile variables.
Hence, regardless of age, gender, number of household members and number of siblings,
the level English proficiency in terms of writing of the Hanunuo Mangyan Grade 7 students were
the same.
In contrary to the studies and literatures of Mayberry and Lock (2003), and Laurianne
Sumerset (2008), who said that age affects the level of proficiency; Brown (2003), Lumley &
O`Sullivan (2005), and Motallebzadeh (1993), who said that gender affects the level of
proficiency, Donald Evans (2003), and Kelly Bridges and Erika Hoff (2008), who said that
number of households affects the level of proficiency; and Cunning and Dunn (1999), who said
that number of siblings affects the level proficiency; the results showed that age, gender, number
of household members and number of siblings had no effect on the level of English proficiency
in terms of reading.
To sum up, the level of English proficiency of the Hanunuo Mangyan Grade 7 students
had no significant difference in terms of speaking, listening, reading and writing when the
respondents were grouped according to profile variables.

As a result, the level of English proficiency of Hanunuo Mangyan Grade 7 students
diverged regardless of age, gender, number of household members, and number of siblings.
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSSION AND RECOMMENDATIONS
This chapter summarized all the findings of the study and presents the conclusion and
recommendations on the results discussed in the previous chapter.
This study aims to determine the levels of English proficiency in terms of speaking,
listening, reading and writing of Hanunuo Mangyan Grade 7 Students at San Teodoro National
High School, Barangay Lumang Bayan, San Teodoro, Oriental Mindoro. Specially, this study
attemps to answer the following:
1. What is the profile of the respondents in terms of:
a. Age
b. Gender
c. Number of household members
d. Number of sibling
2. What is the level of English Proficiency of Hanunuo Mangyan Grade 7 Students in terms
of:
a. Speaking
b. Listening
c. Reading
d. Writing
3. Is there a significant difference in the level of English Proficiency of Hanunuo Mangyan
Grade 7 Students in terms of speaking, listening, reading and writing when the
respondents are grouped according to profile variables?
Summary of Findings
Based on the data assessed, the researchers were able to reach at the following findings:
1. Profile of the Respondents
Out of the 16 respondents, eight (8) or 50 percent are in the age of twelve (12) and
eight (8) or 50 percent are in the age of thirteen (13). When it comes to gender, five (5) or
31.25 percent are males and eleven (11) or 68.75 percent are females. In the number of
household members, eight (8) or 50 percent of the respondents have 3-5 household
members and eight (8) or 50 percent of the respondents have 6-above household
members. When it comes to the number of siblings, eight (8) or 50 percent have 0-3
siblings and eight (8) or 50 percent of the respondents have 4-above siblings.
2. The Level of English Language Proficiency of the Hanunuo Mangyan Freshmen Students in
terms of speaking, listening, reading, and writing.
2.1. Speaking
Out of the 16 respondents, one (1) or 6.25 percent reached “Grades Five-Six
Proficiency level”. Five (5) or 31.25 percent is at “Grades Three-Four Proficiency level”.
Five (5) or 31.25 percent reached “Grades One-Two Proficiency Level” and five (5) or 31.25
percent is at stake of “No Proficiency Level”.
2.2. Listening
Out the 16 respondents, six (6) or 37.50 percent shown to be at “Grades Three-
Four Proficiency Level”, seven (7) or 43.75 percent were at “Grade One-Two Proficiency
nobody has reached “Grades Five-Six Proficiency”.
2.3 Reading
Out of the 16 respondents, seven (7) or 43.75 percent acknowledged having
“Grades Five-Six Proficiency Level”, and nine (9) or 56.25 percent were at “Grades Three-
Four Proficiency Level”.
2.4 Writing
Out of the 16 respondents, two (2) or 12.50 percent can be classified as “Grade
Three-Four Proficiency Level”, thirteen (13) or 81.25 percent were as “Grades One-Two
Proficiency Level” and one (1) or 6.26 percent was found as “No Proficiency Level”.
3. The difference in the Levels of English Proficiency of Hanunuo Mangyan Grade 7 Students
in terms of reading, listening, writing and speaking when the respondents were grouped
according to profile variables.
The level of English Proficiency of the Hanunuo Mangyan Grade 7 students had
no significant difference in terms of speaking, listening, reading, and writing when the
respondents were grouped according to profile variables. As a result, the level English
proficiency of Hanunuo Mangyan Grade 7 Students diverged regardless of age, gender,
number of household members and number of siblings.
Conclusions
Based on the collected data, the researchers were able to arrive at the following
conclusions:
1. Only one of the respondents reached “Grades Five-Six Proficiency Level” and fifteen (15) of
the respondents were in the lower levels in terms of speaking. There were no respondents
who had reached “Grades Five-Six Proficiency Level” in terms of listening but they were
classified into “Grades One-Two Proficiency Level”, “Grades Three-Four Proficiency Level”
and “No Proficiency”. In reading proficiency, there were seven of the respondents at “Grade
Five-Six Proficiency Level” and the rest were at lower levels. In terms writing proficiency,
thirteen of
the respondents were at “Grade One-Two Proficiency level”, two (2) of the respondents was
at “Grades Three-Four Proficiency Level” and one of the respondents was at “No Proficiency
Level”.
2. There were no respondents who had reached “Grades Seven Proficiency level” in terms of
speaking proficiency, listening proficiency, reading proficiency and writing proficiency.
3. It is revealed in the tables that some were good in reading or speaking, but not in writing or
listening; vice versa.
4. There is no significant difference in the Proficiency Levels of English Language Proficiency
of Hanunuo Mangyan Grade 7 Students in terms of reading, listening, writing and speaking
when grouped according to profile variables.

