English as a school topic is both a tool and a manner of deriving cognition and personal penetrations. It enables the pupils to pass on with others on personal. societal. literary and interdisciplinary subjects. It gives insight into how persons think and live in the English-speaking universe. Communicative accomplishments and cultural penetrations can advance greater interaction. apprehension and regard between people with different cultural backgrounds. In this manner lingual and cultural competency contributes to personal development and Fosters democratic committedness and a better apprehension of responsible citizenship among people. The English linguistic communication is used everyplace. When people of different nationalities meet. English is frequently used as a medium of communicating. English is used in movies. literature. vocals. athleticss. concern. merchandises. trades and amusement. and through these channels many English words and looks are transmitted. When information is needed whether for private or professional usage. it is frequently searched in English.

Furthermore. English is progressively used in instruction and working life. This being the instance. the Philippine Educational System have instituted a new linguistic communication policy and plan to develop a state competent in the usage of the English linguistic communication. The aims of the plan are: 1 ) to fit the scholars with equal linguistic communication accomplishments in listening. speech production. reading and composing in English to enable them to profit from educational establishments in which English is the medium of direction ; and 2 ) to develop these accomplishments to a degree such that they can utilize the linguistic communication efficaciously and independently in unwritten and written communicating ( Marcos. 1995 ) . Public dissatisfaction with instruction has made the instructor at the centre of the argument. Teacher plays a critical function in instruction. He is one of the several factors that influence the acquisition of the kid. The quality of instruction the pupils received depends upon the accomplishment and competency of the instructors. As the stating goes “you can non give what you don’t have” . which implies that the instructor must hold a thorough appreciation of the capable affair he teaches. To advance larning efficaciously. a instructor must non merely cognize the capable affair but besides how to learn the topic.

One manner of supplying quality instruction for scholars harmonizing to Piaget as cited by Bustos and Espiritu ( 1985 ) is the importance of giving each kid adequate learning stuff appropriate for his acquisition. Furthermore. the acquisition of the kid in school is besides influenced by other factors. Among these factors are the instructor competency. teacher usage of instructional stuff and methods. the place and school environment. and the kid itself.

Therefore. this survey was focused on the appraisal of the instruction methods and techniques employed by the instructors in learning English topics as influenced by their personal features.

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Statement of the Problem
This survey dealt with the learning methods and techniques employed by instructors in learning English at Puerto Princesa City National Science High School during school twelvemonth 2007-2008.
Specifically. it sought replies to the undermentioned inquiries: 1. What is the profile of the English instructors in footings of: a. age ;
b. sex ;
c. highest educational attainment ;
d. major topic ;
e. attending in in-service preparations and seminars ; and f. length of learning experience?
2. What are the learning methods and techniques used by the instructor? 3. Is there a important relationship between teacher personal factors and the instruction methods and techniques they employ in learning English topic? 4. Is there a important difference between the learning methods and techniques employ by the instructors as perceived by the instructor themselves and their pupils?






Research Paradigm

Independent Variable Dependent Variable

Figure 1. Research Paradigm

Figure 1 shows the relationship of the independent variables composed of teacher personal factors such as age. sex. highest educational attainment. major topic. attending in in-service preparations and seminars. and length of learning experience which are conceptualized to act upon the instruction methods and techniques employed by the instructor as perceived by the their pupils.

Significance of the Study
This survey was conducted to supply critical information on the instruction methods and techniques employed by instructors in learning English topic at Puerto Princesa City National Science High School with a position of pulling up inputs for its betterment. The information might besides be of aid to the followers:

The findings of this survey may function as a usher to the decision makers in planning and in preparation of policies to better English instruction.
The findings of this survey could function as a usher for English instructors to measure themselves and better their instruction schemes and techniques non merely in learning English but in other topics as good.

The consequence of this survey might be of aid to secondary school pupils in their effort to do the most of their high school instruction. The desire to better one’s academic public presentation is but normal and desirable ; hence this survey might give them penetrations on what action to follow.

Other research workers might be guided by some findings of this survey to cross-check findings in another scene.

Scope and Restrictions of the Study
This survey was focused on the instruction methods and techniques employed by instructors in learning English topics at Puerto Princesa City National Science High School. Puerto Princesa City during school twelvemonth 2007-2008.

Hypothesiss

1. There is no important relationship between teacher personal factors and the instruction methods and techniques they used in learning English topic. 2. There is no important difference between the learning methods and techniques used by the instructor as perceived by the instructor themselves and their pupils.

Operational Definition of Footings

For a common apprehension. the undermentioned footings were defined operationally. English topic. This refers to all secondary English classs taken by pupils enrolled at Puerto Princesa City National Science High School. English pupils. This refers to pupils who are enrolled in any high school English topic. English instructor. This refers to a individual who is really engaged in schoolroom work and specifically assigned at least one subdivision of English in high school. In-service preparations and seminars. This refers to the professional preparation. seminars and institutes relevant to learning English attended by the instructor while in active service. Major. This refers to the field of specialisation of instructor in his undergraduate/graduate class. Teaching experience. This refers to the figure of old ages the instructor has taught English topic. Teachings method and techniques. This refers to the activities conducted by the instructor while learning English.

Teacher Related Factors
a. age
b. sex
c. highest educational attainment
d. major topic
e. attending in in-service preparation and seminars
f. length of learning experience





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