PAG-TINABANGAY:

A Collective Approach to Rejuvenating Macro Skills

and Language Comprehension

In Partial Fulfillment for the Course

Teaching and Assessment of Grammar (EL 108)

Call to Action Six: Designing
Assessment Mechanisms

Charlyn Veraque
Leah Rose A. Meñoza
Students, BSED 2A
Eliakim A. Balolot, LPT, MA ELE
EL 108 Instructor
 1. INTRODUCTION
A recent Brigada Pagbasa conducted at Democrito O. Plaza Memorial High School in Borbon
revealed a concerning lack of language skills and comprehension among selected students.
Learners from grades 7 to 10 exhibited difficulties in reading even the simplest terms, pronouncing
them correctly, recognizing letters, and identifying the sounds of various alphabets. These
challenges hinder their ability to read effectively. Ultimately, these worrisome matters also affect
their ability to write words accurately.
In the vibrant tapestry of language acquisition, fluency, comprehension, and expression are
interconnected threads, weaving together the fabric of effective communication. Thus, it is crucial
to emphasize the significance of pedagogies' input to the learners from their formative years to the
preceding years. During the formative years, teachers lay the foundation for lifelong learning. They
introduce children to the world of literacy, numeracy, and science. Their input will determine the
learners’ output, and the difficulties aided will provide a sharp contrast to every learner's potential.
The goal of this assessment mechanism is to illuminate the bridge between formative years and
preceding years of learners for brighter success. As (Early Years Education, n.d.) stated,
“Learners are the depositories and the teachers are the depositors”. The collective approaches are
supposed to be implemented by teachers to rejuvenate the macro skills and language
comprehension of learners.
Keywords: Pedagogies’ input, language skills and comprehension, formative years.

2. ACTION RESEARCH PROBLEM

A startling realization emerged from the recent visit to Borbon: the combined expertise of
educators teaching students in Grades 1 through 6 might hold the key to solving the problem at
hand. Students' capacity to build the fundamental skills required for success in higher grades may
be hampered by inconsistent and ineffective language education in early education. It will not only
hinder the student’s academic progress but also limit their future prospects. This issue is not unique
to Borbon; it mirrors a broader national and international trend of struggling English language
learners. Prompt action is required in response to this perceived learning poverty.
According to the 2019 Programme for International Student Assessment (PISA), the Philippines
ranked 79th out of 79 countries in reading proficiency. This dismal performance highlights the
urgent need for effective English language instruction, particularly in the early grades.
The apparent issue in Borbon arises from what may be a discrepancy between the expectations
in higher grades and the English language training that is given in Grades 1 through 6. There could
be a lack of communication between grade levels, insufficient teacher preparation, or an absence
of a common curriculum as the cause of this discrepancy. In terms of efficacy for facilitating and
sustaining pedagogical change, research favors models of professional learning that involve active
and inquiry-based learning, that are collaborative, of high professional relevance to all group
members, and embedded in the contexts of teachers’ work (Cordingley et al. 2003; Darling-
Hammond and McLaughlin 2011; Sjoer and Meirink 2016; Timperley et al. 2007; Vermunt and
Endedijk 2011). Reflecting the social constructivist concept of scaffolding (Vygotsky 1978),

3. PROPOSED LEARNING ACTIVITIES

MINI LIBRARY: BASA ANG PAG-ASA

An adequate spot inside the classroom where books, authentic reading materials,
newspapers, etc, are located. This is where the students are obliged to read for 15 minutes
every day and jot down five (5) new words they acquired.
Rationale:
Democrito O. Plaza Memorial High School in Borbon faces challenges in providing adequate
access to technology for its students. The school's infrastructure and resources are limited, and
many students lack personal devices or internet connectivity. This situation hinders the
implementation of technology-based learning activities, even though such initiatives have been
attempted in the past.
The school's physical location, while not remote, still presents obstacles in terms of access to
reliable internet connectivity. The lack of adequate internet bandwidth and infrastructure poses
significant challenges for online learning and resource utilization.
This activity is not new to a classroom setting, since this was implemented before but was halted
due to the rapid change and influence of technology. However, since not every place has access to
technology, this is the right time to provide students with a wide range of reading material that
does the following: (1) Gives them a broad array of genres and topics. (2) Promotes inclusion and
diversity. (3) Encourages confident and independent readers. (Classroom Libraries | Capstone, n.d.)
Providing learners with the autonomy to select their own reading material fosters a personalized
learning experience that not only nurtures their vocabulary but also cultivates essential macro skills
and enhances their overall language comprehension abilities. Through extensive reading of
academic and non-academic materials, ESL learners tend to develop critical thinking skills,
vocabulary mastery, language confidence, and comprehension, which eventually leads to high
academic achievements (Balan et al., 2019; Muawanah, 2016; Bendriss & Golkowska, 2011;
Ribqotul, 2020).

