i

TBLT MODEL: IMPROVING ENGLISH PROFICIENCY

OF GRADE 7 STUDENTS

A Project Paper Presented to

the Faculty of the Graduate School
University of St. La Salle
Bacolod City

In Partial Fulfillment of the Requirements for the Degree

Master of Education Major in Reading
Language and Literature

DORIELLE GIA B. GERONA

September 2022
ii
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ACKNOWLEDGEMENT

With joy and gratitude in my heart, I would like to extend my immense

appreciation to the following individuals who helped me realize this study:

To the Almighty God for the grace, wisdom, strength, and many blessings He
bestowed upon me to complete this study.

To Governor Eugenio Jose ―Bong‖ Lacson, for continuing the legacy of former
Governor Marañon, Project FREE- aims to advance teachers‘ knowledge and skills to
deliver quality education to the Negrenses.

To the University of St. La Salle Graduate Studies Faculty, for giving public
school teachers quality instruction to improve teaching strategies, methods, and
techniques.

To the panel of evaluators, Annabelle A. Chavez, Ph.D., Dinnah Rose A. Cuadra,

MAEd, Michael A. Cañada, EdD, and to the research professor, Lilibeth F. Sedonio,
Ph.D., for sharing their expertise and valuable time to assist me in completing the study.

To Eda Mae B. Arcilla, Ph.D., for the effort and promptness in editing this paper.

To Ma‘am Monina M. Ebano, Principal II, and to the faculty and staff of
Valladolid National High School, who helped me during my study.

To the Grade 7 students of Valladolid National High School for giving their
valuable time to participate in the study.

To Ma‘am Vivien A. Rivera, for answering my queries despite the time

difference.

To Ma‘am Divine Grace V. Maranga, for her assistance in the course of study.

To Rivah, Jochelle, and RLL-A Kabankalan classmates, for making every task
and research manageable.
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To my dearest high school and college besties, for being the best support system.

To Tito Noel and Tita Donela, for the unwavering support and motivation.

To my siblings, DJ, and Joy, for giving me their own time and resources to finish
this study.

To Mama, for the love and prayers, for giving me the courage to explore the
world of many possibilities, and for always looking out for us.

To Papa in heaven, for being my guide and inspiration in everything.

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TABLE OF CONTENTS

TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
ABSTRACT ix
INTRODUCTION 1
Background of the Study 1
Statement of the Problem 3
Theoretical Framework 4
Conceptual Framework 6
Scope and Limitations 7
Significance of the Study 7
Definition of Terms 8
Review of Related Literature 10
METHODS 18
Research Design 18
Participants 18
Instrument 18
Data-Gathering Procedure 20
Statistical Treatment 22
Ethical Considerations 23
RESULTS AND DISCUSSION 24
CONCLUSION 29
REFERENCES 32
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TABLE OF CONTENTS CONTINUED

APPENDICES 35
Appendix A. Letter of Request to Conduct the Study 35
Appendix B. SPSS Results 36
Appendix C. IELTS Adapted Questionnaire 37
Appendix D. Lesson Plan 46
Appendix E. Turnitin Certificate 55
Appendix F. Editor‘s Certificate 56
 vii

LIST OF TABLES

Table
1. The IELTS Scale 19
2. Plan of Action 22
3. Level of English Proficiency in the Pre-test and Post-test of the 24
Controlled Group
4. Level of English Proficiency in the Pre-test and Post-test of the 25
Experimental Group
5. Significant Difference in the Mean Score in English Proficiency in the Pre- 26
test and Post-Test of the Controlled Group
6. Significant Difference in the Mean Score in English Proficiency in the Pre- 27
test and Post-Test of the Experimental Group
7. Significant Difference in the Mean Score in English Proficiency in the Post- 28
Test of the Controlled and Experimental Group
 viii

LIST OF FIGURES

Figure
1. Schematic Diagram of the Conceptual Framework of the Study 6
 ix

ABSTRACT

This study examined the extent of improvement in English proficiency through the TBLT
Model. The research design used was quasi-experimental research. There were 80 Grade
7 students who answered the IELTS-adapted questionnaire. Mean, standard deviation,
paired sample t-test, and independent t-test were used for data interpretation. The
participants were grouped according to their section. Findings state that there was an
improvement in the post-test mean score of the experimental group as the results
progressed from a limited user in the pre-test to a modest user in the post-test.
Furthermore, the study shows that there is a significant difference in comparing the
experimental group's pre-test and post-test mean scores. Moreover, the comparison in the
post-test scores of those who did not undergo and those who underwent task-based
language teaching suggests a significant difference in English proficiency.
 １

INTRODUCTION

Background of the Study

English proficiency is indispensable to modern society because it is the world's

third most spoken and widely taught language. Most of the citizens in the Philippines

speak English fluently or at least very well, so it is one of the top English-speaking

countries. Filipinos speak English in numbers exceeding 14 million, which is the nation's

official language (Cabigon, 2015 as cited by Runde, 2017).

The Department of Education created the English program in the Philippines for

learners to acquire while attending school. Students typically experience English

environment indoors (during the teaching-learning process) and outdoors

(communicating with people daily). The program known as the Conceptual Framework

of the English Program defines how the Filipino administration undertakes English.

The main objective of the English secondary education curriculum in 2010 was to

produce functionally literate Filipinos who can participate satisfactorily in various

communication contexts. It serves as the foundation for crucial abilities such as the

capacity to learn independently, read, comprehend, and respond to concepts offered, and

express thoughts and feelings clearly, both verbally and non-verbally (Education, 2010

as cited in Turmundi, 2020).

Nunan (2003), as cited in Nguyen (2021), asserted that Task-based Language

Teaching (TBL), the most recent realization of Communicative Language Teaching

(CLT), is the central tenet of government rhetoric education in several Asian countries

that conform to its ideas. Several studies reveal the effectiveness of TBL in improving
 ２

learners' language skills, particularly their verbal communication abilities (Lochana &

Deb, 2006). TBL encourages students to apply their interpersonal and communication

skills (Richards, 2005). Thus, appropriate implementation of TBL expects students to

select and use appropriate learning strategies to improve their English.

However, the Philippines' drop in the 2019 English Proficiency Index (EPI) from

14th place in 2018 to 20th place causes concern which needs to be addressed immediately

by the nation's education system. The EPI used the results of the Standard English Test

(SET) administered by English Proficiency Education First to determine the average

English language proficiency level (Valderama, 2019).

Presently, concrete evidence on a sole language teaching method improving

English proficiency in the Municipal of Valladolid is limited. The concepts mentioned

above encouraged the researchers to conduct this study that may be beneficial in bridging

the proficiency gaps caused by modular learning delivery and later on may serve as a

basis for improving instruction.

The intervention in the study was Task-based Language Teaching. Language

tasks have helped integrate strategies and language instruction. The goal of instruction in

the TBLT method of language education is to help students use language to complete

meaningful tasks that mirror the things they need to undertake in everyday life. Its

holistic and interactive approach to language teaching and learning, which prioritizes

learner-centered instruction, led to the selection of the TBLT methodology. (Ellis, 2009;

Willis, 1996).
 ３

Statement of the Problem

This study aimed to determine the improvement in English proficiency of Grade 7

students in one of the schools in Valladolid for S.Y 2021-2022 through the Task-Based

Language Teaching Model.

This method addressed the following questions:

1. What is the level of English proficiency in the pre-test and post-test of the group

who did not undergo Task-Based Language Teaching?

2. What is the level of English proficiency in the pre-test and post-test of the group

who underwent Task-Based Language Teaching?

3. Is there a significant difference in the level of English proficiency in the pre-test

and post-test of the group who did not undergo Task-Based Language Teaching?

4. Is there a significant difference in the level of English proficiency in the pre-test

and post-test of the group who underwent Task-Based Language Teaching?

5. Is there a significant difference between the post-test scores of the group who

underwent and did not undergo Task-Based Language Teaching?

Hypotheses

1. There is no significant difference in the level of English proficiency in the pre-test

and post-test of the group who did not undergo Task-Based Language Teaching.

2. There is no significant difference in the level of English proficiency in the pre-test

and post-test of the group who underwent Task-Based Language Teaching.

3. There is no significant difference between the post-test scores of the group who

underwent and did not undergo Task-Based Language Teaching.

 ４

Theoretical Framework

This study is anchored on Constructivism Theory and Learning by doing.

A learning theory known as constructivism upholds that active mental creation

and reflection are the best ways to acquire knowledge (Mascolo & Fischer, 2005).

Knowledge is a multidimensional interpretation. As a result, in the broadest sense, it

usually refers to encouraging students to use active learning techniques to increase their

knowledge (experiments, real-world problem solving) and evaluate and express how their

understanding is developing. The teacher safeguards awareness of the students'

presumptions and designs the activity to address and elaborate on them. (Oliver, 2000).

