ABSTRACT
The teacher-respondents varied in age, with 5 aged 21 to 30, 2 aged 31 to 40, 2 aged 41 to 50, and 1 over 50. Most were female (9 females, 1 male), with 7 single and 3 married. In terms of education, 5 had units toward a Master's Degree, 3 held a Master's Degree, and 2 were BSEEd graduates. Regarding service, 4 had over 6 years, 3 had 4 to 6 years, and 3 had 1 to 3 years. Most were rated very satisfactory (9), with 1 rated outstanding. For training, 5 attended regional seminars, 4 attended division seminars, and 1 attended a national seminar. The teachers consistently applied effective strategies in teaching Basic English, with the variety and appropriateness of strategies, use of differentiated instruction, and integration of active learning techniques all rated "Always." The overall grand mean of 4.79 reflected the consistent use of these strategies. Regarding the learners' English performance, 8 learners attained mastery in reading-related activities, 22 in reading words with long vowel sounds, and 25 in identifying homonyms and homographs, with no learners falling into the "No Mastery" category. Testing the relationship between teaching strategies and English performance revealed a significant relationship, with a computed chi-square value of 12.45 and a p-value of 0.03, leading to the rejection of the null hypothesis. The teachers' concerns included time constraints (6 mentions), limited resources (5 mentions), and diverse student proficiency levels, student motivation, and language barriers (4 mentions each). Large class sizes and classroom management were each mentioned once.
Keywords: Administration and Supervision, Descriptive Method, Appropriate Strategy, Teaching-Learning Basic English, Enrichment Activities, Cebu City, Philippines
INTRODUCTION
The development of basic English skills is a fundamental aspect of academic success, and it is essential to implement effective strategies for teaching these skills to students. In particular, reading comprehension, phonemic awareness, and independent reading activities are key components that influence students' overall literacy development. According to recent assessments, the Early Language, Literacy, and Numeracy Assessment (ELLNA) for the school year 2023-2024 at Banilad Elementary School identified key areas where students showed varying levels of proficiency in early literacy skills. While many Grade III learners demonstrated adequate development in phonemic awareness and word recognition, a significant number struggled with comprehension and independent reading tasks. This gap in literacy skills highlights the need for targeted strategies to enhance English language proficiency (Guthrie & Humenick, 2021).
One critical strategy for improving students' basic English skills is through structured, engaging, and individualized teaching approaches that cater to diverse learning styles. Differentiated instruction is a proven method that can be employed to meet the needs of learners at varying levels of literacy. Teachers can adapt lessons to provide support for students who need extra help with reading comprehension, while challenging more advanced students with complex tasks to stimulate their intellectual growth. This personalized approach ensures that all learners are engaged and provided with the appropriate level of challenge (Kamil & Borman, 2022).
Additionally, integrating interactive and cooperative learning activities can significantly enhance the development of English language skills. Group reading exercises, paired reading activities, and collaborative discussions offer students opportunities to engage with the material in an interactive and social setting. These activities help students practice listening, speaking, and comprehension skills in a supportive environment, fostering both academic growth and peer relationships. Teachers can also use visual aids, multimedia resources, and hands-on activities to reinforce language concepts and promote engagement, making learning more accessible and enjoyable for students (Norton & Brown, 2021).
Another effective strategy is incorporating frequent formative assessments to monitor students' progress and identify areas of improvement. Teachers can use quizzes, reading comprehension exercises, and informal assessments to gauge each student's understanding of the material. Based on these results, educators can adjust their teaching methods, provide targeted interventions, and offer additional resources to help students progress. This continuous feedback loop allows for a more dynamic and responsive learning environment, ensuring that students stay on track to develop their basic English skills (Bennett & Proctor, 2023).
In addition to classroom strategies, it is essential to focus on teacher professional development to improve instructional quality. Teachers should receive training on the best practices for teaching literacy and English language skills, including how to implement effective reading strategies, enhance vocabulary acquisition, and foster a love for reading. Professional development opportunities such as workshops, seminars, and peer collaborations can help educators stay informed about the latest research in literacy instruction and refine their teaching practices to better support student learning (Levine & Robinson, 2023).
Finally, enrichment activities such as after-school reading clubs, book fairs, and storytelling sessions can provide students with additional opportunities to practice their English skills outside the classroom. These extracurricular activities offer a fun and engaging way for students to develop a deeper connection to the language, while also reinforcing the skills they learn during regular class time (Gorski & Pothini, 2020).
By implementing these strategies, educators can create a more supportive and effective learning environment for students, helping them build a strong foundation in basic English skills. With appropriate instructional methods, tailored support, and continuous professional growth for teachers, students will be better equipped to succeed in their academic journey, particularly in the development of their literacy and English language abilities
see PDF attachment for more information