Recommendations
The researchers highly recommended that future studies be commenced as a follow up to
this study. Based on the findings, the researchers recommended the following:
1. Hanunuo Mangyan Grade 7 Students should be given Individualized Educational Program
(IEP) that tutors them English subjects and enhances their level of proficiency in English
language.
2. The future researchers should conduct a study of English Language Proficiency in terms of
only one macro skill (i.e. speaking, listening, reading, and writing including grammar skills)
at time to be more focused and specific.

REFERENCES
Books:
Evans, Donald (2003), U.S. Virgin Islands: 2000 Social, Economic, and Housing
Characteristics, Diane Publishing, U.S. Virgin Island, p.118.
Robinson, Peter (2013), The Routledge Encyclopedia of Second Language Acquisition,
Routledge Publishing, U.S.A., p.522.
Smiley, Patricia and Salsberry, Trudy (2007), Effective Schooling for English Language
Learners: What Elementary Principals Should Know and Do, Eye on Education,Inc. 6
Depot Way West, Suite 106, Larchmont, N.Y. 10538, p.79.
Journal:
Azizi, Yahaya, Noordin Yahaya, Ooi Choon Lean, Abdul Talib Bon and Sharifuddin Ismail 2
(2011), Factors Contributing to Proficiency in English as a Second Language among
Chinese students in Johor Bahru, Elixir Journals, China, p.5837.
Summerset, L. (2010, April 8), How Does Age Affect Language Learning? SparkNet, Los
Angeles, California.
Cummins, Jim (1989), Common Underlying Proficiency Theory
http://esltechnologyblog.wordpress.com/2012/10/20common-underlying-proficiency/
Conklin, J. (1993), The Mangyans of Mindoro
http://showbizandstyle.inquirer.net/lifestyle/lifestyle/view/20070326-56935/The-
Mangyans-of-Mindoro
Rona, J. (2012, Filipino Ethnic Groups
http://www.filipinoplanet.com/filipino-ethnic-groups.html
Servano, A. (1999), Hanunuo Mangyan
http://www.facebook.com/media/set/?sea=a.192939728768.126748.192212273768
Twister, J. (2013), Language Proficiency
http://en.wikipedia.org/wiki/Language_proficiency
Thesis and Dissertation
Kelly Bridges & Erika Hoff (2011), The Role of Siblings in the English Language Development
of Bilingual Toddlers in the U.S. Florida Atlantic University, Florida Atlantic University,
p. 3-4
Sa A. Bui (2010), How do Limited English Proficient Students Affect Each Other`s Educational
Outcome? Evidence from Student Panel Data, Job Market Paper, University of Houston,
p.1.
Khalil Montallebzadeh, Does Gender Play a Role in the Assessment of Oral Proficiency?
Department of English, Torbat-e-Heydareih Branch, Islamic Azad University P.O. Box
140, Torbat-e-Heydareih, Iran, p. 165-166.
Electronic Reference
Brown, Elaine C. (2010) and Miyamoto (1975:14), Mangyan Cultural Groups
http://www.culturalsurvival.org/publications/cultural-
survivalquarterly/philippines/pundasyon-hanunuo-mangyan-school-participatory
Cummins, J. (1989), Common Underlying Proficiency
http://esi.fis.edu/teachers/support/cummin.html
APPENDICES
EDITOR`s CERTIFICATION
This is to certify that this thesis entitled, “English Proficiency of Hanunuo Mangyan
Grade 7 Students”, prepared and submitted by Berlin F. Durumpili, Ronlie RJ A. Espeleta,
Malcolm R. Matela, Isaac Leo C. Pabalan, Cornelia D. Dela Cruz and Jovelyn S. So, has
been edited by the undersigned.
____________________
Dr. Adelaida G. Avalos
Editors/Adviser
STATISTICIAN`s CERTIFICATION
This is to certify that this entitled, “English Proficiency of Hanunuo Mangyan Grade 7
Students”, prepared and submitted by Berlin F. Durumpili, Ronlie RJ A. Espeleta, Malcolm
R. Matela, Isaac Leo C. Pabalan, Cornelia D. Dela Cruz and Jovelyn S. So, has been
reviewed by the undersigned.
__________________
Dr. Nonet A. Cuy
Statistician
SAMPLE QUESTIONAIRE
Direction: Read the selection silently. Record your reading time as soon as you finish reading.
Read the questions and encircle the letter of your answer.
Kakawate: A Wonder Tree
When one says “A Wonder Tree”, what comes to mind is the coconut tree. But
Edwin C. Villar of the Prhilippine Council for Agriculture, Forestry and Natural Research and
Development is referring to another tree.
He calls the fast growing “Kakawate” or “made cacao” a “wonder tree”.
He writes about the wonders of Kakawate. The tree has a lot of uses. It is used as
live fence to surround property boundaries. It is also used as shade trees, wind breakers and
as food resource for livestock raiser.
Some farmers use the leaves of Kakawate as fertilizers in fields and gardens. Folk
medicine practitioners in remote areas use the juice of the Kakawate leaves, bark and root
to cure itches and wound.
In a survey conducted in the Philippines, 72% of farmers said they put Kakawate
branches in their rice field to keep bugs and other pests away.
Kakawate leaves are also used to help ripen the banana. In Davao and other places,
farmers store unripe bananas in a box with Kakawate leaves. Doing so shortens the ripening
period. The tree on the other hand is well adapted to humid areas and infertile soil. It can be
grown easily together with other grasses. It can also be used for controlling weed species
and soil conservation.
Questions:
1. What is the fast growing “Kakawate” or “madre cacao” called?

