PEDAGOGY OF TEACHERS IN TEACHING ENGLISH AND LITERATURE IN

GRADE 10 STUDENTS IN THE PUBLIC SCHOOL IN BATAAN A.Y 2019-2020

AND ITS IMPACT TO THE ACADEMIC PERFORMANCE

____________________

A Thesis
Presented to the
Faculty of the Graduate School
Bataan Peninsula State University
City of Balanga, Bataan

____________________

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Education major in
Language Education

__________________

by:

BRYAN G. BULANADI
JUNE 2020
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Integration of teaching English and Literature in classroom is somewhat

hitting two birds in one stone yet the challenge still experience by the teacher and learners

such as how the subject be interesting and comprehending to the learners and knowing the

essence and importance of literature in life. Moreover, selection of suitable teaching

strategies and style still on the horizon in teaching both literature and English. In addition

to, English, as the universal language, has no doubt to say that it is a highly important tool

in dealing with the flow of global operations regardless of difference in cultures, in the

field studies, and occupations because it is considered as the “lingua franca” of the world

in communication. It is considered as a valuable asset if one can speak and understand it.

More than that, it serves as an entry to an infinite knowledge accumulated by English

speaking world.

Teaching strategies, according to Cooper, (2010) refer to all of teaching techniques

and activities and approaches that a teacher employs in teaching a certain subject in the

classroom. These instructional techniques, as revealed by many studies like that of

Korthagen (2014), may vary due the content of teaching such as private and public school,

teachers’ professional knowledge curriculum variables such as teaching materials and their

learning styles.
 In line with these factors which affects teachers’ preference of the teaching

techniques, it has also been found to be associated with their personality or personal

characteristics as asserted also by Cooper (2011) Furthermore, this present research, aims

to determine if there is a relationship between the teachers’ pedagogy teaching strategies

utilizing and to know the most common strategies used in selected public school in Bataan

was based in two related studies. The first one is of Mehrak Rahimi (2012), which entitled

“Teaching Styles of Iranian English and Literature teachers: Do Gender, Age and

Experience and teaching styles make difference? This study sought to investigate Iranian

English and Literature teachers’ teaching styles and the activities they use most frequently

in their classes. It also tries to determine the difference between male and female teachers’

teaching style and the relationship between teaching styles and teachers’ experience and

age.

The second study is by Juvy Mijares of (PUP-Manila) (2014), which aims to

describe the profile strategies and extent of its use, significant relationship of the profile to

teaching strategies and its pedagogical implication to teaching of English, which was

conducted in five colleges in Manila. As a product of different researches, it was proven

the effective teaching strategies have a strong connection in the students’ outcomes, as also

by Conti (2015). However, it has asserted that choosing what are the appropriate

instructional strategies, is one of the most crucial factors involved in teaching hence, it is a

great challenge in the part of the teacher. Therefore, it is important for a teacher to be

familiarized with different teaching style.

 In addition, the incorporation of the literature component had initially mixed

response from teachers, parents and students. The responses from teachers and students

have become more positive with its full implementation Vethamani (2014). For students

with some and high English language proficiency, the literature component was a welcome

as it added a dimension of enjoyment to their learning while developing their language

skills. This is because “the reading of literary texts involves the development of complex

skills and tools of inquiry and these skills and tools maybe interpreted to include the

gathering of information related to an issue or problem, an analysis of personal values as

they relate to the issue or problem, reflecting upon various options for solution, and

selecting and applying the most appropriate option” (Ganakumaran 2007: 1). In contrast,

the incorporation of the literature component into the English Language syllabus was

definitely not welcomed by students with low English language proficiency as they did not

have the complex skills needed to read literary texts. Even without the incorporation of the

literature component into the syllabus, these students were already struggling learning the

language and the incorporation of the literature component was seen as adding another

burden. Tina Abdullah, Hassan Zakaria, Fauziah Ismail, Fara Adlina, and Marzilah (2007)

found that many teachers claimed that the language level of the literary texts selected by

the Ministry was difficult for many students to comprehend. With limited vocabulary and

a lack of competence in language skills, the literature component

became a challenge for many students.

Since English language is becoming more important and cannot be denied that it is

becoming the Lingua Franca of the world spoken everywhere. The researcher wants to find

out the Pedagogy of English Language Teachers and its impact to the academic teaching
performance of Grade – 10 students for School Year 2019-2020 in Bataan. Just like

teaching other subjects, Teaching English Language are facing challenges on the

appropriateness of teaching strategies used. Lambert (2012), viewed teachers in classroom

as dilemma manager, a broker of contradictory interest. That conclude that teaching is a

personal view of academic image.

Hence, in this research the researcher decided to use a mix-methods in gaining the

data first the researcher will use a Descriptive Quantitative method of research which

define as unique in the number of variables employed like other type of research method.

Descriptive research can include multiple variables for analysis, yet unlike other methods

it requires only one variable. It can yield rich data that lead to important recommendations.