FLASHCARDS: I-TALA AT IBAHAGI

This assessment will help the students write and share the five words they acquire from
reading. The definition of the word is at the back of the flashcard, with a sample sentence
on it. It will enhance their vocabulary, grammar, and speaking skills.
Rationale:
The contribution of vocabulary flash cards in teaching vocabulary to students led to a higher
level of vocabulary improvement. Komachali and Khodareza (2012) In the past language teaching,
vocabulary learning, and teaching were given little importance. As Moir and Nation (2008) write,
at one time it was widely assumed that lexical instruction is not essential as it can happen by itself;
therefore, the teaching of vocabulary was not popular (Nation, 1990). However, nowadays, the
significance of vocabulary and its significance in learning a language has become more accepted.
Griffiths (2003, 2006) points out, for example, that recently the significance of teaching vocabulary
has been acknowledged.
One way to add new words to one’s vocabulary is by locating words in the dictionary and
learning what they mean. But this is a slow process to increase word power. Another way is learning
through vocabulary cards or flash cards. As we listen and read, we often meet new words with
flash cards. Word lists and flashcards can be used for the initial exposure to a word, but most
students continue to use them to review it afterward. One main advantage of flashcards is that
they can be taken almost anywhere and studied when one has a free moment (Brown, 2000).
Firstly, the students will show the word to their classmates, and read the definition and the
sample sentence. This will also cure worrisome matters such as lack of speaking skills, low
vocabulary, and poor grammar.

REFERENCES
Balan, S., Katenga, J. E., & Simon, A. (2019, June 26-28). Reading habits and their influence on
academic achievement among students at Asia Pacific International University. Paper
presented at the International Scholars Conference, Kedah, Malaysia

Brown, H. D. (2000). Principles of Language Learning and Teaching. (4th ed.) New York: Longman.
Bhroin, Ó. N., & King, F. (2019). Teacher education for inclusive education: a framework for developing
Collaboration for the inclusion of students with support plans. European Journal of Teacher
Education, 431 (1), 38-63. https://doi.org/10.1080/02619768.2019.1691993

Classroom libraries | Capstone. (n.d.). Capstone. https://www.capstonepub.com/teachers/classroom-

liraries#:~:text=The%20ultimate%20goal%20of%20a,Encourages%20confident%20and%20independent
%20readers

Early years education. (n.d.). Google Books.

https://books.google.com.ph/books?hl=en&lr=&id=zhD5HM5jqioC&oi=fnd&pg=PA45&dq
=Teachers+contribution+in+learners+during+early+learning&ots=FA3ZH2zfRw&sig=iZNNl
O8ojur5EjK9zB_LMV5N2pk&redir_esc=y#v=onepage&q=Teachers%20contribution%20in%
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Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383. ISSN:
0346251X http://dx.doi.org/10.1016/S0346-251X(03)00048-4

Griffiths, C. (2006). Language learning strategies: Theory and research. Iran. ILI Language
Teaching Journal, 2(1).

Komachali, M. E., & Khodareza, M. (2012). The effect of using vocabulary flash card on Iranian
Pre-University students’ vocabulary knowledge. International Education Studies, 5(3).
https://doi.org/10.5539/ies.v5n3p134

Moir, J., & Nation, P. (2008). Vocabulary and good language learners: Lessons from good language
learners. Cambridge: Cambridge University Press.

Nation, P. (2003). The role of the first language in foreign language learning: The Asian EFL Journal,

5(2). Available [Online]: http://www.asian-efl-journal.html (May 4, 2003)