In 1968, Piaget refuted that learning is the passive integration of preexisting

knowledge. Instead, he contended that learning is an active process that entails

responding to reality in several steps, during which students actively generate knowledge

by growing and honing their worldviews. The constructivism theory of Piaget holds that

humans generate knowledge and assign it meaning based on their experiences. The

theories of learning, teaching strategies, and educational reform were all explored by

Piaget. Accommodation and assimilation are the two factors creating a person's new

knowledge.

Bruner (1961) stated that education should help children develop their thinking

and problem-solving skills to be used in various contexts. Notably, education should

enable learners to think symbolically. Furthermore, according to Bruner (1986), prior

knowledge, which emphasizes the value of previous knowledge (what we know) to what

we experience via our interactions with the environment, is where constructivism began

to develop. However, Kant (1781) believed in an external, physical world (noumena),

 ５

but can only be known via sensations (phenomena) or how the world looks. Jonassen

(1991) summarized Kant's beliefs on how each individual constructs reality.

More so, "learning by doing" is dynamic, practical, and interesting for learners.

This method of instruction enables students to create mental models for higher-

order skills like practical problem solving and knowledge and skill transmission

(Churchill, 2003).

Learning by doing was first made famous by the American philosopher John

Dewey (1887). It means placing a strong emphasis on student participation for Dewey.

The concept that learning happens through lectures and rote memory was challenged by

this approach. Dewey earned recognition for the idea that students learn best when they

actively engaged in the content. He thought the best way to do it was to develop a helpful

curriculum relevant to student's lives and experiences. While over a century old, Dewey's

concept is becoming important today as modern academics empirically prove the value of

learning by doing.

Conceptual Framework

The research began by taking the level of English proficiency of the 80

participants through an IELTS-adapted questionnaire. Grade 7-Earth was identified as the

control group under modular distance learning. Meanwhile, the experimental group was

the Grade 7-Jupiter who underwent the task-based language teaching for six weeks. Since

the primary goal of the study was to gauge the extent of improvement of task-based

language teaching, both the control and experimental groups took the post-test.
 ６

Figure 1

Schematic Diagram illustrating the Conceptual Framework of the Study

Pre-test on the Level of English Proficiency of Grade 7 Students

S.Y 2021-2022

Control Group Experimental Group

Grade 7- Earth Grade 7- Jupiter

Modular Distance Learning Task-based Language Teaching

Post-test on the Level of English Proficiency of Grade 7 Students

S.Y 2021-2022
 ７

Scope and Limitations of the Study

This study confined itself to the significant difference in English proficiency,

mainly in reading and writing.

This research limited its participants to the Grade 7 students in one of the schools

in Valladolid for S.Y 2021-2022. Only the Grade 7 section Earth, who were in modular

distance learning, and section Jupiter who were in limited face-to-face classes, were

involved in this investigation. Their responses were utilized as the basis for analyzing the

significant difference in English proficiency of the students before and after using the

Task-Based Language Teaching Model.

The data gathering procedure phase started in the 4th quarter of the current school

year.

Significance of the Study

This study was conducted to determine the significant difference in English

proficiency of Grade 7 students before and after using the Task-Based Language

Teaching Model. The results of this study are expected to benefit the following:

Students. The results of this study may enable them to realize the significance of

concrete tasks in improving their English proficiency.

Teachers. The findings of this research may be precious to the teachers in

measuring the students' English proficiency level. Moreover, it may also help the teachers

to determine the effectiveness of the tasks given to students and craft authentic activities

to help them improve their English proficiency.

Parents. The outcomes of this investigation may provide parents with a basis to

guide their children in active, self-directed language learning.

 ８

School Administrators. The results of this study may positively aid the school

administrators in implementing and promoting ways to craft authentic tasks to improve

the student's language learning strategies and English proficiency.

DepEd and CHED. The findings of this research may positively help the

Department of Education and Commission on Higher Education to create teaching

materials for task-based language teaching to make student learning active, authentic, and

meaningful.

Future Researchers. They may be guided by and based on the findings of this

investigation for conducting a new research study, this may help them develop their

research to have a definite result.

Definition of Terms

The following terms used in the study are defined conceptually and operationally

to give clear interpretation of the context.

English proficiency is the capacity of a learner to use the language, create, and

transmit meaning both orally and in writing during their program of study (University of

Southern Queensland, 2021).

Operationally, it relates to the ability of the participants to learn the language in

terms of reading and writing.

Reading is the skill of making sense of what is written down and adequately

interpreting it (Grabe & Stoller, 2011).

Operationally, it relates to the ability to read for gist and detail, skim,

comprehend logical arguments, and identify writers' perspectives, attitudes, and purposes

in items that are likely to occur frequently in an English-speaking setting.

 ９

Writing, as defined by Nunan (2003) and cited in Komariyah (2015), is the

intellectual act of accumulating ideas, thinking through how to communicate them, and

putting them into clear enough for readers to grasp words and paragraphs.

Operationally, it refers to the participant's capacity to complete tasks coherently,

with linguistic resources, and grammatical correctness and variety.

Task-Based Language Teaching (TBLT) is an approach to teaching languages

that uses activities as the primary planning and instruction component (Richards &

Rodgers, 2010).

In the context of this study, it relates to the intervention program that the

researcher implemented.

Modular distance learning refers to learners‘ learning at their own pace, in their

way while using self-learning modules (Llego, 2020).

Operationally, it refers to the type of learning modality the controlled group used.

Pre-test is administered before a course to determine a knowledge baseline

(Berry, 2008).

Operationally, pre-test refers to the test given by the researcher to the Grade 7

participants before the intervention was conducted. The pre-test contained 40 items for

reading and two writing tasks to be completed in 2 hours, taken from the International

English Language Testing System.

Post-tests are given to learners following the completion of a lesson or

educational session. It frequently goes with a pre-test to assess students' progress and the

program's effectiveness. (Fraenkel et al., 2011).

Operationally, post-test refers to the test given by the researcher to the Grade 7

participants after the intervention was conducted. The post-test contained 40 items for
 １０

reading and two writing tasks to be completed in 2 hours, taken from the International

English Language Testing System.

Review of Related Literature

The following literature reviews and related studies are presented to give ample

explanation of the variables and concepts covered by the study.

On English Proficiency

English used as the dominant language of instruction in the Philippine educational

system has its foundations in earlier American colonization. It is widely used both

domestically and internationally. Due to its social role in the Philippines, it has also

evolved into the second language of Filipinos. Filipino students are instructed in English

as it is the language of instruction to balance the school's requirements and find a career

locally and internationally (Bawa, 2020).

According to prior studies, multiple factors, both internal and external, may have

an impact on language acquisition success. The learner's age, gender, preferences,

enthusiasm to learn linguistics, and affective and reasoning style are internal variables

determined by nature or genes (Becirovic, 2017). In contrast, the learner's socioeconomic,

cultural, and household background, as well as the surroundings and the atmosphere in

which language acquisition occurs, are external factors that affect children's

understanding and knowledge of language learning. For linguistic instruction and

learning to be implemented successfully, the stakeholders, including legislators,

curriculum designers, school principals, and teachers, must consider those issues. The

English language skills of the Philippines have received both favorable and unfavorable

press in recent years. The Philippines was ranked 35th out of 163 nations in Chavez's

(2014) list by the Educational Testing Service (ETS), which was founded on TOEFL
 １１

(Test of English as a Foreign Language) scores from 2010. Singapore came in third

globally with a score of 98, and India was the only Asian nation to place higher than the

Philippines (19th with a 92). Malaysia and the Philippines received an 88, placing them

in the 35th position.

Domingo (2018) discovered that the English proficiency of Filipino college

students is comparable to that of high school students in Vietnam and Thailand, as

reported by Aranz (2019) in her research. Ten thousand graduating college students from

the Philippines took the Test of English for International Communication or TOEIC and,

on average, scored a B1, which is on par with high school students in Vietnam and

Thailand. Additionally, it was the fourth highest possible score. Unlike its two Asian

neighbors, Vietnam and Thailand, the nation does not demand the TOEIC.

English proficiency is well renowned among Filipinos. However, this advantage

was eventually lost due to rising competition and some higher education graduates'

declining mastery. One such company is IDP Education Pty. Ltd. Philippines recently

took a linguistic test which reported that the nation had lost its spot at the top among all

the English-speaking Asian nations. It can be explained by students' lack of motivation to

improve their command of the English language (Tolentino & Santos, 2020).

This alarming result prompted Commission on Higher Education officer-in-

charge Prospero De Vera to consider changing the college curriculum to improve the

caliber of Filipino degree holders. Hopkins International, the only organization permitted

to administer the TOEIC in the Philippines, is pleading with the administration to

establish national criteria for proficiency in the English language by the year 2020.

