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Social and Technological Sciences e-ISSN: 2341-2593

ENGLISH LANGUAGE PROFICIENCY OF SENIOR

HIGH SCHOOL STUDENTS
Jomel B. Manuel
Cagayan State University, Carig Campus, Tuguegarao City 3500, Philippines
* Correspondence: [email protected]
Received: 11 November 2021; Accepted: 7 March 2022; Published:

Abstract
This paper aimed to determine the English language proficiency of senior high school
students as input for the language extension program at Gammad National High School.
Specifically, it determined the students’ proficiency level on the eight (8) parts of
speech; the reading comprehension level along literal, interpretative, evaluative, and
integrative; and the reading comprehension level on different genres such as a poem,
essay, and short story. A descriptive research design was employed in the study. The
fifty-one (51) respondents of Grade 11 senior high school students at Gammad National
High School were chosen using the total enumeration technique. An 82-item proficiency
test was used as an instrument in gathering the data. Weighted mean was used in
analyzing the data. Results of the study show that among the eight parts of speech, the
senior high school students performed well in using adverbs, prepositions, and
interjections but found it problematic of using verbs. On reading comprehension, the
respondents excelled under literal level across all genres but not on integration and
evaluation levels. The study concluded that the respondents are “Proficient User of
English” or “High” level in using grammar and reading comprehension. They have
mastered the basics of using the English language; however, they need to be exposed
more to meaningful activities and varied texts to attain a high level of proficiency.

Keywords: English Language; Level of Proficiency; Reading Comprehension, Eight

Parts of Speech.

To cite this article: Manuel, Jomel B. (2022). English Language Proficiency of Senior High School
Students. Multidisciplinary Journal for Education, Social and Technological Sciences, 9(1), 71-87.
(Maximum one page: Title + Affiliations + Abstract + Keywords + To cite this article)
https://doi.org/10.4995/muse.2022.XXXX.

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Multidisciplinary Journal for Education http://polipapers.upv.es/index.php/MUSE/
Social and Technological Sciences e-ISSN: 2341-2593

1. Introduction

Since English is the primary language of instruction and communication, you must
demonstrate an adequate level of proficiency in English, regardless of your citizenship status or
country of origin. This language requirement ensures that all students will have the opportunity for
success in their chosen program.

The Philippines is recognized globally as one of the largest English-speaking nations.

Based on the Business English Index (BEI) in 2012, only the Philippines attained a score above
7.0, putting the country within the range of a high proficiency that indicates an ability to lead
business discussions and perform complex tasks. The country’s proficiency in the English language
is one of the strengths that has helped drive the economy and even made the Philippines the top
voice outsourcing destination in the world, surpassing India in 2012. According to Mitra (2013),
the Philippines’ principal strength in the export service sector is the large educated workforce with
strong English-language capabilities.

Further, the influx of foreign learners of English is on the rise due to the relatively more
affordable but quality English as a Second Language (ESL) programs being offered locally. This is
a manifestation that the country is doing fine in terms of English competency.

However, gradual deterioration in the use of the English language has been observed not
only in the academe but also in the business world. The level of English proficiency of college
graduates from the Philippines is lower than the target English proficiency of high school students
in Thailand, according to a study conducted by the Hopkins International Partners, which is the
official Philippine representative in the group called Test of English for International
Communication (TOEIC).

In a “24 Oras” report by Raffy Tima, the Hopkins International Partners’ General Manager
Rex Wallen Tan said the Philippines lags behind most of its ASEAN neighbors in English
proficiency. In the speech of Dr. Prospero De Vera during the Seminar-Workshop on the English
Roadmap of the Philippines, recently in September 2017, there was a Nursing migration program
to the UK worth around Php300 million in salaries under which around 90% of the Philippines
nurses recruited failed the English language test.

Further, senior high school graduates have two options whether to continue pursuing their
tertiary education or to work in the industry immediately. With the two additional years, they are
expected to be more competent and equipped with the competencies needed in the industries.
However, language teachers and school heads both in private and public schools have the same
observation as regards the low performance of the students in the English language.

