PARENTAL INVOLVEMENT TO STUDENT’S ACQUSITION OF

ENGLISH PROFICIENCY

________________

A Thesis Presented To
The Faculty of Senior High School
Of Balibago Primero Integrated School

________________

In Partial Fulfilment
Of the Course Requirement for the Subject
Practical Research 1

________________

By:
Donato, Raymond R.
Juan, Rolly Jr. M.
Mendoza, Arnold E.
Sumaoang, Janella A.
Tapallas, Rostom M.

October 2017
 ACKNOWLE DGEMENT

Immeasurable a appreciation and deepest gratitude for the help and support are extended

to the following persons who in one way or another have contributed in making this study

possible.

The researchers are grateful more than ever and will never end showing gratitude to the

following people:

To the vice president for a Academic Affairs of Balibago Primero Integrated School

JOHANNA MARIE T. DE JESUS for the allowing the researchers to conduct the study.

To ADONIS M. CAPULONG the dean of General Academic strand for guiding and

assisting the researchers during the study.

To RIZZA LYN B. SALVADOR the researchers’ coordinator, for helping and giving

the necessary information for the researchers during the study

The researcher would also like to extend their sincerest gratitude to their Thesis adviser,

LACE ANGELI C. TANEDO, for her much valued support and guidance throughout the entire

process, but also for her encouragement and optimism during the difficult times.

To the whole group namely: RAYMOND, ARNOLD, JANELLA, ROLLY, ROSTOM

and their willingness to help regardless of their many other commitments and busy schedule who

have extended all their time and effort and have been very cooperative to the group and for

extending help in the accomplishment of the study.

 To the Principal and Coordinators of Balibago Primero Integrated School, for helping

the researchers obtain the necessary information from their students.

And above all, to the Almighty Father, for giving the researchers the strength, wisdom,

knowledge and determination he had given in order to be able to successfully pursue to complete

the course work and the thesis with commitments.

- The Researcher

Arnold, Raymond, Janella, Rostom, Rolly

 ABSTRACT

Title: PARENTAL INVOLVEMENT TO STUDENTS ACQUISITION

OF ENGLISH PROFICIENCY

Name: Donato, Raymond R.

Juan, Rolly Jr. M.

Mendoza, Arnold E.

Sumaoang, Janella A.

Tapallas, Rostom M.

Institution: Balibago Primero Integrated School

Parent involvement has been shown to be an important variable that positively influences

children’s education. In spite of this, many parents do not appear to be getting involved in their

children’s education. This lack of involvement may have a negative impact on student

performance in and out of the classroom and ultimately affect their continuing educational

development and success. Teachers need to play a major role in connecting classrooms, homes,

and schools.

This congressionally mandated study was directed to assess the relative effectiveness of

using only-English or the non-English home language of the limited-English-proficient (LEP)

child as the language of instruction to help the child acquire English language and content skills.

Reflecting the objective of federally sponsored services to LEP students, the research question
addressed by this study was: Which of three alternative instructional programs designed to meet

the needs of Spanish-speaking LEP students helped them to “catch-up” to their English-speaking

peers? The three programs included: Structured English-Immersion Strategy, Early-Exit, and

Late-Exit Transitional Bilingual Programs. These programs differed in the amount of and the

length of time that the LEP student's primary language was used for instruction. This

longitudinal study followed over 2,000 elementary children for four years. The comprehensive

data collection documented an array of child, family, classroom, teacher, school, district, and

community information. The study concluded that providing LEP students with substantial

instruction in their primary language does not interfere with or delay their acquisition of English

language skills, but helps them to “catch-up” to their English-speaking peers in English language

arts, English reading, and math. In contrast, providing a LEP student with almost exclusive

instruction in English does not accelerate their acquisition of English language arts, reading or

math, i.e., they do not appear to be “catching-up.” The data suggest that by grade six, students

provided with English-only instruction may actually fall further behind their English-speaking

peers. Data also document that learning a second language will take six or more years. The

results revealed the need to improve the training of teachers assigned to work with limited-

English-proficient students so that they can provide a more active learning environment for the

development of language and higher order thinking skills.

 DEDICATION

THIS RESEARCH DEDICATED TO OUR RESPECTIVE FAMILIES,

ESPECIALLY OUR PARENTS, WHO GAVE US THE KEY TO OUR DREAMS, AND

ABOVE ALL, TO THE ALMIGHTY GOD

ARNOLD E. MENDOZA

JANELLA A. SUMAOANG

ROLLY M. JUAN JR

RAYMOND R. DONATO

ROSTOM M. TAPALLAS
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Parental involvement in school has been linked with academic achievement. Previous researchers

stated that parental involvement has a powerful impact on the children’s attainment. The impact

of parental involvement arises from parental values and educational aspirations and that these are

exhibited continuously through enthusiasm and positive parenting style.

Parental involvement is the participation of parents in every facet of the education and the

development of children from birth to adulthood, recognizing that parents are the Primary

influence in their children’s live.

Parental involvement is a major issue in education. It is an important variable that can

have positive effects on student’s education. As children get older, parental involvement

decreases. There are many reasons that may contribute to this issue such as lack of knowledge,

time, money, and resources needed in order to help children succeed (Muller, 2008).

The biggest role of the parents in the student’s education is they are what we call the

“strength” of the student. When the students know that their parents are so proud to have them as

their children, they will be more competent to study. Considerable research evidence suggests

that parents behavior with their children stimulation, consistency, and responsiveness-influence

the children’s cognitive and social development.

 Parental encouragement and support for learning activities at home combined with

parental involvement in schooling is critical to children education. A growing body of research

shows that building effective partnerships between parents, families and schools to support

children’s learning leads to improved learning outcomes parents are the first and continuing

educators of their children. Research also shows that teacher quality, including standards and

training in parental engagement, is important for facilitating effective parental engagement. A

parent’s role in children’s learning involves teaching them and molding them to become better,

one thing is constant; parents are children’s role models. Our attitudes about education can

inspire theirs and show them how to take charge of their own educational journey.

Statement of the problem

The purpose of the study was to determine the strategies used by parents in their children’s

acquisition of English Proficiency.

Specifically it sought to answer the following questions:

1. What are the common strategies used by parents in their children’s acquisition of English

proficiency at home along the following areas:

1.1 Reading comprehension;

1.2 Vocabulary Development; and

1.3 Grammar accuracy?

2. What is the English proficiency level of the students of Balibago primero integrated

school along the

Following areas:
 2.1 Reading comprehension

2.2 Vocabulary development; and

2.3 Grammar accuracy?

3. Is there a significant relationship between the strategies used by the parents and the

English proficiency level of the students?