a. A herbal tree
b. A wonder tree
c. A medicinal tree
d. A wonderful tree
2. What do farmers use as fertilizers?
a. Bark of Kakawate
b. Stem of Kakawate
c. Leaves of Kakawate
d. Brach of Kakawate
3. The following are uses of Kakawate tree except one. Which one is it?
a. As land fill
b. As medicine
c. As fertilizers
d. As food source
4. Why does the author call the Kakawate a wonder tree?
a. Because it has plenty of juices
b. Because its leaves can kill pests
c. Because it has a fruit bearing tree
d. Because it has many different uses
5. How is the ripening period of bananas shortened?
a. By storing unripe bananas in a box with Kakawate bark
b. By storing unripe bananas in a box with Kakawate stem
c. By storing unripe bananas in a box with Kakawate leaves
d. By storing unripe bananas in a box with Kakawate brach
6. Why Kakawate trees are called live fence for properties?
a. They are fences that talk
b. They are fences that grow
c. They are fences that hurt
d. They are fences that survive
7. The Kakawate trees have many uses. In what way can we conserve them?
a. Cut the trees
b. Burn the trees
c. Plant the trees
d. Destroy the trees
8. Why did the writer begin with statement “what comes to mind is the coconut tree?”
a. The Coconut tree is a tree of life
b. The Coconut tree is strong and useful
c. The Coconut tree is important to Filipinos
d. The Coconut tree is more popular than Kakawate
Grade Level Passage Rating Scale
Prompt: How the colors affect a person`s mood? Find out in the selection.
Mood and Colors
Colors can affect people`s mood. Cool colors are relaxing. Pleasant colors make people work better.
Warm colors make people active.
If you feel low, wear red and you will come to life. If you are over excited, wear something light and
you will simmer down.
Athletes consider this when choosing their uniforms. Surely, it is not the color that makes them win,
but it is a big help.
Questions:
1. What can affect the mood of people?______________

a. Colors
b. Attitude
c. Shapes
d. Flowers
2. What kind of colors make people work better?______________
a. Unpleasant colors
b. Bright colors
c. Dim colors
d. Pleasant colors
3. What will you do when you feel low?______________
a. Wear blue
b. Wear black
c. Wear white
d. Wear red
4. Why is the choice important?_______________
a. It can affect people`s attitude
b. It can change people`s mood
c. It can do a lot of work
d. It can affect people`s mood
5. What does simmer down mean in paragraph 2?_______________

a. Control over sad feeling
b. Control over happy feeling
c. Control over excited feeling
d. Control over tired feeling
Applied: 6. What advice will you give the sports team of your school in choosing their uniform?
____________________________________________________________________________.
a. Choose red or bright colors for their uniform

b. Choose black of dim colors for their uniform
c. Choose white or light colors for their uniform
d. None of the above.
6. What is the message of the selection to you?_____________
a. Colors affect my mood

b. Colors has no impact on my feeling
c. Colors did not affect my mood
d. Colors affect not my feeling but my look
DIRECTIONS: Listen as the teacher reads the story. Answer the questions that follow. Write the
letter correct answer in your answer sheet.
1. What do you think will happen next?