In 2013, research conducted by the Business Process Association of the Philippines (BPAP)
concluded that of the four basic skills they measured (English proficiency, Cognitive ability,
Computer literary, and Perceptual Speed & Accuracy), English proficiency development should be
given priority when addressing the supply-demand gap of industry and academe. Further, DepEd
participated in the 2018 cycle of the Programme for International Student Assessment (PISA), a
triennial international assessment administered to 15-year old learners, who are near the end of
their compulsory basic education. Implemented by the Organization for Economic Cooperation and

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Social and Technological Sciences e-ISSN: 2341-2593

Development (OECD), PISA specifically looks into the learners’ ability to apply the knowledge
they have gained in formal education to everyday situations. Reading Literacy was assessed as the
major domain. Results showed that Filipino students obtained an average score of 340 points in
Overall Reading Literacy, which was significantly lower than the OECD average of 487 points.

In the K to 12 English Curriculum Guide (2016), Senior High School focuses on the
domains where language is integrated. Grammar awareness and structure and reading
comprehension are taught, for these allow students to progress from the foundational level to
higher levels of language use. Students would be able to read, speak and write correctly. They can
communicate effectively, in oral and written forms, using the correct grammatical structure of
English. Further, they can discuss and analyze text to create new meanings and respond to literary
text through the appreciation of literary devices.

In this premise, the researcher is motivated to assess the English language proficiency of
the Senior High School students of Gammad National High School, the adopted school of the
College of Arts and Sciences, Cagayan State University. Results may serve as input for the
enhancement of the language extension program.

2. Literature Review
2.1. Proficiency

The 2013 study, the third edition of EF’s English Proficiency Index, ranks 60 countries and
territories around the world by adult English proficiency. As the report notes:

“Today, English proficiency can hardly be thought of as an economic advantage at all. It is

certainly no longer a marker of the elite. Instead, it is increasingly becoming a basic skill
needed for the entire workforce, in the same way, that literacy has been transformed in the
last two centuries from an elite privilege into a basic requirement for informed
citizenship.”

Rao (2016) emphasized in her study that proficiency equates with fluency, but there is a
distinction between both of them. It is possible to be fluent without being highly proficient, as it is
also possible to be highly proficient without being fluent. She further mentioned that when it comes
to second language learning, a few major aspects of fluency lay in the prosody of the language,
pronunciation, and the timing of dialogue. Fluency is impossible to attain without engaging in
dialogue with a fluent speaker of the language. Proficiency, on the other hand, is the primary focus
of your ability to understand and communicate precisely in the language. Proficiency is best
practiced through reading and writing.

Proficiency is regarded as a continuum (James, 1985, p.2.) which means proficiency can be
considered as a scale of related skills of language slightly and continuously changing at each level.
As a continuum, proficiency is split into levels that include the gradually changing successive

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abilities in the use of language with the prior levels prerequisite accomplishing the following levels
(Heilenman & Kaplan, 1985, p. 61). For the use of language “function, context/content, and
accuracy” are accepted as the three criteria. The function represents the individuals’ ability to
complete a task linguistically, like asking questions, or describing; context/content refers to the
setting of the functions; and accuracy means the level of correctness of an individual’s language
use and each factor extends in breadth as the level of proficiency increases (Bragger, 1985, p. 80).

According to O’Sullivan (2012), it is difficult to define the limits of the language that is
used in a context, although identification of the specific aspects of language use, like vocabulary or
syntax, can be described in a given context to attain information about the needs analysis of the
language use given in a specific context (O’Sullivan, 2006). The aspects of language used should
be specified and what language is used in the given context needs to be determined to assess the
language proficiency level.

This study considered only the reading skills as well as the eight parts of speech. Teaching-
learning of the English language focusing on these components provides avenues to hone learners’
proficiency in the language well.