4. What are the common problems encountered by parent in their children’s acquisition

of English proficiency?

Hypothesis

There is no significant relationship between the strategies used by parents in reading

comprehension, vocabulary development grammar accuracy and the English proficiency level of

the student.

Significance of the study

This study was conducted to determine the role of parental involvement in the Student’s

education, of English proficiency among to the students of Balibago Primero Integrated School

and to propose probable classroom strategies that can help to promote the students’ English

proficiency.

This study could also benefit the following:

To the parents - To the parents, in order for them to gain insights to better understand

their roles in guiding their children as they acquire proficiency in the second language not just at

school but also at home and in the community. Along the way of supporting their children,

parents on the other hand may also be able to enhance their skills in English and may develop
more confidence and self-esteem within themselves. This study may also build strong

partnership between the parents and the school for the strategies that will be named may be

shared by the both of them. Lastly, this will also encourage the parents to be more engaged,

active and responsible in taking their roles in the improvement of their children’s English

proficiency.

To the students -this study may also let them see the efforts exerted by their parents for

them to be proficient in English in return; children should strive hard and compensate for their

parent’s sacrifices. It is expected that it would be easier for them to be proficient in English if

they will have encouragement at home.

To the teachers and school administration - the ideas and experiences of a wider pool

of individuals concern may lead them unto planning for a better strategy which will support

participation and active involvement of parents and students in the acquisition of English

proficiency. Furthermore, it could be used to develop an extension program toward the

enhancement of parents’ English proficiency teaching strategy. This study would want to

conduct a similar strategy.

To the future researcher - this study together with the gathered data in it may serve as

their basis in conducting a study of their own. They may conduct a related study which could

improve and develop the concepts that were found beneficial for the society and for the future

generations.
Scope and Delimitation

The main respondents were the randomly selected 40 grade 7 students Special class (BPIS)

students of balibago primero integrated school on the Period ofS.Y.2017-2018.This study

determined the factors affecting English proficiency.

Definition of Terms

The following were defined conceptually and operationally to have a better and

comprehensible understanding of the study.

Education - Is the process of facilitating learning or the acquisition of knowledge, skills,

values, beliefs, and habits. Educational methods include storytelling, discussion, teaching,

training, and directed research.

English proficiency - In this research, this pertains to the level of ability the students

have with concern to reading comprehension, vocabulary development and grammar accuracy.

Factors -These refer to something that contribute or has an influence on the outcome of

something. In this study, these are the contributing influence or the underlying variables in the

role of parental involvement in the students.

Parental Involvement -refers to the amount of participation a parent has when it comes

to schooling and his child’s life. Some schools foster healthy parental involvement through

events and volunteer opportunities, but sometimes it’s up to the parents to involve themselves

with their children’s education.

Parents - A person who gives birth to or raises a child

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The review of related literature of this study identifies how fear and interest, together

with the students’ study habits can affect their performance in various subject matters,

specifically, English proficiency .To begin this chapter, the researchers will define the variables

involved in the study, namely, fear and its types, interest, study habits and English proficiency.

The researchers will also examine other research studies and articles that show how these

variables are related. This chapter ends with the summary of literature review.

Related Literature

Children who are deaf or hard of hearing are at a disadvantage for learning spoken

language and, even with amplification, do not learn language in the same ways as hearing

children. They have the innate ability to learn language, often referred to as the Language

Acquisition Device, just like hearing children; however, they first need access to language

(Easterbrooks& Baker, 2002, p. 58). Children who are deaf or hard of hearing lack this access,

which means that they do not automatically hear and learn to understand the language that occurs

around them.

As parents and professionals share information, and pieces of the puzzle come together,

both can use strategies and keep in mind factors that will facilitate and improve language

acquisition. These strategies and factors relate to, but are not limited to, play skills, non-directive

play, visual and tactile stimulation, exposure to literacy, and family involvement.

Easterbrook and Baker (2002) asserted that play skills aid children in developing pre-

linguistic skills. His claim is that as children manipulate toys, they “develop the ability to
represent objects, actions, their descriptions, and their relationships as a precursor to representing

these through language” (p. 52). Easterbrook and Baker also cited a study done by Snyder and

Yoshinaga-Itano (1998) that found play behaviors to be significantly correlated with the

receptive comprehension of simple phrases.

Substitution and sequenced symbolic play were the two play behaviors that correlated

most highly (p. 50). Thus, increased exposure to play activities, both at home and at school, has

the potential to strengthen children’s receptive language. Substitution and sequenced symbolic

play were the two play behaviors that correlated most highly (p. 50). Thus, increased exposure to

play activities, both at home and at school, has the potential to strengthen children’s receptive

language.

Cogher (1999) advocated for the use of non-directive play. This is when play is

structured by an adult but led by the child’s focus of attention and play behaviors. While the

child is engaging in self-directed play, adults play alongside, imitating and commenting. Cogher

claimed that non-directive play can be useful for children at any stage of language development

and for those with a wide range of communication difficulties. His reasoning for the success of

non-directive play is that it utilizes joint attention, gently challenges children, and develops

confidence by way of pressure-free and positive interactions. It also provides consistent

responses to communicative behaviors, opportunities to develop play routines, and a running

commentary.

Cogher however, recognizes that it is not successful with all children and suspects that

this is because some children avoid the activity due to a lack of spontaneous play ideas. When

provided with play materials and coaching from teachers, parents can be a part of their children’s
linguistic development by continuing to engage their children in non-directive play, symbolic

substitution, and sequenced symbolic play outside of school.

Regarding literacy, Raikes et al. (2006) linked maternal book reading practices to

children’s language and cognitive development at 14, 24 and 36 months of age. They did this by

interviewing and assessing 2,581 mother-child pairs. They interviewed the mothers on their

timing, intensity, and patterns of book reading. They also gave them the Woodcock-Johnson

Psychoeducational Battery-Revised, Picture Vocabulary Test (WJ) to measure maternal

expressive verbal ability, the Home Observation and Measurement of the Environment (HOME)

to measure “maternal warmth” (eg. responsiveness, supportiveParenting, etc.), and the

MacArthur Communicative Development Inventories (CDI) to rate their children’s language and

cognitive abilities at 14 and 24 months. As for the children, Raike et al. used their Peabody

Picture Vocabulary Test (PPVT) scores (Spanish speaking children were given the Spanish

equivalent, the TVIP) and Bayley Mental Development Index (MDI) scores for comparisons.