a. Martin will leave his friend
b. Martin`s bike will get a flat tire
c. Martin will race his friend
d. Martin will continue biking
2. Which clues helped you decide what would happen next in the previous question?
a. He looked back
b. Martin was riding his bike
c. He heard the crunching of the broken glass
d. He rode through glass and his tire began to wobble.
3. What do you predict Robert will do?
a. Choose a movie time that is later
b. Ask his boss if he can leave early
c. Choose a different movie to see
d. Ask the manager to hold the movie until he gets there.
DIRECTIONS: Listen to the selection your teacher reads. Write the letter of the word that
expresses the mood conveyed.
4. A. Dismay B. Depressing C. Liveliness D. Furious

5. A. Discontentment B. Ignorance C. Apologetic D. Longing
CURRICULUM VITAE
Berlin Fajardo Durumpili

9338 J.M Loyolas Street, Barangay Maduya, Carmona, Cavite
Mobile Number: 09358874679
Email: emperium_tol089@yahoo.com
PERSONAL INFORMATION
Birthday : May 14, 1994
Birthplace : San Pedro, Laguna
Citizenship : Filipino
Gender : Male
Age : 19 years old
Height : 5`6”
Weight : 80 kg.
Civil Status : Single
Religion : Catholic
EDUCATIONAL BACKGROUND
COLLEGE : University of Perpetual Help System Laguna

BS in Secondary Education
3rd year undergraduate
SECONDARY : Carmona National High School
Brgy. 8, Carmona Cavite
2010-2011
ELEMENTARY : Maduya Elementary School
Brgy. Maduya, Carmona Cavite
2006-2007
AFFILIATIONS
Freshmen Council – Auditor

Sophomore Council - PRO
English Altus Societas 2011-2012 – Auditor
English Altus Societas 2013-2014 – Vice President - Internal
Educare Alpha Omicron 2012-2013 – Business Manager
Educare Alpha Omicron 2013-2014 – Secretary
World Council for Curriculum and Instruction – Student Chapter – Chairman of Community
Development
Volunteer Teacher - Bank Street Child Learning Center
Ronlie RJ A. Espeleta
3014 Borja St. Malaban, City of Biñan Laguna
Email: rjespeleta@yahoo.com
Birthday : December 17, 1994
Birthplace : Provincial Hospital, Sta. Cruz Laguna
Gender : Male
Age : 19 years old
Height : 5`8”
Weight : 75kg
Religion : Roman Catholic

SECONDARY : Jacobo Z. Gonzales Memorial National High
Brgy. San Antonio, City of Biñan Laguna
2007-2011
ELEMENTARY : Malaban Elementary School
Brgy. Malaban, City of Biñan Laguna
2001-2007
AFFILIATIONS
Iskolar ng Biñan (2011-present)

Vice President for Internal – Iskolar ng Biñan Council UPHSL Chapter (2012-present)
President – Freshmen Council (2011-2012)
Business Manager – English Altus Societas (2012-2013)
President – Sophomore Council (2012-2013)
Vice President – English Altus Societas (2012-2013)
Auditor – Educare Alpha Omicron (2012-2013)
President – Junior Council (2013-2014)
Vice President – English Altus Societas (2013-2014)
Special Interest Group Chairman, Peace Group – World Council for Curriculum and
Instruction Philippine Students` Chapter (2013-2014)
Malcolm Ross Matela

14 Adams Street Filinvest Homes South, Biñan City Laguna
E-mail: Malcolm_matela@yahoo.com
Birthday : December 20, 1993
Birthplace : Biñan City, Laguna
Gender : Male
Age : 20 years old
Height : 5`5”
Weight : 70kg
Civil Status : Filipino

SECONDARY : Holy Spirit School
South City Home Biñan Laguna
2007-2011
ELEMENTARY : Holy Spirit School
South City Home Biñan Laguna
2001-2007
AFFILIATIONA
Assistant Treasurer – English Altus Societas (2013-2014)