2.2. Grammar

Generally speaking, students feel that English is a difficult language having complicated
grammar rules to master. But is it true that for effective communication, there is a need for essential
principles of grammar or syntax? Language is supposed to be a great highway, the words are the
cars and trucks, but the grammar is the road signs and markings that tell the cars and lorries where
to go and how to drive. Thus, having a good grasp of the rules of the English language would help
us express our thoughts and communicate with others.

In the study conducted by Tuan (2017) entitled ‘Communicative Competence of the Fourth
Year Students: Basis for Proposed English Language Program in Vietnam’, he found that the
strengths and weaknesses of the respondents relative to linguistic competence are along with
nouns, pronouns, and preposition. On the other hand, their weaknesses are along with verb, adverb,
and interjection. According to him, the weakness of the respondents relative to verb indicates that
they have low knowledge, ability, and skill in determining the function of verb that is to describe an
action, state, or occurrence, and forming of the main part of the predicate of a sentence. They are
also weak in determining the two categories of verbs and their function in the sentence. More
importantly, the respondents are very weak in recognizing the functions of a verb as a system in
which the form of the “verb reflects the person, number, and/or gender of one or more arguments.”
The other weakness of the respondents relative to adverb implies that the respondents have low
competence in understanding that an adverb in a word or phrase modifies or qualifies an adjective,
verb, or adverb or a word group, expressing a relation of place, time, circumstance, manner, cause,
and degree. Meanwhile, the weakness of the respondents relative to interjection shows that they

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have difficulty understanding that interjections show the emotion or feeling of the author and that
they can stand alone or be placed before or after an exclamation point.

In the study conducted by Leyaley (2016) in Kalinga-Apayao, she found that the English
language proficiency of freshmen students who are enrolled in the Institute of Teacher Education is
described as Early Intermediate regardless of the type of school they graduated from, the program
they are enrolled in, and the honors they have received. This means that they can communicate
basic and familiar topics containing previously taught vocabulary and sentences structures. On the
other hand, they commonly make errors in word usage, pronunciations, and grammar. Thus, they
greatly benefit from explicit teaching and modeling of high-frequency words, grammatical
structures, and sentence frames (Baeta et al., 2012).

2.3. Reading Comprehension

Reading with comprehension is one of the primary goals of the Senior High School
curriculum. Comprehension is what allows our Senior High students to understand the information
about the topic specifically to effectively perform other skills needed in various tasks. According to
Baier (2005), reading comprehension refers to the meaningful interface between your schema –
what you already know and the meaning of the text –what the text is about. It is a cognitive process
involving the conscious intellectual activity of formulating meaning from the text; more than just
the reading skill itself. It goes beyond the ability to recognize every single word in the text that you
are reading. It is more of interpreting and decoding meanings from a combination of unknown and
familiar words.
Reading proficiency is essential for a wide variety of human activities-form following
instructions in a manual; finding out the who, what, when, where, and why of an event; to
communicating with others for a specific purpose or transaction. Reading was the main subject
assessed in Program for International Student Assessment (PISA) 2018. The PISA 2018
assessment, which was delivered on a computer in most of the 79 countries and economies that
participated, included new text and assessments formats made possible through digital delivery.
The test aimed to assess reading literacy in the digital environment while retaining the ability to
measure trends in reading literacy over the past two decades. PISA 2018 defined reading literacy as
understanding, using, evaluating, reflecting on, and engaging with texts to achieve one’s goals, to
develop one’s knowledge and potential, and to participate in society.

Released on December 3, 2018, PISA results that the Philippines scores 340 in Reading,
below the average of participating Organization for Economic Cooperation and
Development(OECD). With the PISA results reflecting the learners’ performance in the National
Achievement Test, DepEd recognizes the urgency of addressing issues and gaps in attaining the
quality of basic education in the Philippines. DepEd will lead this national effort for quality basic
education through Sulong Edukalidad by implementing aggressive reforms in four key areas: (1) K
to 12 reviews and updating, (2) improvement of learning facilities, (3) Teachers and schools head’s

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upskilling and reskilling through a transformed professional development program; and (4)
engagement of all stakeholders for support and collaboration
(https://www.deped.gov.ph/2019/12/04/sulong-edukalidad/).