Participants in this program must pass the TOEIC to advance from elementary or high

school. Additionally, passing the English language test will be necessary for employment.
 １２

English teachers must earn the C1 level or one step below the best possible score,

whereas teachers and graduates of postsecondary institutions must achieve the B2 level

(Domingo, 2018).

The following challenges and strategies have been put out by Torres (2009) to

enhance the student's competency in English. First, higher education learning institutions

need to launch an educational and awareness campaign by enhancing the English Course

curriculum and syllabus, which places a significant focus on English competence.

Second, to ensure that students graduate with English proficiency and are competitive in

the job market at home and abroad, the English course curriculum must include both

spoken and written English fluency and understanding.

As one of the major English-speaking nations, the Philippines, has a significant

portion of its citizens being reasonably fluent in the language, according to Cabigon

(2015). He added that the country's language competency is another of its strong points,

which has supported driving the economy and even managed to make the Philippines the

world's top location for call centers, beating India in 2012. The number of foreigners

learning English has also increased as a result of the availability of reasonably priced but

high-quality English as a Second Language (ESL) programs both domestically and

internationally. Even if the nation's English proficiency is enough, he added that it would

still be necessary to ramp up efforts to improve English teaching and learning so that it

becomes an exceptional skill for the workforce.

On Task-Based Language Teaching

According to Ahmadian and Mayo (2018), Task-based Language Teaching

(TBLT) is a cutting-edge approach to language instruction and a developing area of study

in the field of second language acquisition (SLA). Over the past three decades, many
 １３

dissertations, collected volumes, essays, and special issues in prestigious SLA and

language teaching publications have been published, illustrating the significant attention

on TBLT.

There are several standpoints on the topic due to the substantial interest in TBLT

in linguistic instruction and learning. Task-based teaching was initially created from the

task-based method that Prabhu (1987) first used in high school courses in Bengalore,

India . Shehadeh (2005) stated that during the past thirty years, TBLT has been rising

quickly, and various studies have been conducted to address its various features (Duong

& Nguyen, 2021).

There are various TBLT adaptations that may be categorized along with a

developmental continuum from more conventional perceptions, where tasks are framed

as more akin to the communicative learning environment, to tasks with real situations

outside the classroom. According to Nunan (2004), a classroom assignment is a task in

which students understand, create, or interact with the target language while prioritizing

the utilization of linguistic competence to communicate meaning and where the aim is to

express meaning rather than change form.

Tasks are the fundamental units on which a TBLT syllabus is constructed; hence

Gonzales-Lloret (2015) notes that how they are specified and implemented is quite

essential. Additionally, there are various methodological approaches to TBLT, just as

there are variations in how tasks are specified. The syllabus may be made up of pre-tasks,

tasks, and post-tasks depending on the TBLT method used (Willis and Willis) or

sequential educational activities (Long, 2015).

No matter the methodology, it is crucial to emphasize that the main objective of

TBLT is language learning, not merely linguistic competence. The main focus of TBLT
 １４

is how activities and a task-based approach can advance language learning. By

emphasizing correctness, depth, and not just proficiency, TBLT seeks to advance

language learning. According to the study by Kim et al. (2018), over the last three

decades, scholars and practitioners of L2 have accepted tasks as a vital part of language

learning. They have looked into ways to promote language acquisition that is task-based.

Several basic tenets of tasks have been acknowledged, even though the academic

community is still discussing how to characterize them and differentiate them from

activities or exercises. In particular, the four criteria for what constitutes a "task" in a

learning activity are as follows (Ellis & Shintani 2014):

1. Meaning should take precedence.

2. There should be a gap of some kind (i.e., the requirement to provide facts

to state an opinion or imply meaning).

3. With assistance from the task input, learners should mostly rely on their

language and non-linguistic resources to perform the exercise.

4. Other than language use, the outcome is well stated.

The authenticity of tasks has been emphasized along with these four

characteristics. According to Long (2016), tasks are meaningful communicative activities

that learners will hold L2 to outside the classroom - the things they will perform in and

via the L2. In their notable synthesis publications, researchers have cited both key aspects

and non-issues in the field of TBLT. More so, the value of tasks in language acquisition

is no longer debatable. Group projects can help students pay form-focused attention when

combined with other methods that emphasize form.

Task-based studies have also presented beneficial instructional recommendations.

Examples include the benefits of cognitively demanding tasks in encouraging

 １５

communication learning experiences and the possible benefits of task reiteration and

preparation in facilitating improved task achievement in terms of complexity, precision,

and competency. These synthesis of publications list some of the specific research gaps

(i.e., real problems) in the existing TBLT literature, including task orders, task-based

learning replicability, and training of teachers (Ellis, 2017; Long, 2016; Kim, 2015).

On Task-Based Language Teaching in Reading and Writing

According to the research of Kamalian et al. (2017), task-based reading exercises,

including text completion and student-generated questions, significantly and substantially

affected Iranian EFL vocabulary learning and retention. This study showed that task-

based instruction could improve reading comprehension, particularly information-gap,

opinion-gap, reasoning-gap, and problem-solving activities. It also reveals a significant

correlation between TBI and unintentional vocabulary learning and that TBI may have

essential effects on Iranian university students' vocabulary knowledge, which is similar to

the specific findings of this study.

Moreover, based on the study conducted by Astuti and Priyana (2020), Task-

Based Language Teaching (TBLT) can enhance the teaching and learning process and

students' reading comprehension skills when reading recounted texts. Students

demonstrated that they are motivated to learn to read and value the TBLT approach to

teaching and learning reading. Contrary to other teaching methods for reading

comprehension, the TBLT approach makes very explicit and straightforward use of

various exercises, including images, a question list, a table, and figures. These are all

significant benefits of TBLT that can be used as a framework (Amer & Demirel, 2020).

A wide range of reading assignments is created for students to complete in task-

based reading classes, and all the activities are built around a student-centered approach.
 １６

It will encourage students to read more. While doing so, students will improve their

reading proficiency by completing reading assignments created by teachers. Reading and

writing are believed to co-develop and influence one another during development

(interactive). However, according to the interactive and dynamic literacy paradigm, the

relationships vary depending on the grain size and developmental stage (Kim & Graham,

2018).

For two reasons, it is expected that the relationship will be interactive. First, if

reading and writing share many of the same language and cognitive resources, then

growing those skills would impact reading and writing. Second, reading and writing

experience and practical components support cooperative development (Fitzgerald &

Shanahan, 2000 as cited in Kim et al., 2019).

Since the TBLT approach helps students develop their writing abilities, it has a

good effect on students' English proficiency levels. Further, TBLT encourages activities

that are beneficial to learning. Also, group work allows students to design areas for idea

generation and develop appealing ways to present the assignment. Nevertheless, they also

improve their language and ability to articulate thoughts clearly. They not only organize

and edit the jobs better. They can now employ their learned words and write more

logically (Pinzon, 2019).

Compared to language learners from the control group, the L2 performance

indicators of the experimental group's participants in the study were better regarding L2

complexity, proficiency, and correctness assessments. (Ahmed and Bidin, 2016).

Furthermore, as Dadari and Marashi (2012) cited in their study, as learners actively

integrate in the tasks that result in their more significant motivation levels, TBLT helps

them learn the language more successfully.

 １７

Synthesis

In conclusion, the relevant literature stressed that despite the challenges ahead,

task-based language teaching has a revolutionary effect on instruction; hence, must

acknowledged For a teacher, learning more and delving deeper into the application of

this method is undoubtedly an ongoing endeavor. More valuable and efficient methods

can be developed to raise English proficiency.

The findings mentioned above in the research studies show that task-based

language teaching effectively develops English proficiency.

 １８

METHODS

This part of the paper presents information about the research design, participants

of the study, the instrument, data gathering procedure, statistical analysis used, and

ethical considerations observed during the course of the study.

Research Design

The quasi-experimental research design was selected by the researcher since it

was the most suited design for this investigation. A quasi-experimental design aims to

establish a relationship between an independent and dependent variable. Contrary to an

actual experiment, a quasi-experiment does not rely on randomization. Instead,

individuals are divided into groups using non-random criteria (Thomas, 2022).

Participants of the Study

The participants of the study were the Grade 7 students of Valladolid National

High School during the school year 2021-2022. Specifically, 80 students from Grade 7

sections Earth and Jupiter under the subject English 7 handled by the researcher. Grade 7-

Earth, composed of 40 students, was assigned as the controlled group whom the

researcher taught using modular distance learning. On the other hand, 7- Jupiter,

composed of 40 students, was assigned as the experimental group whom the researcher

taught using the Task-Based Language Teaching Model.

Instrument

A questionnaire was utilized to determine the extent of improvement in English

proficiency of Grade 7 students through the TBLT Method.

 １９

The International English Language Testing System (IELTS) was adapted to

measure the participants' English proficiency levels. IELTS General Training is

appropriate for those who want to study at the undergraduate level. There were no breaks

between the IELTS Reading and Writing sections, which were finished on the same day.