As cited by Aquino (2014) Descriptive research describes what is it involves the

description, recording, analysis, and interpretation of the present nature, composition or

processes of phenomena. Secondly, is with the use of qualitative research using

unstructured interview, the researcher will interview all the respondents one by one in their

respective school to know their perspective about the effectiveness of their pedagogy in

teaching English and Literature to the academic performance of grade 10 students in the

province of Bataan.

In the University of Mindanao, annual retooling programs for teachers are

conducted every summer to update teachers on the new and trending teaching strategies.

In different areas of learning including English, Science, Mathematics and other subject.

However, the training though beneficial on the part of the teachers, they still need to fit

these learned and newly acquired teaching strategies. To the needs of their students, there

were several studies have done in different Universities of the Philippines. Which deals
with the effectiveness of using Strategic Intervention Materials in teaching student that

may enhance students’ academic performance especially in English Subject.

The general objective of this study is to determine the teaching strategies used by

the English Teachers. Its effectiveness on the academic performance of Grade-10 Students.

And to know, what is the most effective teaching strategies in Teaching English subject.

That may enhance student’s performance and confidence during lessons. And lastly to

determine the different interventions can be used in different learning subjects.

Furthermore, this research also acknowledges the fact there is no best method in teaching

but appropriate and effective one, that is why, a variety of methods are needed to use. To

know what teaching strategies used by the respondents in English is another thing aim by

this research.

Statement of the Main and Sub-Problem

The main purpose of this study is to know the “Pedagogy of English Language

Teacher in teaching English and literature in classrooms.

Specifically, it seeks to answer the following Sub-Problem:

1. What are the Teaching Strategies used by the Grade-10 English Language Teacher

in teaching English and literature?

2. What views may teachers have of the teaching of English and literature in the ESL

classroom in secondary school in Bataan?

3. How can the k to 12 curriculum for secondary school be interpreted and used

regarding to issues such as materials, assessing and students' motivation when it

comes to English literature teaching in the ESL classroom?

 4. What relation can one detect between the teacher's own view on English and

literature and their practice?

5. To what extent do teacher exhibit Pedagogical Content Knowledge (PCK) in their

teaching of literature to ESL learners?

Significance of the Study

This study may be beneficial to the following:

English Language Teacher- the English and Literature teachers would be guided with the

different variables that would affect the teaching strategies preference. This study would

provide them insights that would be necessary for their field, as for familiarity with various

kinds of teaching strategies which they can use inside the classroom, as well as for them to

know what instructional methods are most often used in English class as based from the

surveyed data collected from the respondents.

Students – being a learner, we need a good educator that can help us to gain

knowledge. Some teaching strategies may encourage the students to perform and

participate actively on different activities and lessons. That may enhance their academic

performance.

Department of Education- as a facilitator of education the findings of this research

study may give them the ideas about the teaching strategies they need to implement in

every school and in different learning areas. That may help several educator and learner in

meeting their goal in having active learners.

School administrators. It would provide them with updated information about the

common teaching strategies employed by the English Teachers. As influenced by

themselves and students or background description. At the same time. The result of this

study will help them to assess and to identify the needs of the teachers’ necessary for

enhancing English and Language Instruction.

Future Researchers and Stakeholders. The end result of the study hopes to be

background to the future researchers to continue or expend some of the efforts exerted in

this research so that they may continue a better idea to improve the seen weaknesses of this

paper

Scope and Limitation of the Study

The study was limited only in determining the relationship between the Pedagogy

of teacher variables of English and Language teachers in the academic performance of

Grade 10 students in the public schools in Bataan SY. 2019-2020. It involved getting and

describing the profile of the respondents in terms of gender, age, educational attainment,

and length of service; identifying which are the commonly used teaching strategies; and

analyzing what are their relationship to the instructional techniques they employ, and how

can the k to 12 curriculum for secondary school be interpreted and used regarding to issues

such as materials, assessing and students' motivation when it comes to English literature

teaching in the ESL classroom Collection of data was limited to the respondents

from public schools in Bataan while the treatment of data was limited to the tabular and

textual presentation of the gathered information and the computed solution of the main and

sub-problems through the use of statistical treatment as recommended by statician and trans

coding of interview of the respondents in the different schools.

 Notes in Chapter I

http://facweb.cs.depaul.edu/mobasher/classes/CSC426/notes/CSC426_S2017_Descriptive_Rese

arch.pdf

https://research-methodology.net/descriptive-research/

https://englishagenda.britishcouncil.org/research-publications/research-papers/mobile-

pedagogy-english-language-teaching-guide-teachers

https://www.researchgate.net/publication/322636680_The_pedagogy_of_teaching_English_to

_Young_Learners_-_Implications_for_teacher_education

https://files.eric.ed.gov/fulltext/EJ926862.pdf

https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0144008

https://www.academia.edu/31578438/English_Language_in_Philippine_Education_Themes_an

d_Variations_in_Policy_Practice_Pedagogy_and_Research_1