Giang (2017) in her study entitled ‘Reading Comprehension Performance of EFL First-
Year Students: Basis for Reading Enhancement Program’ in Vietnam found that the EFL student-
respondents find English reading materials interesting with the highest interest in music reading
materials while science is their least. They do not often indulge themselves in spending quality time
in reading encyclopedia and reader’s digest, and they are only exposed sometimes to media
learning facilities like TV radio; social media networks particularly Facebook; and library holdings
like books, newspapers, comics, and magazines. Concerning reading comprehension, students are
only evidently competent at the literal level from the select genres of literature which are a poem,
essay, and short story. Further, the level of students’ reading comprehension is relatively high along
with poetry. However, it remains an undiscounted fact that they are yet weak along with an essay
and short story.

In a Manila Times on November 18, 2019, Valderama mentioned that a couple of years
ago, a study by the Hopkins International Partners showed that the level of English proficiency of
college graduates from the Philippines was lower than the target English proficiency of high school
students in Thailand. Hopkins International Partners was the official representative of the
Philippines to the Test of English for International Communication (TOEIC), an international
standardized test of English skills of people working in an international environment. The same
study showed that Filipino graduates’ English skills were lower than the target for cab drivers in
Dubai. Cab drivers in Dubai, the largest city in the United Arab Emirates, are expected to have a
TOEIC proficiency score of 650, compared to the 631.4 proficiency score of a Filipino college
graduate.

In the study conducted by Sijali (2016) in Nepal which aimed to investigate the proficiency
level of English language of higher secondary level students regarding gender, nature of institution,
medium of instructional and stream, he found that the English language proficiency level of higher
secondary level students in Nepal was poor. Regarding gender, the result showed that there was no
statistically significant difference between female and male ELT students in their English language
proficiency level. However, ELT students of government higher secondary level were found
statistically significantly less proficient in the English language than that of private higher
secondary level.

Navarro et al. (2015) in their study found that Maritime students agreed that English is
required in their chosen course and is useful in securing a job, especially in the Metro Manila area
and abroad. On the other hand, Maritime students are incompetent in vocabulary and reading
comprehension and fairly incompetent in grammar. Further, Baeta et al. (2012) in Central Bicol
State University revealed in their study that College Freshmen were proficient in Grammar and
moderately proficient both in Reading Comprehension and Phonology, but they are hardly

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proficient in Vocabulary. Generally, the proficiency level of College freshmen falls under moderate
proficiency.

2.4. Genres

Learners have different strategies in learning. Because of their unique exposure, they
comprehend things differently. Just like reading texts, others would prefer prose to poetry or just
the opposite.

Exposing students to different types of texts early on builds their capacity to understand the
wide variety of reading material they will encounter during their school years and beyond. In
exposing students to a variety of texts, teachers should also ensure that a selected text (1) contains
rich ideas and information, (2) is at an appropriate difficulty level for students’ word-reading and
comprehension skills, and (3) aligns with the purpose of the
lesson(https://files.eric.ed.gov/fulltext/ED597128.pdf).

2.4.1. Poetry

Poetry can be a creative way of exposing English language learners to quality literature.
Students can use these short, fun, non-threatening pieces of text to begin to learn how to apply
reading strategies to increase their comprehension (Norris, 2011). Because it is so accessible to
students, it is a genre that can easily be used to help students begin to increase their awareness of
reading comprehension strategies (Hadaway, Vardell, & Young, 2001).

2.4.2. Short Story

Stories with strong literary value and informational texts that are accurate, well-written,
and engaging are consistently good choices for teaching reading comprehension. Pardede’s (2011)
study at Christian University of Indonesia revealed that the majority of the students of the English
Teaching department found short stories interesting to use both as materials for self-enjoyment and
as components of language skill classes.

Saka (2014), in her descriptive study supporting Vural (2013)’s results, identified the ideas
of 40 junior students of the ELT Department of Akdeniz University about the contributions of
studying short stories. The results suggested that reading short story increased their wish to read
more and appreciation for literature.

