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CHAPTER IS

THE PROBLEM

Background of the Study

In the present modernized world, the importance of English can’t be deprived

of and ignored because it is the most communal language being spoken in every part

of the world. English keeps on playing a vital role in different aspects of life such as

medicine, engineering, politics, businesses and academics purposes with the help of

the developing technology.

Using English in communicating with other people seems easy in foreign

countries. Meanwhile, according to Social Weather Station, three-fourths of Filipino

adults (76%) say they understand spoken English; 75% say they read English; three out

of five (61 \%) say they're comfortable writing in English; close to half (46%) say they

speak English; about two-fifths (38%) say they think in English; while 8% say that they

are not competent in any way when it comes to the English language. Honestly

speaking, most of the students in every schools are struggling in speaking in English

language and even studying English. On the other hand, there are also lot of students

who love English. Grammars, spellings, understanding poems and stories, speaking in

English – these are some cases where students are experts of. There are lots of

advantages of knowing how to speak in English specially to the hope of our country –

the students. It helps students find high-quality jobs specifically in foreign countries

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and big companies. It enables students to communicate with the international world

and it is also important to students to follow the development of technology wherein

some websites in the internet uses English language. Lastly, it facilitates accessing

information because all of the students have to do some projects or homework or

researches which are related with their field during the academic years. In these

school works, students who can understand English won’t have difficulties in finding

sources and answers on English educational websites.

The researchers will conduct this study to know if their class is into English

subject or not in terms of: communicating, spelling, grammar, capitalization,

understanding and writing, and to analyze the efficiency of English for academic

purposes. This study will help not only the students of AM10 but also the other

sections to be educated about the significance of making English as your favorite

subject and using English language for communication. Also, to prevent people

particularly students from incorrect spelling, wrong grammars, writing and to widen

their understanding of written works in schools.

English is widely spoken all over the world. English, for its widespread use and

acceptance, plays the role of the common language well. This study will be very

important to the students because English is important for higher education and

specialized training. Most of the books on any subjects are written in English or quickly

translated in English. This study will be useful to the following people:

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Students. The students will study without being hindered by language problems,

understand class lecture and discussions, and participate effectively in class

discussions and recitations.

Researchers. The research results can be useful to researchers to improve their

English skills for their current and future studies and researches.

English Teachers. The research findings will act as their guide to know what area they

are going to focus and teach to their students.

Scope and Delimitation

This study focuses on the Proficiency of AM10 Students in English. The

researchers will have all students of AM10 class as their respondents. The material

needed for this study is a survey or questionnaires which will be answered by the

respondents honestly and precisely. This study will be conducted at PHINMA –

University of Pangasinan in Urdaneta City, particularly Room 402. Of course, the

researchers will be guided or assisted by the respective research adviser.

3
Definition of Terms

English – the chief language of Great Britain, US and many areas now or formerly

under British control.

Language - the method of human communication, either spoken or written, consisting

of the use of words in a structured and conventional way.

Proficiency – the quality of having great facility and competence or the state of being

cognitively skillful.

Students – A student or pupil is a learner, or someone who attends an educational

institution. In this study, the students will be the respondents to test their proficiency

in English.

Spelling – it is the forming of words with letters in an accepted and correct order.

Writing – Writing is a method of representing language in visual or tactile form.

Writing systems use sets of symbols to represent the sounds of speech, and may also

have symbols for such things as punctuation and numerals. Writing also tests the

grammar of a text.

Speaking – Speaking is a communication skill that enables a person to verbalize

thoughts and ideas.

Reading – It is the action or skill of reading written or printed matter silently or aloud.

Reading is a multifaceted process involving word recognition, comprehension,

fluency, and motivation.

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Review of Related Literature

Related Studies

According to a research study entitled “English Language Proficiency of College

Freshmen at Central Bicol State University of Agriculture” as cited by (Haber 2009)

according to Cook, language is at the center of human life. It is one of the most

important ways of expressing love or hatred for people; it is vital in achieving many of

man’s goals and career; it is the source of artistic satisfaction or simple pleasure.