Two hours were allotted for the test.

There are 40 questions on the IELTS Reading test. Each correct answer was given

one point. The IELTS nine-band scale was used to translate scores out of 40.

Two writing problems were included in the IELTS Writing assessments. For each

of the four criteria, a band score was calculated using the assessment criteria: (1) Task

Achievement (for Task 1), Task Response (for Task 2), (2) Coherence and Cohesion, (3)

Lexical Resource, (4) Grammatical Range and Accuracy. The task score is the average

based on equally weighted criteria.

An overall band score was created by averaging and rounding these individual

reading and writing component scores.

The following descriptor from IELTS was utilized to measure the student's level

of English proficiency.

Table 1.

The IELTS Scale

Band score Skill level Description

Expert user The test taker has fully operational command of the
9
language. Their use of English is appropriate, accurate
and fluent, and shows complete understanding.
Very good The test taker has fully operational command of the
8
user language with only occasional unsystematic
inaccuracies and inappropriate usage. They may
misunderstand some things in unfamiliar situations.
They handle complex and detailed argumentation
well.
 ２０

Good user The test taker has operational command of the

7
language, though with occasional inaccuracies,
inappropriate usage and misunderstandings in some
situations. They generally handle complex language
well and understand detailed reasoning.
Competent The test taker has an effective command of the
6
user language despite some inaccuracies, inappropriate
usage and misunderstandings. They can use and
understand fairly complex language, particularly in
familiar situations.
Modest user The test taker has a partial command of the language
5
and copes with overall meaning in most situations,
although they are likely to make many mistakes. They
should be able to handle basic communication in their
own field.
Limited user The test taker's basic competence is limited to familiar
4
situations. They frequently show problems in
understanding and expression. They are not able to
use complex language.
Extremely The test taker conveys and understands only general
3
limited user meaning in very familiar situations. There are
frequent breakdowns in communication.
Intermittent The test taker has great difficulty understanding
2
user spoken and written English.
Non-user The test taker has no ability to use the language
1
except a few isolated words.
Did not The test taker did not answer the questions.
0
attempt the
test

Data Gathering Procedure

The following shows the systematic procedure in gathering information needed in

this study:

Before the pre-test administration, an official request to conduct the study in

Grade 7 in one of the schools in Valladolid was sought from the School Principal. The

signed consent forms were also asked from the participants.

Sufficient copies of the questionnaires were reproduced for administration. To

ensure the correct and proper accomplishment of the questionnaire, the researcher
 ２１

outlined the study's objectives and the items contained in the questionnaire. Questions

and clarifications before the conduct of the test were entertained. The pre-test was

immediately checked, and scores were recorded.

The intervention, the TBLT method, which lasted 2 hours per week for six weeks,

commenced after the pre-test. The six-week duration of the intervention was divided into

teaching the two macro skills- reading and writing. The teaching of these skills was

anchored on the Most Essential Learning Competencies (MELCs) for Grade 7. Lesson

plans and worksheets were personally crafted by the researcher and underwent validation

from the English Coordinator. However, the controlled group was taught using modular

distance learning. Modules were distributed every Monday of the week. Weekly home

learning plan was provided to the participants to serve as guide in answering the modules.

The post-test was given after a week of the intervention. Students were reminded

to read each item on the test carefully. After which, all test scores were recorded and

processed using Microsoft Excel and SPSS.

 ２２

Table 2

Plan of Action

Activities Target Person/s Date Expected

Actions Involved Output
Pre- Send a letter of Valladolid December Approved letter
implementation permission to NHS Principal, 2021
conduct the researcher
study

Secure consent Participants, December Signed consent

forms from the researcher 2021-January forms
participants 2022

Conduct of Participants, February 2022 Pre-test scores

pre-test researcher

Record, Researcher February 2022 Record, analysis,

analyze, and and
interpret scores interpretation of
scores
Implementation Controlled Participants, February-April Module
group: researcher 2022 activities
Modular
distance
learning
Experimental Participants, February-April Lesson plans
group: Six- researcher, 2022
week task- master teacher
based language
teaching class
Post- Conduct of Participants, May 2022 Post-test scores
implementation post-test researcher

Record, Researcher May 2022 Record, analysis,

analyze, and and
interpret scores interpretation of
scores

Statistical Treatment

Data were tabulated and analyzed according to the study's conceptual design and

specific objectives. Different statistical tools were used in the data analysis depending on

the specific problems outlined in this study.

 ２３

For problem one, the mean and standard deviation was used to identify the

controlled group's English proficiency level. For problem two, mean and standard

deviation were used to determine the experimental group's English proficiency level.

For problem three, paired sample T-Test was employed to compare the pre-test and post-

test scores of the controlled group. For problem four, paired sample T-Test was employed

to compare the pre-test and post-test scores of the experimental group. For problem five,

an independent T-Test was utilized to compare the post-test scores of the experimental

and controlled groups.

Furthermore, a 0.05 level was used to determine the significant differences among

the means with the use of SPSS or the Statistical Package for Social Sciences.

Ethical Consideration

In the conduct of the study, the researcher made sure to abide by the research

ethics to avoid hassle and moral impediments. A request letter was secured from the

School Principal to serve as permission to conduct the study. The researcher also

observed informed consent, confidentiality and anonymity, and voluntary participation of

participants. The study also abode by the Republic Act 10173 – Data Privacy Act of 2012

and beneficence.
 ２４

RESULTS AND DISCUSSION

This part of the paper contains the results gathered from the participants. Data are

organized and discussed based on the study's aims: the level of English proficiency of

students in the pre-test and post-test of the controlled and experimental.

Level of English Proficiency in the Pre-test and Post-Test of the Controlled Group

The first objective of the study was to identify the level of English proficiency in

the pre-test and post-test of the controlled group. This is presented in Table 3.

Table 3

Level of English Proficiency in the Pre-test and Post-Test of the Controlled Group

Controlled Group Mean SD Interpretation

Pre-test Scores 4.35 .26 Limited user
Post-test Scores 4.36 .28 Limited user

Table 3 shows the mean scores of the controlled group during the pre-test and

post-test. The mean score of participants who did not undergo task-based language

teaching is 4.35 (SD=.26) during the pre-test. There was no substantial improvement as

the participants mean score is 4.36 (SD=.28). The mean scores during the pre-test and

post-test are interpreted as limited user wherein the test taker's basic competence is

limited to familiar situations. They frequently showed problems in understanding

and expression. They were not able to use complex language. Filipino students'

proficiency in the English language is not adequately reinforced by classroom projects

and activities. And in order to educate students on how to use English to communicate

critically and analytically, it's critical to provide educational opportunities that will help

students communicate as effectively as possible. (Sueto, n.d.)

 ２５

Level of English Proficiency in the Pre-test and Post-Test of the Experimental

Group

The second objective of the study was to identify the level of English proficiency

in the pre-test and post-test of the experimental group. This is presented in Table 4.

Table 4

Level of English Proficiency in the Pre-test and Post-Test of the Experimental Group

Experimental Group Mean SD Interpretation

Pre-test Scores 4.41 .44 Limited user
Post-test Scores 5.03 .57 Modest user

Table 4 shows the pre-test and post-test mean scores of the experimental group.

The participants who underwent task-based language teaching achieved the mean score

of 4.41 (SD=.44) during the pre-test. This is interpreted as limited user where the test

taker's basic competence is limited to familiar situations. They frequently show

problems in understanding and expression. They were not able to use complex

language. Moreover, after the conduct of task-based language teaching, an improvement

in the mean score is evident (M=5:03, SD=.57) which is interpreted as modest user. The

test taker has a partial command of the language and copes with overall meaning in most

situations, although they are likely to make many mistakes. They should be able to handle

basic communication in their own field. In addition, Bo and Lim (2021) stated that

English proficiency program can positively impact students' academic particularly among

the population of bilingual/multilingual students.

 ２６

Significant Difference in the Mean Score in English Proficiency in the Pre-test and

Post-Test of the Controlled Group

The third objective of the study was to determine the significant difference in the

mean score in English proficiency in the pre-test and post-test of the controlled group.

This is shown in Table 5.

Table 5

Significant Difference in the Mean Score in English Proficiency during the Pre-test and

Post-Test of the Controlled Group

Control Group Mean t df p-value Decision

Pre-test scores
-.01 -.57 39 .57 Accept H0
Post-test scores

Table 5 shows the pre-test mean and post-test mean scores of the controlled

group. The results show that there is no substantial improvement on the scores of the

participants during the pre-test (M=4.35, SD=.26) and post-test (M=4.36, SD=.28). This

mean score, -.01, was not statistically significant, t (39) = -.57, p >.05. This impediment

to students' English proficiency may come from their family who served as their home

facilitators in modular distance learning. Forey et al. (2016) revealed that because those

families did not provide the necessary support, their children did not advance in language

learning, which is influenced by their socioeconomic situation, involvement, and parents'

education.