2.4.3. Essay
Expository (or informational) text is the primary source of reading material used to present
academic content (e.g., science, social studies). As such, it is essential that students can
comprehend expository text. This is recognized in the Common Core State Standards for English

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Language Arts, which states that, as early as kindergarten, students should be able to engage with
informational text in multifaceted ways, such as identifying the main topic, asking and answering
questions about key details, and describing connections between pieces of information (National
Governors Association Center for Best Practices & Council of Chief State School Officers, 2010).

3. Methodology
3.1. Research Design

This study made use of the descriptive-quantitative research design. As a research method,
it represents a systematic and objective means of describing and quantifying phenomena (Downe-
Wamboldt, 1992; Schreier, 2012 cited in Elo Kaariaimen, Kanste, Polkki, Utrianien & Kyngars,
2014). Thus, the present study described and quantified the English proficiency level of the senior
high school students along with grammar and reading comprehension.

3.2. Participants

The participants of the study were the fifty-one (51) Senior High School students of
Gammad National High School, Iguig, Cagayan for the school year 2017-2018. They were
composed of 24(TVL track) and 27 (GASS track). Gammad National High School is an adopted
school of the Department of Arts and Humanities, College of Arts and Sciences, Cagayan State
University-Carig Campus.
Table 1. Participants’ demographic profile.
Demographic Profile Frequency Percentage
(n=51)
Sex
Male 24 47.06%
Female 27 52.94%
Strand
GAS 27 52.94%
TVL 24 47.06%
Language Used at Home
Ilocano 1 1.96%
Ibanag 2 3.92%
English 0 0.00%
Itawes 37 72.54%
Tagalog 11 21.56%

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3.3. Research Instrument

This study used an English Proficiency Test as the main tool in gathering the data. Part 1
included the profile of the participants, while Part II was the English Proficiency Test covering a
40-item Grammar Test on the eight parts of speech (nouns, pronouns, verbs, adjectives, adverbs,
prepositions, conjunctions, and interjections) and a 42-item Reading Comprehension Test on the
three literary genres: poem, essay, and short story. Each text has four sets of questions of different
levels: literal, interpretation, evaluation, and integration. Before the test was administered to the
participants, it was piloted to another group of students who belonged to the same level.

3.4. Analysis of Data

To determine the proficiency level of respondents on the eight parts of speech and reading
comprehension tests, the mean average was used.

The scale below was used to determine the English proficiency of respondents on the eight
(8) parts of speech.

Proficiency Level for the Whole Test in Eight Parts of Speech

Score Intervals Proficiency Level Descriptive Value

32.01-40.00 Very Proficient User of English Very High

24.01-32.00 Proficient User of English High
16.01-24.00 Fair User of English Moderate
0.01-16.00 Modest User of English Low
Limited User of English Very Low
1.00-8.00

Overall Level Reading Comprehension Ability of Respondents

Scores Equivalent Interpretative Level

33.61-42.00 Very high
25.21-33.60 High
16.81-25.20 Moderate
8.41-16.80 Low
1.00-8.40 Very Low

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4. Results and Discussion

Proficiency level in the Eight (8) Parts of Speech

Table 2 presents the language scores of the senior high school students in the eight (8) parts
of speech. As gleaned from the table, most of the senior high school students got the highest scores
on adverbs with a weighted mean average of 37, followed by conjunction with a weighted average
of 27.2, while the least was on the use of verbs with a weighted mean average of 16.8. Generally,
the respondents’ English language proficiency in the eight parts of speech has an overall mean
average of 26. 7, which means that they are Proficient Users of English. This implies that despite
showing good performance on function words, the participants could hardly use content words
accurately, especially the copula and subject-verb concord. It means that the participants are still
confused when using subject-verb agreement and do not know the rules of it.
The result of the present study was strengthened by Freeman and Murcia (2010) in their
Grammar Book in which research on L2 morpheme acquisition has shown that the third person
singular present tense-s inflection causes persistent problems for learners even at more advanced
stages of proficiency. The findings of the study corroborate also the study made by Tuan (2017) in
Vietnam that the weakest point of students in grammar is the use of verbs. The weakness of the
respondents relative to verb indicates that they have low knowledge, ability, and skill in
determining the function of verb that is to describe an action, state, or occurrence.

