This document discusses the declining English proficiency levels among Filipino high school students and the rationale for improving English skills. It notes that English proficiency is deteriorating based on national test scores, and that only 1 in 5 public high school teachers are proficient in English. The government recognizes the problem and has taken steps like mandating English instruction in elementary schools. The document presents a study that aims to determine the English proficiency level of fourth year high school students at Dalaguete National High School and provide recommendations for improvement.

1. I. RATIONALE
INTRODUCTION
English is considered the universal language. It is the third widely use language next to
Spanish and Chinese. Since it is the universal language, it has become the language of business,
entertainment and other facets of the world. Thus, there is a need to achieve higher English
proficiency level among students in order to meet the demands of time and to totally gear them
up for global competitiveness.
Shiploads of American teachers brought English to the Philippines after the United
Sates took the islands from Spain a more than a century ago. When it gained independence
in 1946, English was so well established that it remained an official language, along with
Spanish. Then, in 1973, the constitution imposed by the former President Ferdinand Marcos
made Filipino (based on the local tongue of Manila and surrounding provinces) an official
language alongside English. In the 1970s Filipino began to supplant English as the main
language of instruction in schools, in the name of nation building.
The last four years though showed that the English proficiency level of the Filipinos is
deteriorating; the results of the National Achievement Test showed that there was low
performance in English among high school students. Most of the students have difficulties on
using the language both in oral and written. They have found having low mastery level in
English. What is worse is a Department of Education study in 2004 showed that only 1 in 5 in
public high school teachers was proficient in English. This decline of the English
proficiency level of Filipino high school students is really ironic given that the Philippines

2. once boasted, with some justification, of being the world’s third largest English-speaking
country.
The government recognizes the decline, which is widely bemoaned in the local
media. In 2003 the government ordered the teaching of English as a second language in
elementary schools and made it the medium of instruction for 70 percent of teaching in high
schools. It has since mandated remedial English classes for teachers.
These alarming facts pushed the researches to check the English language
proficiency of the local Filipino graduating high school students. This research is conducted
in order to know the level of the English language proficiency of Filipino graduating high
school students. The population of this research includes the fourth year high school
students of Dalaguete National High School. Students may have different test results but the
majority is recognized in this research.

3. SIGNIFICANCE OF STUDY
The world is totally globalized and this globalization needs English efficient people.
Thus, the Philippines should produce citizens who are ready for this globalized industry. This
research aims to seek the truth behind the level of the English language proficiency of the local
graduating high school students. It aims to show if their English language capacity, specifically,
the basic grammar of the language is enough for them to be equipped in their coming to the
tertiary level or college, and if they can meet the demands of this competitive world.
The researches do not only want to show what the level of English language proficiency
of the graduating high school students but also to find strategies and ways to raise up this level to
attain globally competent English language users.
Furthermore, this study will serve as a theoretical model for the studies of how to elevate
the level of the English language proficiency of the students. Researchers will provide the facts
needed to compare their study during their respective time and usability. Primarily, it deals with
key areas of focus in analysis of the results of the standardized test conducted to test the English
language proficiency of the students.

4. Statement of the Problem
This study aims to determine the language proficiency among Fourth Year High
School students of Dalaguete National High School. Given the language test, students’
proficiency is measured through the utilization of the accumulated scores. This study is
conducted to answer these following questions:
1. What is the profile of students belong to the Elementary level of English
language proficiency? Intermediate level of English language proficiency?
Advanced level of English language proficiency?
2. What is the level of English Language proficiency among the fourth year high
school students of Dalaguete National High School?
3. What possible solutions can be recommended to improve the English
language proficiency of fourth year high school students of Dalaguete
National High School?

5. Theoretical Background
Linguistic Intelligence (Word Smart)
Linguistic intelligence is the ability to think in words and to use language to express and
appreciate complex meanings. Linguistic intelligence allows us to understand the order and
meaning of words and to apply meta-linguistic skills to reflect on our use of
language. Linguistic intelligence is the most widely shared human competence and is evident in
poets, novelists, journalists, and effective public speakers. Young adults with this kind of
intelligence enjoy writing, reading, telling stories or doing crossword puzzles.(Howard Gardner)
Theory of Language Learning
(1) The Acquisition-Learning Hypothesis
Krashen, in his theory of second language acquisition (SLA)suggested that adults have
two different ways of developing competence in second languages: Acquisition and learning.
"There are two independent ways of developing ability in second languages. 'Acquisition' is a
subconscious process identical in all important ways to the process children utilize in acquiring
their first language, ... [and] 'learning' ..., [which is] a conscious process that results in 'knowing
about' [the rules of] language" (Krashen 1985:1).
The Acquisition-Learning distinction is the most fundamental of all the hypotheses in
Krashen's theory and the most widely known among linguists and language practitioners.