The latter provided cognitive measures.

Children are dependent on adults to provide them with books and to introduce them to

new words and language experiences. Hart and Risley (1995) studied the relation between the

quality and quantity of language input, and its effects on children’s vocabularies. They found that

parents (generally from low-income household) exposed their children to approximately ten

million words by the time they were four, and that most of the language they used was for the

purpose of controlling. More talkative families, who tended to be those with a high socio-

economic status, expose their children to upwards of fifty million words by age four. Hart

andRisley also found that children are dependent on adults to provide them with books and to

introduce them to new words and language experiences.

 Finally, as implied by the studies reviewed above, the key to this project is family

involvement. Teachers can only do so much to facilitate and improve deaf or hard of hearing

children’s language development at school. For optimal results, some accountability must be

placed at home. As Easterbrooks and Baker (2002), stated, “Successful children come from

committed parents” (p. 84). Calderon (2006) emphasized this point. Calderon compiled parent

questionnaires, which included information on parental input in Individualized Education Plans

(IEPs), requests for additional services, volunteering in the classroom, attending classroom

functions, observing in the classroom, using teacher-established systems for keeping in contact,

reviewing classwork, and reinforcing/expanding lessons at home.

This is a particularly critical domain because playing is a major way in which children

practice language anddevelop cognitive skills (Ahola andkovavik, 2007). The text, Observing

and Understanding ChildDevelopment (Ahola andkovacik, 2007) offered two models for the

development of play skills. Piaget classified the first model in 1951, referredto by Ahola

andkovacik as his “Developmental Taxonomy of play” (p. 139). In this model, piaget claimed

that children aged two to eighteen months progress from sensorimotor play to coordinating

secondary schemes, to forming ritualistic action patterns. More specifically, children enjoy

cause and effect relationships, begin to combine toys and use them in different ways, and then

pretend to play with objects conventionally. After that, Piaget claimed that children begin to use

the last domain which is play skills.

Up to 24 months of age, children will protect their symbolic play skills onto new objects,

pretend to play with objects that they do not typically use, pretend that one object is something

else, and then pretend to ‘be’ something else themselves. Finally from three to four years of age,

children will combine simple play scenes, play out scenes that they have only partially
accomplished in reality, play out scenes positively that were actually unpleasant situations, and

then play out complete scenes that have never happened but that they can anticipate (p. 139).

Although teachers have no control over the quantity or quality of language that their

students have been exposed to in the past, they can affect future language development in two

important ways. They can increase the quantity and quality of language used in the classroom,

and they encourage parents and other caregivers to do the same at home (Gunning, 2008, p. 5).

Issues arise with children who are deaf or hard of hearing when they are presented with

an incomplete language and incomplete messages (Easterbrooks& Baker, 2002, p. 33). This is

true for children who are deaf and whose parents know little to no sign language, as well as for

children who are hearing impaired and do not receive the amplification or necessary instruction

to understand and use spoken language completely. With regard to the children on the auditory-

oral track, insufficient and unclear auditory input leads to delays in, or lack of, the acquisition of

a complete language system (Easterbrooks& Baker, 2002, pp. 33, 59, 62).

Related Studies

Foreign

English as Second Language (ESL) classrooms are on the rise in California as well as the

rest of the United States. Specifically in the Bay Area, there is a large Latino student population

who are provided ESL curriculum in classrooms, which are critical for children as they fight to

stay afloat in the public education system today. Where teachers and students communicate in

both English and Spanish, most parents do not have that option, making it difficult or sometimes
impossible for families to play an active role in their child’s educational process (Miano, 2011).

Many Latino families find it difficult to make time between working multiple jobs, finding time

to communicate with educators, and provide support for their children, all while dealing with a

language barrier that can be very intimidating. In order for children to learn and excel at their

optimum level, we need to bridge this gap among teachers, parents, and students, and more

importantly, find ways in which parents can play an active role in their child’s education,

regardless of their language preference. It is important for parents to understand how schools

work and the expectations of their own involvement in the process.

More currently, laws and state standards have been put into place making it difficult for

English Language Learners and their parents to thrive in school. In 2001, the No Child Left

behind Act passed, which required all public schools to help English learners become proficient.

Today, California law permits ESL or English as a Second Language for students in the

classroom. This allows for an English-only classroom where the government provides extra

support for students to become fluent in English (Chen, 2013).

Poza, Brooks, and Valdes (2014) also emphasized how this type of involvement by the

mothers related to attendance at a workshop for parents at Jefferson Elementary. A translator was

able to discuss the progress and challenges of their children’s grades, and provide information

for parents who had recently immigrated. The opportunity for the parents to learn about the

expectations of their child in school and how they could better prepare them at home was helpful

for everyone. This, along with providing adult education classes, allowed parents to understand

and connect in a way that they felt important and informed about their child. This example

demonstrates that parents want to and can participate effectively once they are able to understand

the importance of and expectations to participate in their children’s schools. Such methods, like
the workshops, where information is readily available, would be successful in large immigrant

communities, specifically Latino, where children are learning English in the classroom.

Hoover and Supiano (2008) report on parent involvement at the college level. Although

stories of the helicopter parent abound, this is not the experience of the majority of students

according to this 2008 national survey. On the contrary, most students would like parents to be

more involved; this is especially true for students whose parents did not attend college. These

students in particular would like to have parents support their autonomy by being more involved

in decision-making. Parents continue to be influential in their children’s lives into young

adulthood.

Williams & Sanchez (2011), in their article Identifying and decreasing barriers to parent

involvement for inner-city parents looked at the obstacles that arise prohibiting parent

involvement, especially for inner-city African American parents. Parents and school personnel

identified four types of barriers: time poverty, lack of access, lack of financial resources and lack

of awareness, with the biggest obstacle being time. With less time for engagement, parents

reported feeling “isolation, alienation and disengagement” (p. 56). Parents were not feeling

empowered or confident in their ability to help their children. Parents also reported a lack of

financial resources as a barrier to involvement; if they could not pay school fees they felt their

participation in their child’s education was unwelcome. Again, parents were not feeling

empowered, capable and competent, and in this case, even welcome

The authors (Pomerantz et al, 2007) suggest the following interventions to foster quality

parent involvement: ensure that parents feel empowered and have a sense of control in the school

context by providing them with information about the malleability of children’s ability as well as
the skills to assist children in developing their ability; foster a positive environment in which

parents do not feel pressure to ensure their children perform up to standards; provide parents

with a sense of control by encouraging them to focus on the learning process rather than

performance and to focus on improvements over time instead of comparisons to other children.