Table 2. Proficiency level in the eight (8) parts of speech.

Parts of Speech Mean Descriptive Value
Noun 23.8 Moderate
Pronoun 23 Moderate
Verb 16.8 Moderate
Adjective 23.8 Moderate
Adverb 37 Very High
Preposition 31.4 High
Conjunction 27.2 High
Interjection 30.6 High
Overall mean average 26.7 High

Proficiency Level in Reading Comprehension (Poem)

Table 3 presents the proficiency level in reading comprehension using the poem. As
gleaned from the table, most of the respondents almost get a perfect score in the literal level with a

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mean of 41.67 (Very high), followed by an interpretation level with a mean of 23.4(High). On the
other hand, it reveals that the respondents are weak in both evaluation and integration levels with a
mean of 18.75 (Low) and 18.5 (Low) respectively. Generally, the respondents’ proficiency level in
reading comprehension using the poem has an overall mean average of 25.63(High), which means
they are Proficient Users of English. This implies that the respondents excel in mastering facts or
information questions but have the difficulty in understanding questions that require higher-order
thinking skills (HOTS).
Poetry promotes oral fluency and lays a strong foundation for reading in a new language.
Because of the rhyming patterns, the repetition, the rhythm, and the manageable chunks of text,
poetry is an ideal genre for teaching ELLs how to read. And not only is it a powerful tool in the
classroom, but it also can be used to introduce content in science, math, and social studies
classrooms (Vardell, Hadaway & Young, 2006).

Table 3. Proficiency level in reading comprehension using the poem.

Levels of Reading Mean Descriptive Value
Comprehension
Literal 41.67 Very High
Interpretation 23.6 Moderate
Evaluation 18.75 Moderate
Integration 18.5 Moderate
Overall mean average 25.63 High

Proficiency Level in Reading Comprehension (Essay)

Table 4 presents the proficiency level of senior high school students in reading
comprehension using an excerpt in essay text. As gleaned from the table, the respondents got the
highest scores in the literal level with a mean of 31(Very High), whereas in the three remaining
levels: interpretation, evaluation, and integration, they encountered difficulty with mean scores of
15.8(Low), 15.5(Low), and 15(Low). Generally, the respondents’ reading comprehension level
using essay text has an overall mean average of 19.32 (Low), which means that they are Fair Users
of English. The result is attributed to their attitude in reading this genre. Nonfiction appeals to the
intellect, unlike fiction which appeals to emotions. Thus, reading nonfictions is like a workout for
your brain. You need to think over the facts and analyze them.

Table 4. Proficiency level in reading comprehension using an excerpt from essay text.
Levels of Reading Mean Descriptive Value
Comprehension
Literal 31 High
Interpretation 15.8 Low
Evaluation 15.5 Low
Integration 15 Low

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Overall mean average 19.32 Moderate

Proficiency Level in Reading Comprehension using a short story

Table 5 presents the respondents’ proficiency level in reading comprehension using a short
story. As gleaned from the table, most of the respondents have the highest scores on the Literal
level with a mean of 32. 67(Very High), followed by Interpretation level with a mean of 27(High)
and Evaluation level with a mean of 26.5 (High). On the other hand, the respondents find difficulty
in the Integration level with a mean of 17.75 (Low). Generally, the respondents’ proficiency level in
reading comprehension using a short story has an overall mean of 25. 98 (High), which means that
they are Proficient Users of English. This reveals that through short stories, students can be in
contact with real language.

This was supported by Parede (2010) when he found in his research that short stories are
interesting to use as material for personal enjoyment and help students achieve better mastery in the
development of language skills. Further, researchers show that among other literary genres, short
stories are the most preferred ones in language classrooms (Küçükoğlu and Sariçoban, 2011).

