Chapter123yowww

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Chapter123yowww

  1. 1. ACADEMIC PERFORMANCE IN TERMS OF THE FOUR MACRO SKILLS OF THE FIFTH YEAR BS CIVIL ENGINEERING STUDENTS IN THE UNIVERSITY OF SOUTHEASTERN PHILIPPINES In Partial Fulfillment of the Requirements in English 2 Writing Across Discipline by Cuizon, Hazel Catacutan, Tiffany Jane De Guzman, Hannah Jo Pareja, John Jacob Sinday, Louise Jay January, 2013
  2. 2. Chapter I INTRODUCTION This chapter presents the background of the study, statement of the problem, theoreticalframework, conceptual framework, significance of the study, scope and limitation, and thedefinition of terms.Background of the Study For many years, language proficiency was equated with the ability to communicateeffectively. Reading and writing are meaningful ways in using language. These are not just basicskills people are taught in school. They are essential on individuals’ life in all areas: home,workplace, etc. These skills are necessary to carry out the thoughts and visions on people. Asuseful vehicles, one should be efficient in order to convey messages clearly. Being good at onlyone of these communicative skills will not help us smooth away difficulties in communicating.With these skills, it can make a big difference in the workplace in social situations. However, the ability of engineering students in the field of speech and words has been asource of concern. It has been overlooked and underestimated. According to a report by the StateComptrollers office (1985), many of the engineers the Transit Authority has hired over the lastfour years did not go to accredited colleges and have difficulty in English. Given the importance of the English language as a subject in the University ofSoutheastern Philippines, the problem of being weak in this discipline is still highly presentamong students. This, therefore, is the purpose of presenting this paper. This study aims tomeasure the ability and potential including the readiness of the fifth year BS Civil Engineeringstudents in English skills.Statement of the Problem
  3. 3. This study aims to measure the proficiency level of Fifth Year Civil Engineering studentsin College of Engineering in terms of the four macro skills. Specifically the study sought toanswer the following questions. 1. What is the level of Reading Comprehension of respondents? 2. What is the level of Writing Proficiency of respondents? 3. Is there a significant relationship in the level of Reading Comprehension and thee level of Writing Proficiency of respondents?Theoretical Framework Theory Base Theory that will be anchored in the study of Reading Comprehension and WritingProficiency is Barret’s Taxonomy of Reading Comprehension by Thomas Barrett (1980). Reading Reading is a complex skill that is taught as its essential for learning and development andvocabulary. It is also an act or activity of rendering aloud written or printed material. Reading isalso an ability to understand reading material in a form of a paragraph or a sentence. This skill isalso used for scanning information and understanding what the writers want to tell and evaluatewhat reading material and incorporate information from multiple sources. Writing Writing is defined as the act or the art of forming letters and characters on paper,wood, stone or to other material, for the purpose of recording the ideas and information in which
  4. 4. characters and words express of communicating to others by visible signs. It is also a way ofexpressing their ideas and though in textual form. Writing is the last thing you could learn in thefour-macro skill but it is the most complex skill in communication.Conceptual Framework Written Communicative Skills • Reading Fifth year Civil Engineering • Writing studentsFig. 1 Schematic Diagram Showing the Variables of the StudySignificance of the Study The goal of the study is to establish an intellectual and learning pattern in the College ofEngineering to enhance their Four Macro Skills and would be beneficial to the following: Subject Coordinator. The results of the study provide an idea to them on how to providean idea to the curriculum in strengthening reading and writing skills. Students. The study will can provide them information about their strengths andweaknesses in written communicative skills. As a student discovers his competence in English,he becomes more aware about the areas in which he needs to improve.
  5. 5. Teachers. This will be a way to address the need of developing the efficient strategiesthey use in teaching. Teachers would be able to get in touched with helpful instruments toachieve good standard. Future Researchers. The idea presented will be a reference data in conductingresearches and can provide information for some related topics.Scope and Limitation The researchers conduct this study in the University of Southeastern Philippines ObreroCampus. The respondents are the Fifth Year Civil Engineering students Day Program, while theresearch can tell us the students’ potential and ability in reading and writing. This is limited inidentifying the methods of teaching in developing and improving the said skills.Definitions of Terms The following terms are defined in this study. Academic Performance - Academic performance refers to how well the respondentsdeal with their studies in English in terms of the four macro skills. Fifth Year Civil Engineering students - These refer to the respondents of the study whoare fifth year students of the College of Engineering Department and are particularly taking upBachelor of Science in Civil Engineering during School Year 2012-2013. Reading Comprehension. In this study, this will be measured to assess the students’level of understanding of the story. This will be measured based on Barret’s Taxonomy ofReading Comprehension (1980). Writing Proficiency. In this study, this will be measured to assess the students’ level ofWriting Proficiency of the story. This will be measured based on Lumley’s Writing ProficiencyIndicators”