Isaac Leo C. Pabalan

Brgy. Aplya Sta. Rosa Laguna
E-mail: none
Birthday : April 8, 1995
Birthplace : Sta. Rosa, Laguna
Gender : Male
Age : 19 years old
Height : 5`6”
Weight : 150lbs.
Religion : Born Again

3rd year under graduate
SECONDARY : Laguna Eastern Academy of Sta. Rosa Inc.
ELEMENTARY : Child Formation Centre of Sta. Rosa
AFFILIATIONS
Servi Dei Vocal Ensemble (UPHSL CHORALE)

Cornelia D. Dela Cruz

Blk. 20 lot 21 Southville 5, Timbao Biñan Laguna
Birthday : February 3, 1965
Birthplace : Nueva Ecija
Gender : Female
Age : 49 years old
Height : 5`3”
Weight : 128lbs

SECONDARY : General Tinio High School
Nueva Ecija
1982-1985
ELEMENTARY : East Central Elementary School
Nueva Ecija
1978-1981
AFFILIATIONS
Third Year Student Officer – Business Manager

Jovelyn S. So
Phase 4 blk 67 lot 21 Brgy. Ipil-Ipil Bulihan, Silang, Cavite
E-mail: jovelynso@yahoo.com
Birthday : April 2, 1993
Birthplace : Virac, Catanduanes
Gender : Female
Age : 21 years old
Height : 5`5”
Weight : 75kg
Religion : Born Again

SECONDARY : Victorious Christian Montessori School
2007-2010
ELEMENTARY : Bulihan Sites and Project Elementary School
Bulihan, Silang, Cavite
2000-2006
AFFILIATIONS
Volunteer Teacher – Bankstreet Child Learning Center
English Altus Societas - Member

$cinas, Del Rosario, Vallejos

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

$cinas, Del Rosario, Vallejos

Enviado por

Direitos autorais:

Formatos disponíveis

ENGLISH PROFICIENCY OF HANUNUO MANGYAN GRADE 7 STUDENTS

A Thesis presented to the faculty of the College of Education

In partial fulfilment of the requirement for the Degree of Bachelor of Science in

ENGLISH PROFICIENCY OF HANUNUO MANGYAN GRADE 7 STUDENTS

A Thesis presented to the faculty of the College of Education

In partial fulfilment of the requirement for the Degree of Bachelor of Science in

Grade 7 Students”, prepared and submitted by Berlin F. Durumpili, Ronlie RJ A. Espeleta,

APPROVAL BY THE PANEL OF EXAMINERS

Approved by the panel on Oral Examination with a grade of __________%

(Mertissimus, Benemeritus, Meritus, Probatus)

Bachelor of Science in Secondary Education – English

strong basis that will prepare them to the globally competitive.

upon completion of the study.

guidance and time with the researchers.

motivation and professional advices.

God bless us all.

every one of you. God bless!

Cornelia D. Dela Cruz

TITLE: ENGLISH PROFIENCY OF HANUNUO MANGYAN

AUTHORS: Durumpili, Berlin F

Pabalan, Isaac Leo C.

Dela Cruz, Cornelia D.

DEGREE: Bachelor of Science in Secondary Education Major in

SCHOOL: University of Perpetual Help System Laguna

ACADEMIC YEAR: 2013 – 2014

ADVISER: Dr. Adelaida G. Avalos

The undergraduate research entitled, “English Proficiency of Hanunuo Mangyan Grade 7

learning the L2.

tabulated, and interpreted.

academic year level.

percent of the respondents have 4-above siblings.

percent were at stake of “No Proficiency Level”.

nobody has reached “Grade Five-Six Proficiency Level”.

reached the appropriate level or parallel to their academic level at present.

The difference between Level of English Proficiency in speaking when grouped

The Profile of the respondents is not significant in Reading Proficiency of Hanunuo

according to profile variables.

The Profile of the respondents is not significant in Writing Proficiency of Hanunuo

writing regardless of the profile variables.

grouped according to profile variables.

Hanunuo Mangyan Grade 7 Students should be given Individualized Educational

be more focused and specific.

THE PROBLEM AND ITS SETTING

Statement of the Problem 8

Statement of the Hypothesis 9

Assumption of the Study 9

Scope and Delimitation 10

Significance of the Study 11

REVIEW OF THE RELATED LITERATURE AND STUDIES

State of the Art 14

Synthesis of the State of the Art 20

Gaps Bridged by the Study 22

Population of the Study 24

Instrumentation and Validation 24

Data Gathering Procedure 28

Statistical Treatment of Data 29

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Profile of the Respondents 30

Level of English Language Proficiency of

Level of English Language Proficiency of

Level of English Language Proficiency of

Level of English Language Proficiency of

Difference in the Level of English Language Proficiency in