Furthermore, Cook emphasized that language is used for planning one’s lives and

remembering one’s past; people exchange ideas and experiences through language,

they likewise identify themselves with people who speak the same language. Some

people are able to do this in more than one language. Knowing another language may

mean: getting job, a chance to get educated; the ability to take a fuller part in the life

of one’s own country or the opportunity to migrate to another, an expansion of one’s

literacy and cultural horizons; the expressions of one’s political opinions or religious

belief. It affects people careers and possible futures their lives and very identities. In

a world where probably more people speak two languages than speak one language

learning and teaching are vital to everyday lives of millions.

Chomsky argued that children learn languages that are governed by highly

subtle and abstract principles, and they do so without explicit instruction or any other

environmental clues to the nature of such principles. Hence, language acquisition

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depends on an innate, species-specific module that is distinct from general

intelligence. According to Steven Pinker, all normal human brains come primed for

language acquisition. They have an innate ability to memorize vocabulary, internalize

rules regarding their native language's grammar and syntax, and remember irregular

forms. Children are constantly hearing and processing speech, so their brains are able

to analyze the grammatical structure of the sentences and parse it into basic rules

about the language. As a result, children learn the basic vocabulary of their language,

as well as grammatical details. Children's mental dictionaries expand rapidly as they

acquire new vocabulary and learn new idioms and expressions. Likewise, their

grammar modules quickly learn and apply the proper rules of the language.

Levels of Language Proficiency

As English language learners acquire English as a second language, they

progress through five language proficiency levels: beginning, early intermediate,

intermediate, early advanced, and advanced. The rate of progression through each

English proficiency level varies according to the individual characteristics of each

English language learner. The research base on second language acquisition

demonstrates that high levels of proficiency in English can be achieved typically within

four to seven years, provided that effective English language development occurs on

a consistent basis. Beginning English Proficiency Level Students at the beginning

language proficiency level may begin in a "silent stage" where they are unable to

understand or produce English independently. Typically, they comprehend much

more than they are able to demonstrate in speaking and writing. Initially English

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language learners tend to communicate by pointing, gesturing, repeating words and

phrases, pantomiming, and drawing or sketching. As they progress through the

beginning language level, they begin to understand, read, write, and speak basic

words. Thus, English language learners progress from basic words to producing basic

phrases (that may not be grammatically correct) as well as simple, patterned

sentences. Early Intermediate English Proficiency Level Students at the early

intermediate language proficiency level are able to communicate basic and familiar

ideas with simple sentences. They can read and write short paragraphs on familiar

topics containing previously taught vocabulary and sentence structures. They

commonly make errors in word usage, pronunciation, and grammar. Thus, at the early

intermediate English proficiency level, students greatly benefit from explicit teaching

and modeling of high frequency words, grammatical structures, and

sentence/paragraph frames.

Intermediate English Proficiency Level

Students at the intermediate language level are able to understand and

communicate academic content with more sophisticated academic vocabulary and

varied verb tenses. They can write increasingly developed paragraphs on academic

topics using complex vocabulary and compound sentences. They tend to use

consistent grammar in speaking and writing while making occasional errors. Thus, at

the intermediate language level, English language learners greatly benefit from the

explicit teaching and modeling of basic figurative language, common idioms, irregular

verb tenses and the writing process.

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Early Advanced English Proficiency Level

Students at the early advanced language level are able to understand and

communicate academic content in more cognitively complex ways. They can read and

comprehend grade level text. They are able to write with increasing length,

complexity and abstraction using academic vocabulary and consistent grammatical

structures. English language learners at the early advanced language proficiency level

may be ready to be reclassified to fluent English proficient.