Significant Difference in the Mean Score in English Proficiency in the Pre-test and

Post-Test of the Experimental Group

The fourth objective of the study was to determine the significant difference in the

the mean score in English proficiency in the pre-test and post-test of the mean of the
 ２７

experimental group. This is shown in Table 6.

Table 6

Significant Difference in the Mean Score in English Proficiency in the Pre-test and Post-

Test of the Experimental Group

Experimental Group Mean t df p-value Decision

Pre-test scores
-.61 -10.56 39 .00 Reject H0
Post-test scores

Table 6 shows the pre-test and post-test mean scores of the experimental group.

On average, the participants accomplished (M=4.35, SD=.26) before and improved after

conducting task-based language teaching (M=5:03, SD=.57). This improvement,-.61 was

statistically significant, t (39) = -.10.56, p <.05. The improvement of the mean scores can

be associated with the extent of language instruction the experimental group had to do

individually, in pairs, or in groups significantly, and has impacted how well they

developed their proficiency. Students have the chance to try utilizing the language to

convey their thoughts after being exposed to the assigned work. According to Ellis

(2000), Long's (1996) Interaction Hypothesis states that learners can acquire

comprehensible input by participating in meaning negotiation, which promotes acquiring

a second language.

Significant Difference in the Mean Score in English Proficiency in the Post-Test of

the Controlled and Experimental Group

The fifth objective of the study was to determine the significant difference in the

the mean score in English proficiency in the post-test of the controlled and experimental

groups. This is shown in Table 7.

 ２８

Table 7

Significant Difference in the Mean Score in English Proficiency in the Post-Test of the

Controlled and Experimental Group

Post-test Scores t df p-value Mean Difference Decision

Control group
-6.65 78 .00 -.66 Reject H0
Experimental group

Table 7 presents the comparison between the post-test mean scores of the control

and experimental groups. Using an independent sample t-test, the level of English

proficiency of the participants who did not undergo and underwent task-based language

teaching as an intervention was compared. On average, the experimental group who

underwent task-based language teaching performed better (M=5.03, SD=.57) as their

mean was interpreted as modest user than the controlled group who did not undergo task-

based language teaching (M=4.36, SD=.28) who are limited user. This difference, -.66,

was statistically significant, t (78) = -6.65, p <.05. According to Lochana and Debs

(2006), this result shows that a task-based approach improves language teaching and

learning. In addition, Rubaiayat (2018) says that task-based language teaching can further

develop reading and writing proficiency. By adhering to TBLT, students can gain the

most language exposure by utilizing it independently. This will benefit them both inside

and outside of the pedagogical sphere.

 ２９

CONCLUSION

This part of the paper presents the summary of the findings, the conclusion, and

the recommendations formulated based on the analyses.

The statistical analysis yielded that the level of English proficiency of the

controlled group in the pre-test is on a limited user, and it remained limited until the post-

test was conducted. On the other hand, there was an improvement in the post-test mean

score of the experimental group as results progressed from a limited user in the pre-test to

a modest user in the post-test. Based on the results, there is no significant difference in

the controlled group‘s pre-test and post-test mean scores. However, there is a significant

difference in comparing the experimental group‘s pre-test and post-test mean scores.

Moreover, comparing the post-test scores of those who did not undergo and those who

underwent task-based language teaching suggests a significant difference in their English

proficiency.

Based on the summary of findings, the researcher concluded that task-based

language teaching effectively advances the participants‘ English reading and writing

proficiency. Adopting task-based writing strategies considerably increased learners‘

capacity in various writing skills, including syntax, lexicon, grammar, content, and

structure (Kafipour et al., 2018). Furthermore, the findings in the study of Madhkh and

Mousavi (2017) supports the results, indicating that compared to traditional reading

instruction, TBLT significantly improved learners‘ reading proficiency

In line with the pieces of evidence raised in the study, these recommendations are

made:
 ３０

Students should engage in the practical application of English lessons to improve

their proficiency. Reading and writing come hand in hand; thus, continuous practice of

one skill will significantly enhance the other.

Teachers should reinforce the practice of task-based language teaching in

teaching English subjects. It will improve student‘s engagement in the learning process

and will successfully achieve learning objectives. The holistic and authentic features of

task-based language teaching can augment the teaching methods, thereby maximizing

learning effectiveness.

Parents should participate in developing their child‘s proficiency by using the

results of this study as a guide in helping their child‘s active and meaningful proficiency

achievement.

School administrators should consider giving workshops on crafting task-based

language lesson plans and performance tasks to advance students‘ English proficiency

levels. Allocation of the monetary budget taken from the MOOE of the school to

purchase teaching and learning materials to make learning more effective and efficient

for the learners to consider.

DepEd and CHED should look further into the advantages proposed by using

task-based language teaching. Both agencies should consider creating teaching and

learning materials for task-based language teaching to make student learning active,

authentic, and meaningful.

Future researchers, who intend to replicate this experiment should run it over a

longer length of time to see whether it can yield a more significant improvement in

students‘ English proficiency. The efficiency of the TBLT in enhancing students‘

 ３１

speaking and listening abilities in other public educational institutions and at different

academic levels, such as upper secondary ones, should be further investigated.

 ３２

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 ３３

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 ３５

APPENDIX A

Letter of Request to Conduct the Study

January 10, 2022

MONINA M. EBANO
Principal II
Valladolid National High School
Brgy. Palaka, Valladolid, Neg. Occ.

Ma‘am:

Greetings!

I am DORIELLE GIA B. GERONA, a candidate for Master in Education Major in

Reading, Language, and Literature at the University of St. La Salle – Project FREE. I am
currently working on my research, entitled “TBLT MODEL: IMPROVING ENGLISH
PROFICIENCY OF GRADE 7 STUDENTS OF VALLADOLID NATIONAL
HIGH SCHOOL”, the school year 2021-2022.

In this connection, I am humbly requesting permission from your good office to conduct
the testing of my research instrument to the Grade 7 students.

Your approval of this request will be of great help in the success of this study.

Thank you very much!

Respectfully yours,

DORIELLE GIA B. GERONA

Researcher

Noted:

DIVINE GRACE V. MARANGA, MEd

Adviser
 ３６

APPENDIX B

SPSS Results
 ３７

APPENDIX C

IELTS Adapted Questionnaire

GENERAL INSTRUCTION: READ EACH ITEM CAREFULLY BEFORE

ANSWERING THE QUESTION.

READING TASK
40-ITEMS (60 MINS.)

Read the text below and answer questions 1-6.

CITY MEDIA INTERNSHIPS

We are a proudly Canadian organization offering six annual internships,

valued at $10,000 each, to deserving persons from minority groups. We offer career
assistance, and an opportunity for these individuals to demonstrate the talent they have
and get hands-on experience in broadcasting. We hope that our commitment to these
groups becomes an industry-wide model of acceptance. Our goal is to have the City
Media family mirror the diversity that makes our nation strong.
The internship winners will work at one of our two speciality TV stations.
The Connect station provides programming on regional events, while the emphasis at
Transview is on instructional shows. Each intern will work in an entry-level position
within an area that meets the requirements of the company and be paid at the opening rate
set by the company for that position. If the assignment makes relocation necessary, a
maximum $1,500 grant is provided to assist with these expenses.
Interested broadcasting applicants should provide evidence of full-time
enrolment in the field of broadcasting at an accredited post-secondary institution. An
official transcript from the educational institution is also required. Mature students may
replace this transcript with a one-page typewritten statement of their goals. References
from three teachers or employers will be necessary if the application proceeds.
Once your application is accepted, you will receive a confirmation letter by
mail from Personnel. The application is then referred to a Canada-wide panel of City
Media employees. These individuals are familiar with the positions that would be
considered a complementary fit with your stated career path. They will put together a
shortlist of promising candidates and conduct an in-person or telephone interview. The
type of interview will vary with the distance of each candidate. The hiring decisions of
the panel are final.
If a candidate is not eligible, the application will be removed from the
competition, as will those whose applications and accompanying documents are received
later than the deadline for submission. No exceptions can be made for delayed, lost or
misdirected mail.

Questions 1 – 6
Complete the notes below.
Choose ONE WORD ONLY from the text for each answer.
CITY MEDIA INTERNSHIPS
 ３８

• internships:
- allow minorities to gain 1 …………. and show their talents
- further City Media‘s aim to reflect the 2 …………. of people in Canada
• internship at Transview focuses on educational broadcasting
• an additional amount of money is given if 3 ………… is required
• support application with:
- proof of present 4 ………… in broadcasting studies
- a 5 ………… issued by your school
• a panel decides which jobs are a good fit for each intern
• interview method depends on 6 ………….
• company strict about the deadline stated for applications

Read the text below and answer questions 7-14.