However, the study of Giang (2017) in Vietnam challenged the result of the present study when she
found in her research that the respondents had poor comprehension when a literary piece is in prose
like a short story, whereas in the present study this was even ranked 1 with High descriptive value.
The result of the study is attributed to the language exposure of the respondents. They are fond of
watching stories or movies which have a great contribution to easily understanding the plot of the
story. However, it can be seen that the respondents do not appreciate and feel the importance or
value extracted from the text.
Table 5. Proficiency level in reading comprehension using a short story.
Levels of Reading Mean Descriptive Value
Comprehension
Literal 32.67 High
Interpretation 27 High
Evaluation 26.5 High
Integration 17.75 Moderate
Overall mean average 25.98 High

Overall Result of the Reading Comprehension Level

Table 5 presents the overall result of the respondents’ reading comprehension level in the
different literary genres. As gleaned from the table, the respondents performed well in the Literal
level with a mean of 35.2(Very High), followed by Interpretation level with a mean score of 21.78
(High). However, both Evaluation and Integration levels are displayed problems with a mean of
17.16 and 20.16. Both got low descriptive value, which reveals that they are Fair Users of English.
This reveals that the senior high school students have not developed yet their higher-order thinking

Manuel (2022)
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skills (HOTS). They could hardly answer questions elicited by why and how. They lack skills in
giving judgment and generating ideas that are implicitly stated in the selections. This means that
the respondents are poor in reading between the line and reading beyond the line. This implies that
the senior high school students are most likely capable only of comprehending literal meanings of
facts and information constituted by simple written texts, sentences, or paragraphs through Lower
Thinking Skills (LOTs). The finding of the study supported the study conducted by Tizon (2011) in
Misamis Occidental, the Philippines in which the majority of the respondents had average literal
ability; however, their higher level of thinking/comprehension was very low as reflected in their
lowest creative ability, lower interpretative, and evaluative skills.

In the study conducted by Domingo (2018) on the English Proficiency of the Senior High
School students of Visayas State University, she corroborated the result of the present study. It was
found in her study that the students are varied in their proficiency level in using the English
language. That the overall results based on the mean scores show that students are competent in
listening and good in reading, speaking, and writing.

Table 6. Summary of the proficiency level in reading comprehension.

Levels of Reading Mean Descriptive Value
Comprehension
Literal 35.1 Very High
Interpretation 21.78 Moderate
Evaluation 17.16 Moderate
Integration 20.16 Moderate
Overall mean average 23.55 Moderate

5. Conclusions and Recommendations

Generally, the Senior High School students were categorized under “Proficient User of
English” or “High” level in using grammar and reading comprehension. Although the English
language is not the native language in the country, the students demonstrate commendable
performance along with grammar and reading comprehension. This displays that they have
mastered the basic linguistic units which serve as the foundation in learning the English language.
However, it is still recommended that English language teachers may give more emphasis
on the use of verbs. Students should be exposed to more meaningful activities or drill to appreciate
and eventually master their use. Further, teachers may not only consider convergent questions
during the class discussion but also divergent questions or analytical questions to help students
develop their Higher Order Thinking Skills (HOTS) skills. Finally, ESL teachers may continue to
look for creative ways to teach reading comprehension to help English learners.

Manuel (2022)
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Social and Technological Sciences e-ISSN: 2341-2593

Acknowledgments

The research would like to acknowledge the people who in one way or another have contributed to
the success of this extension program “Communication Enhancement Training (CET)”.

The Cagayan State University for approving and funding this program to enhance the English
language proficiency of the Senior High School students at Gammad National High School, the
adopted school of the Department of Arts and Humanities, College of Arts and Sciences, Cagayan
State University-Carig Campus.

The learning facilitators of the Department of Arts and Humanities, College of Arts and Sciences
for the service and commitment they have shown during the conduct of the extension program; and

The teachers and the senior high school students at Gammad National High School for embracing
the extension program.

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