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Sample Thesis Summary, Findings, Conclusion and Recommendation

The study used the Descriptive Survey Method and the main tool used was the research-made or self-made type of examination (questionnaire), including the record sheet as instrumentally utilized for the 75 students as selected freshmen in first year. The data gathered in this study were analyzed using the Statistical Package for the Social Sciences (SPSS) version 14, a computer program used for statistical analysis.

The teacher-researcher found out that the students’ difficulties in oral and written English were speaking or conversational English, including correct usage, listening and answering questions. The causes for these difficulties were: students have poor background in elementary; English is not heard at home; teachers prefer to speak the dialect often; lack or absence of English books

The main thrust of the study was to evaluate the effectiveness of structured development lessons in English using the 4 macro-skills intended for the public science high school students. Specifically, the study answered questions on the level of language proficiency of the freshmen science high school students with reference to pronunciation and correct usage; mean pretest and posttest scores of the students based on the structured lessons of macro-skills’ learning performance; significant difference in the mean pretest and posttest scores of the  students in listening, speaking, reading, and writing; mean gain in the posttest; and module which can be proposed based on the findings of the study.

The study used the Descriptive Survey Method and the main tool used was the research-made or self-made type of examination (questionnaire), including the record sheet as instrumentally utilized for the 75 students as selected freshmen in first year. The data gathered in this study were analyzed using the Statistical Package for the Social Sciences (SPSS) version 14, a computer program used for statistical analysis.

FINDINGS

1.      Level of Language Proficiency of the Students Pronunciation

Majority (81.9333) of the students got the highest rating scale of 80-89 which was rated Very Good. None of the students as counted individually obtained the rating scale of 50-59 (far below from the passing percentage).

2.      Correct Usage

None of the students rated Excellent which belonged to the rating scale of 90 and above.

Majority (77.5867) of the students got the average rating scale of 70-79 which was rated Good.

3.      English Difficulties of the Freshmen Students Based on the Macro-Skills of English Language Teaching

The teacher-researcher found out that the students’ difficulties in oral and written English were speaking or conversational English, including correct usage, listening and answering questions. The causes for these difficulties were: students have poor background in elementary; English is not heard at home; teachers prefer to speak the dialect often; lack or absence of English books; lack or absence of instructional materials; absence of printed materials at home; there are no television sets at home; teachers have faulty pronunciation; poor emphasis on written communications and there are no cultural shows and public speaking activities.

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