This approach will maintain positive effects and beliefs about their children.

Whitaker and Hoover-Dempsey’s (2013) exploratory study indicated that the motivators

of parental involvement are also motivators of parent beliefs. In other words, parents’

perceptions of school expectations for involvement, the school’s climate and student invitations

to involvement predicted parental role beliefs about their own involvement in their child’s

education.

Jeynes (2007) suggests recognizing existing involvement. The article describes many low

income and minority parents are more involved than schools realize. Parents may not be

involved in the outward forms of involvement but they are involved in less visible forms, namely

setting high expectations for and building strong communication bonds with their children.

Jeynes refers to recent research based on meta-analysis of studies on parent involvement

indicating that these hidden forms of parent involvement may be more important than the

outward forms (Jeynes, 2007). If we are to “foster greater parental participation, especially

among parents of at-risk children, we should start by telling parents what they’re doing

right.”(p.2).

Parental support for children’s success is important, especially so for children of

immigrants who balance the cultural, linguistic, and social differences between home and school

(Research by Calderon et al., 2011, p. 115). Therefore, it is vital to review the practices within
schools promoting parental involvement by examining Title I, Bilingual Education, and Civil

Rights laws impacting English Language Learners (ELL).students and parental involvement,

cultural understandings of parental involvement, and the impact of school leadership practices on

parental involvement. Schools belong to the communities and should be a welcoming

environment to parents. Schools should encourage parental involvement and support of their

children regardless of the school demographics, the primary language of the parents, and the

school leaders (Hoover-Dempsey et al., 2005; Turner & Kao, 2009).

School laws are created to provide guidance and mandates to govern the standards to help

ensure all students have a fair and equal opportunity for a quality education. Schools are required

to adhere to the laws passed to support parental involvement and English Language Learners or

risk being sued or losing vital funding (ELL Funding, 2011; Stover, 2007). School leaders are

primarily responsible for ensuring the laws are followed. They are also tasked with developing a

plan of action to support and monitor the implementation of the mandates (Mora, 2009). Leaders

are also accountable for the creation of professional development programs or systems for

creating culturally competent teachers and staff to support the various needs of students of

diverse populations (Calderon et al., 2011; Mora, 2009). An awareness of faculty perceptions

helps leaders to consider possible adjustments to their practices to increase parental involvement

in schools. Schools, communities, parents, and students will ultimately benefit from leaders who

are willing to be reflective on their practices and make the necessary modifications to improve

parental involvement (Garcia & Jensen, 2007).

According to the report, The Power of Parents, “Research indicates a strong association

between parent involvements with a child’s education both at home and at school and student

performance in school. Engaging parents is particularly important for English learners and
students from low‐income families .In fact, greater parent involvement is correlated with higher

student test scores and better grades for the school as a whole” (Thigpen &Freedberg, 2014, p.

7).

Moreover, if the staff do not speak the home language of children and families and the

immigrants are not English proficient, then communication problems arise, making cultural

demystification much more unlikely (Rothstein-Fisch et al., 2009). U.S. schools must improve

communication with immigrant parents and create an atmosphere in which the parents desire this

communication. Immigrant parents should be able to improve support for their children by

communicating and interacting with their schools and their teachers (Nam & Park, 2014).

Local

Media provide students with a lot of language practice through activities using

newspapers, magazines, radio, TV, movies, books, Internet, and tasks which develop reading,

writing, speaking and listening skills. Media entertain students and encourage reading English in

general, both inside and outside the classroom, promoting extensive reading by giving the

students the confidence, the motivation and the ability to continue their reading outside the

classroom and achieve English language proficiency (Tafani, 2009:1).

A study conducted by Ortega (2011) entitled “Media Exposure and English Language

Proficiency Levels, A Comparative Study in Iceland and Spain” resulted that Icelanders are

considerably more exposed to English by the media than their Spanish counterparts. In addition,

their education systems, regulations and government policies on English teaching are described.

Spanish education system devotes more time to English teaching than the Icelandic one. Add to
this, Spain has more aggressive policies for improving competence in English. However,

Icelandic students are expected to achieve higher proficiency levels. Therefore, due to higher

exposure to English media Icelanders have better proficiency levels.

According to Yaratan (2011) in his study, as a result of this substantial change in

language teaching, teachers needed extra aids to provide learners with the desired environments

and foster exposition to authenticity. Therefore, this study would give a thorough and deep

knowledge to every language teacher that through the use of media, these give abundant

information and create continuous communicative competence among ESL learners that a media

can develop and enhance the learning of English language in classrooms where they spend a lot

of media, these give abundant information and create continuous communicative competence

among ESL learners that a media can develop and enhance the learning of English language in

classrooms where they spend a lot of their time.

Salazar (2007) disclosed that in the Philippines, English proficiency is declining.

Teachers have to be competitive enough in using the language to effectively teach students in

becoming critical and analytical in communicating with the use of English. Moreover, learning

experiences must be provided that will help students reach the optimum level of their

communicative ability.

According to Macasinag (2011), a survey conducted by Social Weather Station

commissioned by Promoting English Proficiency (PEP) in March 2006 resulted the largest

deterioration was in the self-assessment of ability to speak in English which fell from 54% in

September 2000 to 32% in March 2006, a deterioration of 22% in six years. A well-known way
to create meaningful context in teaching – learning process in English language is through using

media, through a wide variety of print, audio, and visual formats.

A thesis study conducted by Torricer (2009), explored the English language proficiency

of the Second year college students of Ilocos Sur Community College. Torricer discovered that

the speaking ability of her respondents are significantly related with their sex, fathers’

occupation and educational attainment, availability of English newspapers and encyclopedia,

exposure to radio programs in English and Iloko, and exposure to TV programs in English and

Filipino.

May (2010) in her work pondered on the idea that while English can be used as a medium

of instruction to better academic performance of the students, recommendations on bridging the

language barriers through enhancing teaching and learning styles in the classroom should also be

pointed out to improve reading and oral skills. Furthermore, language and pedagogy skills of

faculty members using English as medium of instruction should also be enhanced.

Kinyaduka (2013) explored the effects of English being used as a medium of instruction

in the academic performance of students in Tanzania secondary schools. After the adoption of a

cross-sectional research design, the study recommended the use of both English and Swahili in

teaching and evaluation, may improve the academic performance of the students. The study

concluded that using English language as a medium of instruction may contribute to poor

academic performance among students, thus resulting in poor quality education.