6. According to Krashen there are two independent systems of second language performance: 'the
acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of
a subconscious process very similar to the process children undergo when they acquire their first
language. It requires meaningful interaction in the target language - natural communication - in
which speakers are concentrated not in the form of their utterances, but in the communicative
act. The 'learned system' or 'learning' is the product of formal instruction and it comprises a
conscious process which results in conscious knowledge 'about' the language, for example
knowledge of grammar rules. According to Krashen 'learning' is less important than 'acquisition'.
Krashen believes that the result of learning, learned competence (LC) functions as a
monitor or editor. That is, while AC is responsible for our fluent production of sentences, LC
makes correction on these sentences either before or after their production. This kind of
conscious grammar correction, 'monitoring', occurs most typically in a grammar exam where the
learner has enough time to focus on form and to make use of his conscious knowledge of
grammar rules (LC) as an aid to 'acquired competence'. The way to develop learned competence
is fairly easy: analysing the grammar rules consciously and practising them through exercises.
But what Acquisition / Learning Distinction Hypothesis predicts is that learning the grammar
rules of a foreign/second language does not result in subconscious acquisition. In other words,
what you consciously learn does not necessarily become subconsciously acquired through
conscious practice, grammar exercises and the like. Krashen formulates this idea in his well-
known statement that "learning does not became acquisition". It is at this point where Krashen
receives major criticism.

7. (2) The Natural Order Hypothesis
According to the hypothesis, the acquisition of grammatical structures proceeds in a predicted
progression. Certain grammatical structures or morphemes are acquired before others in first
language acquisition and there is a similar natural order in SLA. The average order of acquisition
of grammatical morphemes for English as an 'acquired' language is given below:
-Ing--------Aux---------Irregular------Regular Past
Plural----->Article---->Past---------->3rd Sing.
The implication of natural order is not that second or foreign language teaching materials should
be arranged in accordance with this sequence but that acquisition is subconscious and free from
conscious intervention (Ellidokuzoglu, 1992).

8. Chapter II
Theoretical Framework
(Schematic Diagram)
Theory of Language Learning
Stephen Krashen
The
Acquisition-Learning
Hypothesis
The
Natural Order
Hypothesis
English Language Proficiency of
Fourth Year High School Students in
Dalaguete National High School
Proposal:
 PeerTutorial
 Remedial Classes
Linguistic Intellience
Howard Gardner

9. Chapter III
Methodology
This study used the descriptive method of research, the survey using a standardized
questionnaire as main instrument. This study addressed two purposes; first was to check the level
of language proficiency of fourth year high school students and to recommend a possible
solution from a varied test results.
ResearchEnvironment
The locale of this study 4th year high school students of Dalaguete National High School,
located in Rizal St., Poblacion, Dalaguete, Cebu. This is a public school that caters the
secondary level of education. This is the mother school among the seven Public High School in
Municipality of Dalaguete. It means that it is the center of all the National High School in
Dalaguete, Cebu. It is a big school that will accommodate a number of students in each year
level.
ResearchSubject
A total of 80 respondents were covered by the study. These respondents are the fourth
year high school students, school year 2014-2015. We covered first and last section in this
survey in order for the researcher to know the gap of their level in terms of language proficiency.
Students were surveyed using a Standardized English Diagnostic Test inside the school campus.

10. Respondents Male Female
1st Section 15 25
Last Section 18 22
Total 33 47
80 Respondents
ResearchInstrument
The main instrument for data gathering is a questionnaire regarding the English Language
Proficiency Test from Maastricht University Language Centre English Department. It is a
standardized test consists of 99 items which will test all the knowledge and learning of the
students throughout his/her secondary lessons. It is very beneficial to have this kind of test
because the researchers can determine the levels of language proficiency of the students if the
students need to acquire more learning to fit in entering college.
ResearchProcedure
Using the standardized diagnostic test, the results of the test were analyzed to check the
level of language proficiency among the students. The researcher gathered eighty students and
asked to answer a ninety-nine item test within one hour. We used non-probability sampling
wherein the samples are gathered in a process that does not give all the individuals in the
population equal chances of being selected. Under non probability, we used purposive sampling

11. in which the respondents are chosen to be part of the sample and they are the main concern of
this research to check their level of language proficiency.
Statistical Treatment
The answers to the questions were tallied and analyzed well. For this study, we will
utilize the mode because we get the value that appears most often in a set of data in our survey.
In other words, it is the value that is most likely to be dominant among our respondents.

12. Alaba, Lynde Grande Z.
Amaba, Tomasa
Amadar, Flordeliza C.
Balansag, Maryjoy
Baylon, Larafel
Bellones, Dianne
Bohol, Pia Joy
Bolo, Jhay Marie
Canoy, Ni