At first, von Frisch thought the bees were responding only to the scent of the
food. But what did the third dance mean? And if bees were responding only to the scent,
how could they also ‗sniff down‘ food hundreds of meters away from the hive*, food
which was sometimes downwind? On a hunch, he started gradually moving the feeding
dish further and further away and noticed as he did so that the dances of the returning
scout bees also started changing. If he placed the feeding dish over nine meters away, the
second type of dance, the sickle version, came into play.
But once he moved it past 36 meters, the scouts would then start dancing the
third, quite different, waggle dance.
The measurement of the actual distance too, he concluded, was precise. For
example, a feeding dish 300 meters away was indicated by 15 complete runs through the
pattern in 30 seconds. When the dish was moved to 60 meters away, the number dropped
to eleven.
Von Frisch noted something further. When the scout bees came home to tell
their sisters about the food source, sometimes they would dance outside on the horizontal
entrance platform of the hive, and sometimes on the vertical wall inside. And, depending
on where they danced, the straight portion of the waggle dance would point in different
directions. The outside dance was fairly easy to decode: the straight portion of the dance
pointed directly to the food source, so the bees would merely have to decode the distance
message and fly off in that direction to find their food.
But by studying the dance on the inner wall of the hive, von Frisch
discovered a remarkable method which the dancer used to tell her sisters the direction of
the food in relation to the sun. When inside the hive, the dancer cannot use the sun, so she
uses gravity instead. The direction of the sun is represented by the top of the hive wall. If
she runs straight up, this means that the feeding place is in the same direction as the sun.
However, if, for example, the feeding place is 40º to the left of the sun, then the dancer
would run 40º to the left of the vertical line. This was to be the first of von Frisch‘s
remarkable discoveries. Soon he would also discover a number of other remarkable facts
about how bees communicate and, in doing so, revolutionize the study of animal behavior
generally.
* Hive – a ‗house‘ for bees; the place where they build a nest and live
Questions 7 – 9
Complete the sentences below.
 ３９

Choose NO MORE THAN TWO WORDS from the text for each answer.

7 Von Frisch discovered the difference between dance types by changing the position of
the ..................
8 The dance outside the hive points in the direction of the ............... .
9 The angle of the dance from the vertical shows the angle of the food from the ...............
.
Questions 10 – 14
Answer the questions below.
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the text for
each answer.

10 What has been found in some Fancy Foods products?

11 Where can you find the batch number on the jars?
12 How much will you receive for an opened jar of contaminated Chicken Curry?
13 If you have eaten Chicken Curry from a jar with one of the batch numbers listed,
whom should you contact?
14 What is the maximum reward Fancy Foods is offering for information about who
contaminated their product?

Read the text below and answer questions 15-25.

ROBOTS AT WORK
A
The newspaper production process has come a long way from the old days when the
paper was written, edited, typeset and ultimately printed in one building with the
journalists working on the upper floors and the printing presses going on the ground
floor. These days the editor, subeditors and journalists who put the paper together are
likely to find themselves in a totally different building or maybe even in a different city.
This is the situation which now prevails in Sydney. The daily paper is compiled at the
editorial headquarters, known as the prepress center, in the heart of the city, but printed
far away in the suburbs at the printing center. Here human beings are in the minority as
much of the work is done by automated machines controlled by computers.
B
Once the finished newspaper has been created for the next morning‘s edition, all the
pages are transmitted electronically from the prepress center to the printing center. The
system of transmission is an update on the sophisticated page facsimile system already in
use on many other newspapers. An image setter at the printing center delivers the pages
as film. Each page takes less than a minute to produce, although for color pages four
versions, once each for black, cyan, magenta and yellow are sent. The pages are then
processed into photographic negatives and the film is used to produce aluminum printing
plates ready for the presses.

C
A procession of automated vehicles is busy at the new printing center where the Sydney
Morning Herald is printed each day. With lights flashing and warning horns honking, the
 ４０

robots (to give them their correct name, the LGVs or laser guided vehicles) look for all
the world like enthusiastic machines from a science fiction movie, as they follow their
own random paths around the plant busily getting on with their jobs. Automation of this
kind is now standard in all modern newspaper plants. The robots can detect unauthorized
personnel and alert security staff immediately if they find an ―intruder‖; not surprisingly,
tall tales are already being told about the machines starting to take on personalities of
their own.
D
The robots‘ principal job, however, is to shift the newsprint (the printing paper) that
arrives at the plant in huge reels and emerges at the other end sometime later as
newspapers. Once the size of the day‘s paper and the publishing order are determined at
head office, the information is punched into the computer and the LGVs are programmed
to go about their work. The LGVs collect the appropriate size paper reels and take them
where they have to go. When the press needs another reel its computer alerts the LGV
system. The Sydney LGVs move busily around the press room fulfilling their two key
functions to collect reels of newsprint either from the reel stripping stations, or from the
racked supplies in the newsprint storage area. At the stripping station the tough wrapping
that helps to protect a reel of paper from rough handling is removed. Any damaged paper
is peeled off and the reel is then weighed.
E
Then one of the four paster robots moves in. Specifically designed for the job, it trims the
paper neatly and prepares the reel for the press. If required the reel can be loaded directly
onto the press; if not needed immediately, an LGV takes it to the storage area. When the
press computer calls for a reel, an LGV takes it to the reel loading area of the presses. It
lifts the reel into the loading position and places it in the correct spot with complete
accuracy. As each reel is used up, the press drops the heavy cardboard core into a waste
bin. When the bin is full, another LGV collects it and deposits the cores into a shredder
for recycling.
F
The LGVs move at walking speed. Should anyone step in front of one or get too close,
sensors stop the vehicle until the path is clear. The company has chosen a laser guide
function system for the vehicles because, as the project development manager says ―The
beauty of it is that if you want to change the routes, you can work out a new route on
your computer and lay it down for them to follow‖. When an LGV‘s batteries run low, it
will take itself off line and go to the nearest battery maintenance point for replacement
batteries. And all this is achieved with absolute minimum human input and a much
reduced risk of injury to people working in the printing centers.
G
The question newspaper workers must now ask, however is, ―how long will it be before
the robots are writing the newspapers as well as running the printing center, churning out
the latest edition every morning?‖

Questions 15 – 20
Complete the flow-chart below.
Choose NO MORE THAN THREE WORDS from the text for each answer.
 ４１

The Production Process

The newspaper is compiled at the editorial headquarters by the journalists.
The final version of the text is 15 ............... to the printing centre.
The pages arrive by facsimile.
The pages are converted into 16 …………… .
17 …………… are made for use in the printing presses.
The LGVs are 18 …………… by computer.
The LGVs collect the reels of paper
The LGVs remove the 19 …………… from the reel.
The reel is 20 …………… .
The reel is trimmed and prepared by the pastor robot.
The reel is taken to the press. The reel is taken to the storage area.

Questions 21-25
ROBOTS AT WORK
The text has seven paragraphs, A-G.
Choose the correct heading for paragraphs A, B and D-G from the list of headings below.

21 Paragraph A List of Headings

22 Paragraph B A. Robots working together
23 Paragraph D B. Preparing LGVs for takeover
24 Paragraph E C. Looking ahead
25 Paragraph F D. The LGVs‘ main functions
E. Split location for newspaper production
F. Newspapers superseded by technology
G. Getting the newspaper to the printing center
H. Controlling the robots
I. Beware of robots!

Read the text below and answer questions 26-30.

Although French, German, American and British pioneers have all been
credited with the invention of cinema, the British and the Germans played a relatively
small role in its worldwide exploitation. It was above all the French, followed closely by
the Americans, who were the most passionate exporters of the new invention, helping to
start cinema in China, Japan, Latin America and Russia. In terms of artistic development
it was again the French and the Americans who took the lead, though in the years before
the First World War, Italy, Denmark and Russia also played a part.
In the end it was the United States that was to become, and remain, the
largest single market for films. By protecting their own market and pursuing a vigorous
export policy, the Americans achieved a dominant position on the world market by the
start of the First World War. The center of filmmaking had moved westwards, to
Hollywood, and it was films from these new Hollywood studios that flooded onto the
world‘s film markets in the years after the First World War, and have done so ever since.
Faced with total Hollywood domination, few film industries proved competitive. The
Italian industry, which had pioneered the feature film with spectacular films like ―Quo
 ４２