Tupas (2009) argues that those who have access to educated, Standard Philippine English

are those in the upper and middle class who can afford to and prioritize sending their children to

expensive exclusive schools which use English as the primary and, often, sole medium of
instruction. Thus, English, in this context, may be viewed as a class “stratifier”. The issue of

parental involvement correlating with student academic achievement is often a main focus of

research. Findings from the studies in this review show that parental involvement as reported by

the students consistently had positive effects on students across all developmental levels of

education. Higher parental involvement correlated with overall higher academic achievement in

most studies. Hill and Taylor note that research conducted from a variety of perspectives all

show a positive correlation between involvement and achievement. In one study of younger

children, parental involvement did not correlate with higher academic achievement, but with

better social skills and fewer problem behaviors, which may later associate with higher academic

achievement (El Nokali et al., 2010).

In the study of Barral (2010), social networking is used as a communication and

collaboration tool of choice in business and higher education. It is being used as a wayof

communication whether that is asking a question about what to do for homework, or what friends

are doing over the weekend. People can discuss topics for class and ask questions which can get

answered. Social networking poses a problem in the use of poor language. Most sites do not use

proper spelling or grammar which is inappropriate for someone who does not yet have logistic

confidence. People are mostly able to discern the morally questionable content, but they cannot

yet against illiteracy. The study supports the result of this study.
Synthesis

English is one of the official languages of the Philippines. Most Filipinos display

competence and proficiency in using the language in a variety of domains; specifically, in

education, religion, government and business. The Philippine educational system today is a

legacy of American colonialism. As early as pre-school, Filipino children are taught to speak and

read in English. Most primary reading books train them first to read in English before Filipino

(the national language) or in any other local language. This is done in order to prepare these

children to meet the demands of most elementary and high schools which use English as a

medium of instruction in most subject areas, specifically in Mathematics and Science. Hence,

most school age children are functional in English even though they speak a different mother

tongue in their homes. Schools traditionally look at parental involvement as an important aspect

of the educational development of students. The results of studies summarized in this review

consistently validate the importance of parental involvement. In addition to potential academic

benefits, the correlation between positive behavior and social development and parental

involvement with younger children supports the idea that schools should seek as much parental

involvement as possible. Schools and educators should consider how to involve parents in

education at all developmental levels of elementary and secondary schooling. The involvement

encouraged should take a variety of forms, including both monitoring and support activities.

Schools that cannot achieve a high level of parental involvement need to consider ways to

account for the loss of benefits associated with parental involvement, as well as assess what

barriers might be making it difficult for parents to participate.

This paper is a case study that identified the segmental features observable among and

modeled by three professors in a state university in the Philippines (where Tagalog is the native
language), in their reading of a poem. In reference to General American English (GAE) which

Filipino speakers of English attempt to approximate, generalizations out of the data and

pedagogical implications were derived. The sociolectal approach in describing phonological

features of a particular speech community was employed in this paper. Results revealed that

substitution, addition and deletion of sound segments are governed by the interference of L1 and

caused by the fossilization of pronunciation “lapses” of the participants. These lapses can

therefore be regarded as defining features of the variety of English spoken by speakers in the

area and perhaps its neighboring provinces since the participants serve as models in the

community. In view of this, teachers of English should strengthen the Communicative

Competence Model in the teaching of the language in order to make students be sensitive and

appreciative of varieties of English such as the one noted in this paper.

Every classroom will inevitably reconfigure the relationships of local and global

differences that are now so critical. To be relevant, learning processes need to recruit, rather than

attempt to ignore and erase the different subjectivities, interests, intentions, commitments, and

purposes that students bring to learning. Curriculum now needs to mesh with the different

subjectivities, and with their attendant languages, discourses, and registers, and use these

resources for learning.

Conceptual Framework

From the reviewed literature and studies, appeared several methods, techniques,

strategies and approaches in order for children to acquire English Proficiency. Based on this

background, this study proposed to find out the strategies of parents in their childrens acquisition

of English Proficiency.
 English proficiency level Problem
Common strategies used
of the students along the Proposed
by parents in their
children’s acquisition of following areas:
English proficiency at Solution
1. Reading Encountere
home along the following
Comprehension d
areas
2. Vocabulary
: 1. Reading
Development by
Comprehension;

2. Vocabulary
3. Grammatical the
Accuracy
Development; and
parents
3. Grammatical Accuracy

Figure 1 Conceptual Paradigm of the Study

This study was concerned basically on the strategies of parents in their children’s

acquisition of English proficiency. As shown in Figure 1, the primary concern of this study was

to find out the English proficiency level of the student-respondents specifically in the succeeding

areas: reading comprehension, vocabulary development and grammar accuracy. After which the

study also determined the common strategies that parents employ for their children’s acquisition

of English proficiency. The study also described the relationship of the strategies used with the

English proficiency of the students. The researchers also aimed to find out the problems that

were encountered by the parents which affect the English proficiency of the students. After

finding out the problems that were encountered by the parents a proposed solution was planned.
 Chapter 3

METHODS OF STUDY AND RESOURCES DATA

The purpose of this research study is to measure the Parental Involvement to Student’s

Acquisition of English Proficiency. This chapter represents a description of a case study that

includes a description of the research design, the respondents, data gathering instrument, and

statistical treatment that was used. This chapter also describes the procedures used in gathering.

Research Design

The researchers used the correlation method of study. This is the most appropriate

method for the present study which sought to determine the significant relationship between the

strategies used by the parents in their children’s acquisition of English Proficiency and the

English Proficiency of the students.

The Respondents

Since the study focused on the Parental Involvement to Student’s Acquisition of English

Proficiency, the respondents are from Balibago Primero Integrated School at grade 7 with the

total of 40 students and their 40 parents respondents.

Data Gathering Instrument

A questionnaire was used in gathering data. The questionnaire has 7 parts. The

questionnaire consisted of items that determined the parental involvement to student’s

acquisition of English Proficiency.

Data Gathering Procedures

The first step before going to the testing proper is make a request letter. Upon approval,

the researcher retrieves the request letter. The principal as well as class advisers and other faculty

members were selected in the administration. In administering the questionnaire, the researcher

used the time allotted for vacant to avoid distraction of class discussions. The students were

given enough time to answer the questions. After data gathering the researchers now collected it

for tallying the scores and to apply the statistical treatment to be used with the study.

Statistical Treatment

The statistical treatment gave us was percentage, were looking what percent of the

student who are parent’s getting too involved at English proficiency to student education.