Advanced English Proficiency Level

Students at the advanced language level are able to communicate and write

with native-like proficiency. They are able to read and comprehend grade level text

independently. They are able to write well-organized paragraphs at a level that

approximates native English-speaking students who are meeting grade level

standards. Thus, English language learners at the advanced language level may be

ready to be reclassified to fluent English proficient.

Related Literature

Definition of English Language Learner

Varied definitions exist to describe English language learners. Under Section

7501 of the Bilingual Education Act, reauthorized in 1994 under Improving America's

Schools Act, an English language learner (formerly known as Limited-English-

8
Proficient) is a student who: "Was not born in the United States or whose native

language is a language other than English and comes from an environment where a

language other than English is dominant; or is a Native American or Alaska Native or

who is a native resident of the outlying areas and comes from an environment where

a language other than English has had a significant impact on such an individual's level

of English language proficiency; or is migratory and whose native language is other

than English and comes from an environment where a language other than English is

dominant; and who has sufficient difficulty speaking, reading, writing, or

understanding the English language and whose difficulties may deny such an

individual the opportunity to learn successfully in classrooms where the language of

instruction is English or to participate fully in our society." (Part E, Section 8) The

Wisconsin Literacy Education and Reading Network Source (2003) defines language

proficiency as "the ability to speak, read, write and understand that language well

enough to be English Language Proficiency 14 able to thrive in a monolingual society"

and "compete with native language speakers in the classroom" (7 1). The lack of

consensus in defining English language learners and the complexity of language

acquisition continue to fuel debates and disparities between the states (Del Vecchio

& Guerrero, 1995). Among the differences, Del Vecchio and Guerrero (1995)

concluded that definitions of language proficiency share several vital features. They

asserted that most definitions include speaking, listening, reading, and writing in a

specific context, such as in an educational setting.

9
According to Department of Education, Employment and Workplace Relations

(DEEWR), English language proficiency means the ability of students to use the English

language to make and communicate meaning appropriately in spoken and written

forms in the context of their university studies. Some principles stated in the article

are the following:

 English language proficiency and communication skills are important graduate

attributes for all students.

 Development of English language proficiency is integrated with curriculum

design, assessment practices and course delivery through a variety of

methods.

 Students’ English language development needs are diagnosed early in their

studies and addressed, with ongoing opportunities for self-assessment.

 Universities use evidence from a variety of sources to monitor and improve

their English language development activities.

Research Paradigm

The independent variable will be the percentage of spelling, writing, speaking

and reading and the dependent variable will be the Proficiency of AM10 Students in

English. The researchers will prepare questionnaires for a survey to the respondents

which are the AM10 students. The researchers will conduct the survey as soon as the

questionnaires were done effectively. The questionnaires will test the respondents in

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which area they are expert to and the researchers will get the percentage of each area

from the answers of respondents.

Preparing the survey or


The result of percentage of
questionnaires about Conducting the survey in all
AM10 Students in English
English Proficiency and students of AM10
Proficiency
AM10 Students

Input Process Output

Statement of the Problem

To know how proficient the students of AM10 in English, the researchers came

up with this study through conducting a survey. Therefore, studying the proficiency of

AM10 students in English were researched to address the problem mentioned.

The researchers will be sought to answer the following questions:

1. Is there a probability that all students of AM10 will not have any difficulties in

studying English?

2. Which will have the highest and lowest percentage of proficiency in terms of:

a. Spelling f. Understanding

b. Writing g. Answering

c. Speaking h. Teaching

d. Reading i. Listening

e. Communicating j. Learning

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3. Will this study improve the skills of AM10 students in English?

Hypotheses

The study will test the following hypotheses:

1. H1: There will be probability that all students of AM10 will not have any

difficulties in studying English.

Ho: There will be no probability that all students of AM10 will not have any

difficulties in studying English.

2. Reading will have the highest percentage of proficiency and writing will have

the lowest percentage of proficiency.

3. H1: The study will improve the skills of AM10 students in English.

H0: The study will not improve the skills of AM10 students in English.