Vadis?‖ (1913) and ―Cabiria‖ (1914), almost collapsed. In Scandinavia, the Swedish
cinema had a brief period of glory, notably with powerful epic films and comedies. Even
the French cinema found itself in a difficult position. In Europe, only Germany proved
industrially capable, while in the new Soviet Union and in Japan, the development of the
cinema took place in conditions of commercial isolation.
Hollywood took the lead artistically as well as industrially. Hollywood films
appealed because they had better constructed narratives, their special effects were more
impressive, and the star system added a new dimension to screen acting. If Hollywood
did not have enough of its own resources, it had a great deal of money to buy up artists
and technical innovations from Europe to ensure its continued dominance over present or
future competition.
From early cinema, it was only American slapstick comedy that successfully
developed in both short and feature format. However, during this ‗Silent Film‘ era,
animation, comedy, serials and dramatic features continued to thrive, along with factual
films or documentaries, which acquired an increasing distinctiveness as the period
progressed. It was also at this time that the avant-garde film first achieved commercial
success, this time thanks almost exclusively to the French and the occasional German
film.
Of the countries which developed and maintained distinctive national
cinemas in the silent period, the most important were France, Germany and the Soviet
Union. Of these, the French displayed the most continuity, in spite of the war and post-
war economic uncertainties. The German cinema, relatively insignificant in the pre-war
years, exploded on to the world scene after 1919. Yet even they were both overshadowed
by the Soviets after the 1917 Revolution. They turned their back on the past, leaving the
style of the pre-war Russian cinema to the émigrés who fled westwards to escape the
Revolution.
The other countries whose cinemas changed dramatically are: Britain, which
had an interesting but undistinguished history in the silent period; Italy, which had a brief
moment of international fame just before the war; the Scandinavian countries,
particularly Denmark, which played a role in the development of silent cinema quite out
of proportion to their small population; and Japan, where a cinema developed based
primarily on traditional theatrical and, to a lesser extent, other art forms and only
gradually adapted to western influence.

Questions 26-30
Look at the following statements and the list of countries below.
Match each statement with the correct country, A-J.
You may use any letter more than once.

26 It helped other countries develop their own film industry.

27 It was the biggest producer of films.
28 It was first to develop the 'feature' film.
29 It was responsible for creating stars.
30 It made the most money from 'avantgarde' films.

Questions 30-35
Look at the five advertisements, A-E.
 ４３

Which advertisement mentions the following?

Write the correct letter. You may use any letter more than once.

31 up-to-date teaching systems

32 that the institution has been established for
a significant time
33 examination classes
34 that arrangements can be made for
activities outside class
35 the availability of courses for school
students

Read the text below and answer questions 35-40.

London to Brighton Bike Ride

The start
The bike ride starts at Clapham Common tube station.
• Your Start Time is indicated by the color of your body number in this pack. It is also
printed on the address label of the envelope. Please arrive no earlier than 30 minutes
before that time.
• We allocate an equal number of cyclists for each Start Time to ensure a steady flow.
Please keep to the time you've been given so we can keep to our schedule and avoid
delaying other riders and prevent 'bunching' further down the route.
• An Information Point, toilets and refreshment stands will be open from very early in the
day.

Ride carefully
We put together as many facilities as possible to help ensure you have a trouble free day.
But we also rely on you to ride safely and with due consideration for other cyclists and
road users. Although many roads are closed to oncoming traffic, this is not always the
case and you should be aware of the possibility that there could be vehicles coming in the
opposite direction. Please do not attempt reckless overtaking whilst riding – remember it
is NOT a race.

Follow all instructions

Every effort is made to ensure that the route is well signed and marshalled. Please obey
all directions from police and marshals on the route. If you hear a motorcycle marshal
blow his/her whistle three times, move left.
 ４４

Wear a helmet
Every year we are delighted to see more riders wearing protective helmets, but we would
like to see every cyclist on the ride wearing one. More than half of reported injuries in
cycling accidents are to the head, and a helmet gives the best protection when the head
hits the ground.

Attracting assistance
If you have an accident, ask a marshal for help; they are in contact with the
support/emergency services. To call for help from our motorcycle marshals, give a
'thumbs down' signal. The marshal will do all he/she can to help, providing he/she is not
already going to a more serious accident. If a motorcycle marshal slows down to help
you, but you have just stopped for a rest and don't need help, please give a 'thumbs up'
signal and he/she will carry on. Remember – thumbs down means 'I need help'.

In case of breakdown
Refer to your route map and make your way to a Mechanics Point. Mechanical assistance
is free when you show your Rider Identity Card; you just pay for the parts.

Refreshment stops
Look out for these along the route. Most are organized by voluntary clubs and their prices
give you real value for money. They are also raising money for their local communities
and the British Heart Foundation, so please give them your support.

Rain or shine – be prepared

In the event of very bad weather, watch out for signs to wet weather stations en route.
Good waterproofs, like a cycle cape, are essential. Our first aid staff can only supply bin
liners and by the time you get one you may be very wet. However, the English summer is
unpredictable – it may also be hot, so don't forget the sun protection cream as well!

If you have to drop out

We will try to pick up your bike for you on the day. Call Bike Events (01225 310859) no
more than two weeks after the ride to arrange collection. Sorry, we cannot guarantee this
service nor can we accept liability for any loss or damage to your bike. Bike Events will
hold your bike for three months, after which it may be disposed of. You will be charged
for all costs incurred in returning your cycle.

Questions 36-40
Do the following statements agree with the information given in the text?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

36 You should not arrive more than half an hour before your allocated starting time.
37 Your Rider Identity Card will be sent to you before the event.
38 Some roads may have normal traffic flow on them.
39 Helmets are compulsory for all participants.
 ４５

40 Refreshments are free to all participants during the ride.

WRITING TASK
(60 MINS.)

WRITING TASK 1
You should spend about 20 minutes on this task

Your local public library wants to make improvements to their services and facilities.
In order to get ideas from the public, they have asked library users to send them
suggestions in writing.

Write a letter to the librarian. In your letter

 describe what you like about the library
 say what you don’t like
 make suggestions for improvements.

Write at least 150 words.

You do NOT need to write any addresses.
Begin your letter as follows:

Dear Sir or Madam,

WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:

Shopping is becoming more and more popular as a leisure activity. However, some people
feel that this has both positive and negative effects.
Why is shopping so popular?

What effects does its increase in popularity have on individuals and on society?

Give reasons for your answer and include any relevant examples from your own
knowledge or experience.

Write at least 250 words.

 ４６

APPENDIX D

Lesson Plan

SEMI-DETAILED LESSON PLAN FOR ENGLISH 7

(READING)

Learning Competency: Use the appropriate reading style (scanning and skimming) for
one‘s purpose

Subject Matter:
Focus: Reading Styles for One‘s Purpose
Materials: Smart TV, Laptop, Video clips, Task Cards

Procedure:
Preparation:
1. Prepare power point presentation and task cards.
2. Set classroom rules and groupings.

Pre-task:
What is skimming? Scanning?

Skimming and Scanning are examples of fast reading styles.

When you look through a text very quickly to find specific details, it is called
SCANNING. For example, when you are searching for a telephone number in a
directory, you scan the page for the name of the specific person you are looking for.

How to Scan?
 Don't try to read every word. Instead let your eyes move quickly across the page
until you find what you are looking for.
 Use clues on the page, such as headings and titles, to help you.
 If you are reading for study, start by thinking up or writing down some questions
that you want to answer. Doing this can focus your mind and help you find the
facts or information that you need more easily.

On the other hand, when you look over a text quickly, take note of titles, subtitles,
subheadings, and illustrations to get the general idea of what text is about, it is called
SKIMMING.
How to Skim?
 Read the title, subtitles and subheadings to find out what the text is about.
 Look at the illustrations to give you further information about the topic.
 Read the first and last sentence of each paragraph.
 Don‘t read every word or every sentence.
 ４７

For additional information watch the link (1min)

[Link]

Task:

Task 1 Pair work: An announcement addressed to VNHSians and everyone who wants to
be a member the group. Note the important details to be able to answer the questions that
follow. Ready, start!

Are you familiar with Valladolid National High School and what it is known for?
If you answered Excellence, you are right! Valladolid National High School can help you
excel in your future goals and prepare you where you want to be.

Below is an announcement addressed to VNHSians and everyone who wants to be a

member of the community. Note the important details to be able to answer the questions
that follow. Ready, start!

Valladolid NHS-JHS ONLINE ENROLLMENT WILL BE ACTIVATED ON JUNE 1,

2022.
PLEASE MARK YOUR CALENDARS AND ACCESS IT ON THE SAID
DATE.

Steps for Enrollment:

For Junior High school:
1. Accces the link (choose your incoming grade level):
Grade7: [Link]
Grade8: [Link]
Grade9: [Link]
Grade10: [Link]
2. Fill out the enrollment form.
3. Click Submit. (Double check details before you do so.)
DONE! Welcome to Valladolid NHS!

Here are the questions that will determine how fast you read the announcement.

1. To whom is the announcement aimed at?

2. What is the announcement all about?
3. When will online enrolment be activated?
4. What grades can be enrolled for Junior High School?
5. What do they call our school community?

Task 2 Group work: Form a group of 6 and read the passage ― Why is Hand Washing So
Important?‖ as one of the means for the kids and family to be away from Corona Virus,
and answer the questions that follow.
 ４８

Why Is Hand Washing So Important?