The data that where gathered from the responses and were tallied, tabulated and

presented in tabular form. The data were analyzed and interpreted through the use of the

following statistical tools.

A frequency is the number of times a data value occurs. For example, if ten students

score 80 in statistics, then the score of 80 has a frequency of 10. Frequency is often represented

by the letter f. A frequency chart is made by arranging data values in ascending order of

magnitude along with their frequencies

 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered from the instrument

used in the research. Data collected through a questionnaire and survey checklist were

quantitatively analyzed to yield answers to the research problems. The data are presented

according to the specific problems in this study.

1. Common Strategies of Parents in their Children’s Acquisition of English Proficiency

Fromkin (2010) stated that the child needs continual encouragement as well as praise for

good performance, as any success motivates. Parents are in an ideal position to motivate and so

help their children learn, even if they have only Basic English themselves and are learning

alongside their young children. By sharing, parents can not only bring their child’s language and

activities into family life, but can also influence their young children’s attitudes to language

learning.

In this study, the strategies of parents in their children’s acquisition of English

proficiency specifically in the areas of reading comprehension, vocabulary development and

grammar accuracy were determined

1.1 Reading Comprehension

Table1 show the statistical data on the strategies used by parents in helping their children

acquire proficiency in reading.

 Table 2

Strategies of Parents along Reading Comprehension

N=40

STRATEGIES PERCENTA VERBAL

Reading: ALWAYS SOMETIMES NEVER GE DESCRIPTION

1. I let my child Sometimes

read short stories 3 22 15 55

and novels written

in English.
2. I usually ask 37.5 Sometimes

my child to read 13 15 12

aloud posted

sayings or

statements.
3. I prescribe my

child to use

dictionaries as 6 6 28 70 Never

they read books

for them to

understand

difficult words.
4. I give them 21 18 1 52.5 Always

time for reading at

home.
5. I give them
guide questions

that they will 12 24 4 60 Sometimes

answer after

reading to check

comprehension.
6. I buy novels,

story books and 13 21 6 52.5 Sometimes

fiction books for

my child to read.
7. I encourage my

child to read and

afterwards tell or 16 4 20 50 Never

share to others the

gist of the stories

he/she read.
8. I encourage my

child to join

activities at

school which 17 21 2 52.5 Sometimes

would enhance

his/her

comprehension

skills.
9. I enroll my

child on different
 workshops or

tutorials which 12 20 8 50 Sometimes

offers programs

for reading skills

and reading

comprehension.
10. I set schedules 20 10 10 50 Always

for me and my

child to read

together and study

a story together.

The table above shows the strategies used by parents in their child’s acquisition of

English Proficiency with regards to reading comprehension. 10 strategies are listed above.

As what was shown in the table it is vividly seen that nine (6) out of the ten 10 strategies

listed were described to be Sometimes used by the parents. Only two was labeled to be always

used. And only two was labeled to be never used.

Moreover, among all of the strategies enumerated, the strategy of prescribing dictionaries

for the children was seen to be the most common strategy that is being used by almost a total of

40 parent-respondent and got a total weighted Percentage of 70%. It can be inferred that the ease

of access or the availability of the material to be used was considered in this situation. Aside

from that, dictionaries also are recognized to be the best reference material to be used most

especially in reading.
 On the other hand, there were only 12 parent-respondents who utilize the strategy of

sending their children on different workshops and tutorial centers which offer programs for

reading comprehension, making it to be the least strategy used by the parents. A major reason

that can be seen here is the affordability of the strategy. It cannot be denied that tutorial centers

and workshops require parents to spend money so as to cater the needs of their children as they

attend these kinds of program.

1.2 Vocabulary Development

Table 3

Strategies of Parents along Vocabulary Development

N=40

STRATEGIES
Vocabulary: VERBAL

ALWAY SOMETIMES NEVER MEAN DESCRIPTION

S
1. I read stories to my

child and ask him/her 20 15 5 50 Always

to list down the

difficult words heard

then look for the

meanings in the

dictionary.
2. I introduce basic

and short English

sentences repeatedly, 15 21 4 52.5 Sometimes

for them to memorize

until they can use

these sentences in

simple conversations.
3. I let them memorize 9 16 15 40 Sometimes

vocabulary list.
4. I use educational 57.5

playing games like 5 23 12 Sometimes

Pictionary, scrabble,

word puzzles, etc. in

English to entertain

and educate them.

5. I make them be

familiar with the 10 24 6 60 Sometimes

synonyms and

antonyms of words

they encounter.

6. I make worksheets

which include Always

exercises that will 22 3 15 55

require my child to

provide the correct

English term for the

picture or descriptions

provided.
7. I use concrete 52.5

representations or 8 21 11 Sometimes

situations where they

could associate the

word they do not

understand.
8. I encourage my Sometimes

child to join activities 12 18 10 45

at school which are

concerned with
 vocabulary

development such as

English quiz bowls,

theatrical plays etc.

9. I enroll my child on

different workshops or

tutorials which offers 20 12 8 50 Always

programs for

vocabulary

development
10. Initiate vocabulary 5 11 24 60 Never

drills daily.

Table 3 revealed that encouragements with concern to school activities which could

enhance the skills of their children is the most common strategy being utilized by the parent-

respondents when it comes to their children’s acquisition of proficiency in Vocabulary

Development. The table showed that a total of 12 parents were counted to use this strategy

frequently compared to the other strategies listed. It can therefore be concluded that parents are

well-versed about the significance of personally encouraging their children to join such activities

at school.

However, there are 9 parents who let their children to memorize vocabulary lists to

widen and improve their vocabulary and the same numbers of respondents are counted under the

strategy of using educational playing games like scrabbles, and dictionaries. This can be inferred

from the fact that most children nowadays, learn best while they engage themselves in the task
given to them. Most importantly, parents also have the perception that it is important for their

children to experience enjoyment while learning.

2.3 Grammar Accuracy

Table 4

Strategies of Parents along Grammar Accuracy

N=40

STRATEGIES

VERBAL

Grammar accuracy: ALWAYS SOMETI NEVER PERCENT DESCRIPTION

MES AGE
1. We usually speak 15 25 0 62.5 Sometimes

English at Home.
2. I let them memorize 2 8 30 75
grammatical rules (e.g. Never

subject-verb agreement).
3. I let them read 14 6 20 50

sections of passages, Never

plays or dialogs out loud

and help them examine

the patterns used.