  6. 6. but rather complementing each other in allowing the speaker to cope with differentcommunicative situations (pp. 120-1). Tabacug (1990) in her review of language proficiency opined that current views ofcommunicative competence are not complete without tracing its roots to Chomsky’s (1965)Linguistic theory, Dell Hymes’s (1972) et. al. Communicative Competence, Canale and Swain’s(1985) Theory of Communicative Competence and others. In agreement with this opinion, thisstudy briefly outlined the concerned linguists ’views on language proficiency. First, Chomsky(1965) in his linguistic theory claims that language competence is like an ideal speaker-hearer ina completely homogenous speech community who knows his language perfectly withoutexperiencing any performance variables, such as: memory limitation, distractions, shifts ofinterest, attention and so on. Second, Dell Hymes (1983) Theory of Communicative Competencehas four dimensions which are: 1.) grammatical competence – the mastery of formal features oflanguage 2.) Socio- linguistic competence – knowledge of the socio - cultural rules of languageuse, 3.) Discourse competence or the knowledge/skill in making connection of a seriesof utterances to form a unified whole both in spoken and written language forms, and 4.)Strategic competence or skill in the use of appropriate strategy to compensate for whateverbreakdown in communication due to deficiency in other aspects of communicative competence(Tabacug, 1990). Reading Reading skills enable readers to turn writing into meaning and achieve the goals ofindependence, comprehension, and fluency. According to Goodman (1988), reading is a receptive psycholinguistic process whereinthe actor uses strategies to create meaning from text. He added that his view on reading is widely
  7. 7. Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter consists of information culled from studies and literature, both local andforeign, from which this particular study is premised.Related Literature Language Proficiency Language proficiency is a measurement of how well an individual has mastered alanguage. Proficiency is measured in terms of receptive and expressive language skills, syntax,vocabulary, semantics, and other areas that demonstrate language abilities. There are fourdomains to language proficiency: reading, writing, speaking, and listening. Language proficiencyis measured for an individual by each language, such that the individual may be proficient inEnglish and not proficient in another language. Cummins (1983) viewed language proficiency as a concept that extends along twocontinua: context-embedded versus context-reduced, where context embedded communicationrelies on a code of implicit knowledge, shared by the speakers, and context-reducedcommunication is based on a lack of common knowledge, which forces speakers to elaboratemessages and use very explicit language in order to avoid misinterpretation. Cummuns alsoemphasized that the two concepts on a continuum, never opposing each other as in dichotomy
  8. 8. Teachers. This will be a way to address the need of developing the efficient strategiesthey use in teaching. Teachers would be able to get in touched with helpful instruments toachieve good standard. Future Researchers. The idea presented will be a reference data in conductingresearches and can provide information for some related topics.Scope and Limitation The researchers conduct this study in the University of Southeastern Philippines ObreroCampus. The respondents are the Fifth Year Civil Engineering students Day Program, while theresearch can tell us the students’ potential and ability in reading and writing. This is limited inidentifying the methods of teaching in developing and improving the said skills.Definitions of Terms The following terms are defined in this study. Academic Performance - Academic performance refers to how well the respondentsdeal with their studies in English in terms of the four macro skills. Fifth Year Civil Engineering students - These refer to the respondents of the study whoare fifth year students of the College of Engineering Department and are particularly taking upBachelor of Science in Civil Engineering during School Year 2012-2013. Reading Comprehension. In this study, this will be measured to assess the students’level of understanding of the story. This will be measured based on Barret’s Taxonomy ofReading Comprehension (1980). Writing Proficiency. In this study, this will be measured to assess the students’ level ofWriting Proficiency of the story. This will be measured based on Lumley’s Writing ProficiencyIndicators”

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