Good hand washing is the first line of defense against the spread of many illnesses —
from the common cold to more serious infections, such as meningitis, bronchiolitis, flu,
hepatitis A, and many types of diarrhea. It's a message worth repeating — hand washing
is by far the best way to keep you from getting sick and prevent the spread of germs.
Here's how to scrub those germs away. Demonstrate or show — or better yet, wash your
hands together often so you learn how important this good habit is. First, wet your hands
with clean, running water (warm or cold). Make sure the water isn't too hot for little
hands. Second, use soap and lather up for about 20 seconds. Antibacterial soap isn't a
must — any soap will do. Third, make sure you get in between your fingers, on the backs
of hands, and under the nails where germs like to hang out. And don't forget the wrists.
Finally, rinse and dry well with a clean towel. When you come into contact with germs,
you can become infected just by touching your eyes, nose, or mouth. And once you're
infected, it's usually just a matter of time before the whole family comes down with the
same illness.

Questions
Group 1. Name three diseases that are resisted by washing hands?
Group 2. What is the best way to prevent Covid-19?
Group 3. Is antibacterial soap necessary to fight disease?
Group 4. Which part of the hands are the two best places for germs to hang out?
Group 5. What is the recommended time duration for washing hands?
Group 6. Name three body parts to avoid touching when you haven‘t wash your hands .

Task 3 Individual: Below is a TV Guide. With your pair, read the list of shows and their
timeslots and answer the questions that follow.
 ４９

Questions
1. What time does On the Wings of Love start?
2. Which program is on for shortest length of time?
3. Which program is on for the longest time?
4. Which program/s last for 50 minutes?
5. How long does Tubig and Langis last?

Language Focus:

Once you have finished the task, answer the following questions:
 How do you scan a text?
 How do you skim a text?
 Why is it important for readers to know how to use appropriate reading style?
 What is scanning? Skimming?
 When do you use scanning? Skimming?

Use the appropriate reading style to answer the questions below. Write the letter of your
choice in your paper.

PHOBIAS
What is a phobia?
A phobia is an intense fear of feeling of anxiety that occurs only in a particular
situation that frightens you.
This might be something as seemingly logical as a fear of heights, or as illogical
as a fear of the color green. At other times you don‘t feel anxious. For example, if you
have phobia of spiders (as millions of people do), you only feel anxious when there‘s a
spider around, otherwise you feel fine.
About one in ten people has a significant phobia, although few people seek
treatment.
People develop phobias to all sorts of things. Each phobia has its own name.
Some (of a very long list) include:
• Musophobia- fear of mice
• Peladophobia-fear of bald people
• Amathophobia-fear of dust
• Pnigophobia-fear of choking or smothering
• Maieusiophobia-fear of childbirth
• Homichlophobia-fear of dog
• Arachibutyrophobia-fear of peanut butter sticking to the roof of the mouth

Phobias make people avoid situations they know will make them anxious, but this
can make the phobia worse. A person‘s life can become increasingly dominated by the
precautions they take to avoid situation they fear. You may know there‘s no real danger
and you may feel embarrassed by your fear, but you‘re still unable to control it. It‘s better
to confront your fears, even if it‘s in a very careful way or with the help of a trained
therapist.
 ５０

A phobia is more likely to go away if it began after a distressing or traumatic

event.
What‘s the treatment?
Cognitive behavioural therapy- a ―talking treatment‖ where you learn all about
the thing or situation you are scared of and how to change your behavior-has a high
success rate in phobias.

1. Peladophobia is ________.
a. fear of bald people
b. fear of dust
c. fear of dog
2. A phobia ____
a. happens to everyone when they are frightened
b. happens only in certain situations
c. only happens to people who are anxious
3. Phobias ________
a. are logical
b. are not logical
c. can be logical or not logical
4. The number of people who have phobias is _______
a. five out of ten people
b. ten people
c. 10 percent of the population
5. The purpose of the text is to _____
a. give information about phobias
b. give instructions for people with phobias
c. persuade people
 ５１

SEMI-DETAILED LESSON PLAN FOR ENGLISH 7

(WRITING)

Learning Competency: Expand the content of an outline using notes from primary and
secondary sources

Subject Matter:
Focus: Outlining
Materials: Smart TV, Laptop, Video clips, Task Cards

Procedure:
Preparation:
3. Prepare power point presentation and task cards.
4. Set classroom rules and groupings.

Pre-task:
What is an outline? And how do you prepare an outline?
An outline is a framework or a plan showing the essential features of a composition.

There are two types of outlines: Topic outline and the Sentence outline.

A topic outline uses only key words or phrases in the headings and sub-headings while
the sentence outline uses a complete sentence. Headings and sub-headings are also
known as topics or subtopics. Each sub-heading or sub-topic must relate to the heading or
topic.
Most analytical, interpretative, or persuasive essays tend to follow the same basic pattern.

I. Introduction (first paragraph of your outline, wherein you discuss what your topic is all
about.
A. Sentence/ word to get the attention of your readers
B. Thesis statement (one statement that will discuss the purpose of your paper)
II. Body (made up of several paragraphs, covers what the thesis statement is trying to
prove.)
A. First main idea
a. Supporting evidence
b. Supporting evidence
B. Second main idea
a. Supporting evidence
b. Supporting evidence
C. Third main idea
a. Supporting evidence
b. Supporting evidence
III. Conclusion (consist of one paragraph that summarizes your paper)
A. Restatement of your thesis
B. Insightful sentence to end your essay
 ５２

Steps in creating an outline

1. Identify your main topic
2. Search and gather information of your topic
3. Determine what kind of outline you want to use
4. Identify the main categories and its sub categories
5. Organize you information in an outline form

Four main components for effective outlines

• Parallelism
• Coordination
• Subordination
• Division

Task:

Task 1. Imagine you've just read an essay about how to make a pizza. Practice making
an outline from the instructions by dragging the information on the right into the correct
spot in the outline on the left.
Remember to observe the rules of parallelism, coordination, subordination, and division.
Also, remember to add the extra cheese!

I. Mozarella cheese
A. Slice the pizza
B. Sprinkle the cheese
C. Pepperoni slices
D. Roll out the dough
II. Apply the toppings
III. Buy the ingredients
A. Bake the pizza
B. Tomato sauce
C. Place the pepperoni
IV. Drizzle the sauce
V. Dough

Task 2. Below are two topic sentences and incomplete paragraph outlines. Using the
―Sentence Bank,‖ find the supporting sentences and clinchers that belong in each outline.
Also in the ―Sentence Bank‖ there are unrelated sentences that do not belong in any of
the paragraph outlines. Keep in mind that the supporting sentences can be listed in any
order.
 ５３

A. I really enjoy school. A. Reading is my favorite Sentence Bank

B. Supporting sentences hobby. a. My teachers‘ lessons are
1. B. Supporting sentences always fun to listen to,
2. 1. informative, and stimulating.
3. 2. b. When I‘m tired, I can
C. 3. relax with a good book.
C. c. Because there are so many
books to read, I have my
choice of hundreds of
subjects.
d. Most of my classes are
interesting.
e. I can forget my problems
by reading a good book.
f. I don‘t like some kinds of
books at all.
g. I like school so much that
you‘d think I‘d want to go
seven days a week!
h. My idea of heaven is a
quiet weekend with a book!
i. I hate to go to school on
Monday mornings.
j. It‘s the only time I get to
see some of my friends.

Task 3. Based on a video that you will watch construct a formal outline.
 ５４

Language Focus:

Once you have finished the task, you will answer the following questions:
 What steps did you take to complete the outline?
 Which component helped you write an effective outline?
 What are the two types of outline?
 What is an outline?
 Why is it important for readers to know how to arrange ideas from a reading
selection in an outline?

Expand the content of the outline using notes from the secondary source below.

What makes an effective leader? To be sure, no one characteristic or trait defines an

effective leader. It is true, however, that effective leaders get the most out of employees
or group members by holding them to very high standards or expectations. Setting high
standards increases productivity because people tend to live up to the expectations set for
them by superiors. This is an example of the Pygmalion effect, which works in a subtle,
often unconscious way. When a managerial leader believes that a group member will
succeed, the manager communicates this belief without realizing that he or she is doing
so. Conversely, when a leader expects a group member to fail, that person will not
usually disappoint the manager. The manager‘s expectation of success or failure becomes
a self-fulfilling prophecy. Thus it pays for a manager to expect the best from employees.

I. _________________________________________________________________
A. People are likely to live up to a manager's or superior's expectations.
B. ______________________________________________________________
C._______________________________________________________________
1. __________________________________________________________
2. leader who doesn't expect much gets low achievement
3. __________________________________________________________
4. __________________________________________________________
 ５５

APPENDIX E

Turnitin Certificate
 ５６

APPENDIX F

Editor’s Certificate