4. I give them examples 0 15 25 62.5

of sentences and explain Never

their structure at the

same time.
5. I play DVDs of 34 5 1 85

English-language Always

movies and television

shows.
6. I read stories with my 13 15 12 37.5

child to practice word Sometimes

use and sentence

structure.
7. I ask them to write 2 7 31 77.5

their journals or diaries Never

in English to practice

accurate use of English

patterns and grammar.

8. I encourage my child 30 4 6 75

to join activities at
 school with concern to Always

grammar accuracy such

as writing contests like

essay writing, news

writing, etc.
9. I enroll my child on

different workshops or 28 3 9 70 Always

tutorials which offers

programs for grammar

accuracy.
10. I encourage my child 25 9 6 62.5

to be part of the school Always

publication to enhance

the use of language

rules.

The table above provides the strategies used by parents in their children’s acquisition of

grammar accuracy.

It is very evident that the strategy where the parents‟ play DVDs of English language

movies and television shows, ranked 1st, and it can be concluded that this strategy is widely used

because of its availability and primarily because it can easily be done. There were 34 out of the

40 parents who are frequently using this strategy.

On the other hand, 30 parents were counted for using encouragements for their children

to join activities at school such as different writing contests which is known as one of the best
training grounds for their children to enhance the skills that they already have when it comes to

grammar accuracy. Parents perceived the importance of this training given by the school that is

why they are always considering this strategy.

However, the use of English as a medium for speaking at home was revealed to be the

least frequently used strategy by the parents. This can be inferred from the fact that using the

second language in family settings is still not a usual thing for Filipino families. Most of the

Filipino families still find it awkward to use this strategy of speaking in English in simple and

ordinary set-up, and this notion hinders them to thoroughly acquire proficiency in this matter.

2. English Proficiency level of the students in Balibago Primero Integrated School

According to the research of Epstein (2001) children learn and develop through three

overlapping “spheres of influence:” family, school, and community. Students who have support

from their parents at home show better performance at school, while students lacking support are

struggling. Getting parents involved in the education of their children appears to be a crucial

factor for the continuing educational development and success of children in school. Although

numerous research studies have been done concerning this issue in education, additional research

is indicated.

Getting parents involved in the education of their children appears to be a crucial factor

for the continuing educational development and success of children in school. Teacher

invitations are a powerful way to gain parent participation in their children’s learning. Although

most schools are required to involve parents, teachers often lack critical knowledge and skills

necessary to building effective partnerships with parents. Although numerous research studies

have been done concerning this issue in education, an additional study is indicated.
 The English Proficiency Level of the students from the Balibago Primero Integrated

School along the following areas: reading comprehension, vocabulary development and grammar

accuracy, were determined in this study. These were taken so as to see whether it has any

relationship with the strategies employed by their parents.

2.1 Reading Comprehension

Table 5

Students’ Proficiency in Reading Comprehension

SCORE

LEVEL RANGE FREQUENCY PERCENTAGE (%)

High

Performance 8-10 17 42.5

Average

Performance 4-7 21 52.5

Low

Performance 0-3 2 5

The table above illustrates the distribution of the student-respondents as to what

level they are classified when it comes to reading comprehension. Out of fourty (40)

respondents, 52.5% or 21 of them are classified under the average performance.

Furthermore, a number of 17 student-respondents which covers a total of 42.5%were

under the high performance. However, 5% or a number of 2 students were in the low

performance.
 These results clearly showed that majority of the respondents have a good

background when it comes to reading comprehension for the table has shown that more

than a half of the percentage was already in the average performance. Moreover, almost

one- fourth of the respondents were grouped in the high performance which implies that

there are already a good number of students who have very high proficiency in reading

comprehension. This may be inferred as a result for the good instructional materials

provided by the school. Nonetheless, a few from the total number of respondents were

found out to have low proficiency in this area of language proficiency. These students

may be pulled to a higher proficiency level if the teachers will look after them and suffice

their needs so they could be in line with the other members of their group. Further

assistance and guidance must be given to the students in this level.

2.2 Vocabulary Development

Table 6

Students’ Proficiency in Vocabulary Development

LEVEL SCORE FREQUENCY PERCENTAGE

RANGE (%)
High

Performance 11-15 12 30
Average

Performance 6-10 18 45
Low

Performance 0-5 10 25
 This table shows the English proficiency level of the 40 student-respondents from the

Balibago Primero Integrated School with regards to vocabulary development. As shown in the

table, 18 students were counted under the average performance which covers 45% of the student-

respondents. On the other hand, 12 student-respondents or 30% percent were classified in the

high performance when it comes to vocabulary proficiency. Lastly, no one was classified under

the category of beginners which pertains to having a very low proficiency level in this area of

English These data that were gathered presented a good result in the English proficiency level of

the respondents when it comes to vocabulary. These manifest a good quality of learning that the

respondents have. And implies that the students‟ proficiency in this area is already high yet it has

to be maintained or enriched. Good training and virtual exposure to English language may be

concluded to be the root of this good performance given by the students.

2.3 Grammar Accuracy

Table 7

Students’ Proficiency in Grammar Accuracy

LEVEL SCORE RANGE FREQUENCY PERCENTAGE

(%)
High

Performance 12-15 14 35
Average

Performance 5-11 19 47.5

Low

Performance 0-4 7 17.5

 There were 47.5% of the 40 Balibago Primero Integrated School student-respondents

group under the average performance. This revealed the 19 students who were counted under this

level. However, 14 student-respondents are seen to be in the high performance when it comes to

grammar accuracy which is accompanied with a percentage of 35% of the total respondents.

Nevertheless, there were 7 students who were pointed out to be under the low performance and

covered a total of 17.5% of the respondents.

3. The Relationship of the Strategies used by the Parents and the English

Proficiency Level of the Students

It was one of the aims of the study to determine the extent of relationship among the

strategies used by the Parents and the English Proficiency Level of the students along reading

comprehension, vocabulary development and grammar accuracy. The following tables show the

relationship of the parents‟ strategies and the students‟ English Proficiency scores.

The Pearson’s r coefficient of correlation was used to compute the data gathered.
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study from which conclusions and

recommendations were drawn.

Summary of findings

The following were the findings of the study:

1. Common Strategies Used by the Parents in the following Areas:

1.1 Reading Comprehension

Among all of the strategies enumerated, the strategy of prescribing dictionaries for the

children was seen to be the most common strategy that is being used by almost a total of

28parent-respondent and got a total weighted percentage 70%.

On the other hand, there were only 12 parent-respondents who utilize the strategy of

sending their children on different workshops and tutorial centers which offer programs for

reading comprehension, making it to be the least strategy used by the parents.