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CHAPTER II

METHODOLOGY

Research Design

This research will be conducted as a quantitative research study and will use

structured questionnaires to collect data from the respondents which are the all

students of AM10. Surely, the possibility of making comparisons and enabling

generalizations is one of the main advantages of quantitative methods. This explains

the popularity of surveys. But, just like the other methods, it also has limitations. The

number of questions is always limited because if a survey includes too much

questions, there will be a chance that the respondents will not answer all the

questionnaires and the researchers will not get accurate results from the survey, and

some subjects may be difficult to translate into closed-ended questions, especially if

dealing with sensitive subjects or when searching for meaning and understanding.

By quantitative research method we understand such data collection, which is

aimed at the large number of respondents. In most cases these respondents record

their answers in questionnaires, which are then processed and statistically evaluated

by the researchers. In this case, a survey will be conducted which made this study a

quantitative one. The survey will test the respondents’ proficiency in English and it

will focus in which particular aspects of English they are well-skilled and also their

weakest from the following:

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a. Spelling f. Understanding

b. Writing g. Answering

c. Speaking h. Teaching

d. Reading i. Listening

e. Communicating j. Learning

Instrumentation

Surveys are an effective way to gather lots of information from many people.

This method may be used as a way of quickly gaining some general details about the

respondents’ interest to help prepare the researchers for a more focused study. In

this study, survey research is better suited in answering some kinds of research

question more than others. Survey form will be filled up by the AM10 students as seen

below.

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Survey Form

Name: ________________________________________________ Course/Year:


________________________
Cellphone #: ____________________ Email Address/FB Account:
____________________________________

Directions: Put a check on the column representing your degree of agreement to the
statement given. Please use the following description as guide to your rating:
4 Strongly Disagree
3 Disagree
2 Strongly Agree
1 Agree
QUESTIONS 4 3 2 1
1. I am proficient in speaking in English.
2. I am proficient in writing texts in English.

3. I am proficient in reading texts in English.


4. I am proficient in spelling words in English.
5. I am proficient in communicating with others in
English.
6. I am proficient in understanding texts written in
English.
7. I am proficient in answering English questions.

8. I am proficient in teaching in English.


9. I am proficient in listening English statements,
songs, and manuscripts.
10. I am proficient in learning and finding new and
difficult words in English.

15
Data Analysis

Quantitative data analysis provides quantifiable and easy to understand

results which will be helpful in the evaluation of data from the questionnaires that the

respondents, the AM10 students, are going to answer.

The respondents will use the Likert Scale to answer the given questions.

Rank No. Interpretation

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

The researchers will use the following formula to get the mean of each aspects

and to know which aspects will be the respondents’ well-skilled and not well-skilled

at.

[ (Number of people who rated each aspects)*(weighting of response 4,3,2 and 1)

Total number of respondents


]

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Collection

Survey researchers employ a variety of techniques in the collection of survey

data. People can be contacted and surveyed using several different modes: by an

interviewer in-person or on the telephone (either a landline or cellphone), via the

internet or by paper questionnaires (delivered in person or in the mail).

In this study, data collection will be done by the researchers through a survey

to all the students of AM10 as respondents to test their proficiencies in different

aspects of English. A questionnaire, a set of written questions used for collecting

information will use in conducting the survey. The responses of all AM10 students as

respondents will be aggregated to draw a conclusion.

Procedure

The researchers will conduct the survey in proper and systematic way as

possible. First, questionnaires will be formulated by the researchers through

brainstorming and choosing the best closed-ended questions by the majority and

approved by the research adviser. Second, the researchers will prepare, encode and

print the questionnaires to be answered by the respondents, estimating 40 to 50

students of AM10. Third, the researchers will conduct the survey to AM10 students

as soon as the printed materials are ready to be answered by the respondents. This

will take a lot of time and patience in waiting because of the availability of the

respondents, which are all students of AM10 section. Fourth, the researchers will

collect the questionnaires then, examine and analyze the results. Fifth, the

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researchers will compute for the highest, second highest, third highest and the lowest

percentage of the different aspects of English. Lastly, the researchers will formulate

conclusions and generalizations from the results that they will gather and compute

from the answers of all AM10 students.