 1.2 Vocabulary Development

Encouragements with concern to school activities which could enhance the skills of their

children is the most common strategy being utilized by the parent- respondents when it comes to

their children’s acquisition of proficiency in Vocabulary Development. 12 parents were counted

to use this strategy frequently compared to the other strategies listed.

However, there are 15 parents who let their children to memorize vocabulary lists to

widen and improve their vocabulary and the same numbers of respondents are counted under the

strategy of using educational playing games like scrabbles, and pictionaries.

1.3 Grammar Accuracy

The strategy where the parents‟ play DVDs of English-language movies and television

shows ranked first. There were 34 out of the 40 parents who are frequently using this strategy.

On the other hand, 30 parents were counted for using encouragements for their children

to join activities at school such as different writing contests which is known as one of the best

training grounds for their children to enhance the skills that they already have when it comes to

grammar accuracy. However, the use of English as a medium for speaking at home was revealed

to be the least frequently used strategy by the parents.

2. English Proficiency Level of the students in Balibago Primero Integrated School

2.1 Reading Comprehension

Out of fourty (40) respondents, 52.5% or 21 of them are classified under the

average performance. Furthermore, a number of 17 student respondents which covers a

 total of 42.5% were under the high performance. However, 5% or a number of 2 students

were in the low performance.

2.2 Vocabulary Development

Out of 40 students, 18 students were counted under the average performance

which covers 45% of the student-respondents. On the other hand, 12 student-respondents

or 30% percent were classified in the high performance when it comes to vocabulary

proficiency. Lastly, no one was classified under the category of beginners which pertains

to having a very low proficiency level in this area of English.

2.3 Grammar Accuracy

There were 47.5% of the 19 students Balibago Primero Integrated School

student-respondents grouped under the average performance. This revealed the 85

students who were counted under this level. However, 14 student-respondents are seen to

be in the high performance when it comes to grammar accuracy which is accompanied

with a percentage of 35% of the total respondents. Nevertheless, there were 7 students

who were pointed out to be under the low performance and covered a total of 17.5% of

the respondents.

3. Relationship between the Strategies used by the Parents and the English Proficiency

Level of the Students

Since all of the results after the strategies of parents were correlated to the English

Proficiency of the students using the Pearson’s r, are all near to zero, the researchers found out
that the strategies used by the parents has no significant relationship with the English Proficiency

Level of the students.

4. Problems encountered by Parents along the different areas of English are as follows:

4.1 Reading Comprehension

There were 30 parent-respondents who appeared to have a common problem with regards

to the interest of their children in answering guide questions that they provide. Another problem

that is also met by the parents is that their children do not want to re-tell or share the gist or

summary of the story that they have read. Lastly, parents also found encouraging their children

in joining activities at school as a problem.

4.2 Vocabulary Development

Preparing worksheets gained the highest frequency as for it being a problem for the parents.

Introducing and explaining difficult words for their child has been a problem of the total of 30

parents. Moreover 12 of the parents also considered employing difficult words in simple

conversations as a problem for them.

4.3 Grammar Accuracy

Knowing that Filipinos are still not used to using English as their primary medium at

home, the table above vividly showed that a number of parents are not able to ignore this

problem. 23 of the respondents have been counted under this problem. 24 parents were also

found to have problems in sending their children to different tutorials or workshops which offers

training for grammar accuracy. Wealthy living Indeed, money is a big consideration in this
matter, therefore if the family does not have a stable living this 57 The ability to present

grammatical rules at home has been considered as the utmost problem that a total of 18 parents

have encountered.

Conclusions

As to reading comprehension, the five most commonly used strategies of parent

respondents were: prescribing their children to use dictionaries as they read books for them to

understand difficult words, next is giving their children time to read at home, encouraging their

children to join activities at school which would enhance their reading skills and reading

comprehension, buying their children novels, story books and fiction books for their child to read

and lastly letting their children read short stories and novels written in English. As to vocabulary

development, the five most commonly used strategies of parent-respondents were: using

educational playing games like Pictionary, scrabble, word puzzles in English to entertain and

educate their children, making their children be familiar with synonyms and antonyms of words

they encounter, encouraging their children to join activities at school which are concerned with

vocabulary development such as English quiz bowl, theatrical plays, etc, using concrete

representations or situation where they could associate the word that their children do not

understand and lastly, introducing basic and short English sentences repeatedly, for their children

to memorize until they can use those sentences in simple conversations. As to grammar accuracy,

the five most commonly used strategies of parent-respondents were: allowing their children to

watch DVDs of English-language movies and television shows, a total of 34 parent- respondents

used this strategy and they got a total weighted percentage of 85%; encouraging their children to

join activities at school with concern to grammar accuracy such as writing contest like essay

writing, news writing, etc which used by a total of 30parents respondents and they got a total of
weighted percentage of 75%; encouraging their children to be part of the school publication to

enhance the use of language rules, a total of 25parent- respondents used this strategy, they got a

total weighted mean of 62.5% ;asking their children to write their journals or diaries in English

to practice accurate used of English patterns and grammar, a total of 15 parent-respondents used

this strategy and they got a total weighted percentage of 37.5; and lastly reading short stories to

their children to practice word use and sentence structure which was used by a total of 20 parent-

respondents, they got a total weighted percentage of 50%

Recommendation

On the basis of the findings and the conclusions the following are recommended:

1. Since the English proficiency level of the students of Laboratory High School in reading

comprehension is already average, this could be leveled up to reach the high level by strictly

imposing the rule where the students have to spend a portion of their vacant time in the library

where they have to read any reading material which uses English as the medium. The teacher

then should have at least 10 minutes of their English class time to be spent for the reporting of

what was read by the student.

2. The administration of the Laboratory High School should also strictly require the students and

the teachers to use the English language in all their subjects except the subjects Filipino and

Araling Panlipunan. This English speaking campaign shall be extended even during the vacant

hours of the students and does not end by the time they went out of their rooms.
3. To make the proficiency of the students in Vocabulary Development be in the advanced level,

the administration together with the help of the faculty members, should exert effort and time to

have a weekly postings of difficult English words on areas where the students could clearly and

easily see them. These words should be used by both the students and the teachers as well in

conversational or even written context for the whole week. This is to ensure that the students will

continuously develop their vocabulary.

4. Parents should painstakingly continue helping their children as they continue their

development in the acquisition of English Proficiency.

5. Parents should also plan and employ other functional activities for their children, so as to

ensure that their children’s development was extended even when they are just at home.