Flowchart

Formulating of questionnaires

Encoding and printing the


questionnaires

Conducting the survey

Analyzing the results

Computing for the percentage of each


aspects

Formulating conclusions

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CHAPTER III

RESULTS AND DISCUSSIONS

In this chapter, the results are discussed and detailed including the tally of the

number of respondents who answered each questions as Strongly Disagree (4),

Disagree (3), Strongly Agree (2) and Agree (1) as well as the percentage of each aspect.

4 Percen- 3 Percen- 2 Percen- 1 Percen-


Respondents that are proficient
SD tage D tage SA tage A tage
in:
4 13% 9 30% 2 7% 15 50%
1. speaking in English
4 13% 7 23% 2 7% 17 57%
2. writing texts in English
3 10% 5 13% 5 17% 17 57%
3. reading texts in English
5 17% 6 20% 5 17% 14 46%
4. spelling words in English
5. communicating with others in
4 13% 12 40% 5 17% 9 30%
English
6. understanding texts written
3 10% 3 10% 8 27% 16 53%
in English
2 7% 8 27% 4 13% 16 53%
7. answering English questions
3 10% 15 50% 4 13% 8 27%
8. teaching in English
9. listening English statements,
5 17% 6 20% 4 13% 15 50%
songs and manuscripts
10. learning and finding new
5 17% 7 23% 6 20% 12 40%
and difficult words in English

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With the percentages computed above, the researchers used them to create

column graphs as shown below. These graphs will help the researchers to identify

which aspect will get the highest and lowest percentage among all the aspects easily

and analytically.

Table 1

Respondents that are Proficient in Speaking in English


100%

80%

60% 50%
40% 30%
20% 13%
7%
0%
4 (Strongly Disagree) 3 (Disagree) 2 (Strongly Agree) 1 (Agree)

Table 2

Respondents that are Proficient in Writing texts in English


100%

80%
57%
60%

40%
23%
20% 13%
7%
0%
4 (Strongly Disagree) 3 (Disagree) 2 (Strongly Agree) 1 (Agree)

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Table 3

Respondents that are Proficient in Reading texts in English


100%

80%
57%
60%

40%
13% 17%
20% 10%
0%
4 (Strongly Disagree) 3 (Disagree) 2 (Strongly Agree) 1 (Agree)

Table 4

Respondents that are Proficient in Spelling Words in English


100%

80%

60%
46%
40%
17% 20% 17%
20%

0%
4 (Strongly Disagree) 3 (Disagree) 2 (Strongly Agree) 1 (Agree)

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Table 5

Respondents that are Proficient in Communicating with others in English


100%

80%

60%
40%
40% 30%
13% 17%
20%

0%
4 (Strongly Disagree) 3 (Disagree) 2 (Strongly Agree) 1 (Agree)

Table 6

Respondents that are Proficient in Understanding Texts Written in English


100%

80%

60% 53%

40% 27%
20% 10% 10%
0%
4 (Strongly Disagree) 3 (Disagree) 2 (Strongly Agree) 1 (Agree)

22
Table 7

Respondents that are Proficient in Answering English Questions


100%

80%

60% 53%

40% 27%
20% 13%
7%
0%
4 (Strongly Disagree) 3 (Disagree) 2 (Strongly Agree) 1 (Agree)

Table 8

Respondents that are Proficient in Teaching in English


100%

80%

60% 50%
40% 27%
20% 10% 13%

0%
4 (Strongly Disagree) 3 (Disagree) 2 (Strongly Agree) 1 (Agree)

23
Table 9

Respondents that are Proficient in Listening English Statements, Songs,


and Manuscripts
100%
80%
60% 50%
40%
17% 20%
20% 13%

0%
4 (Strongly Disagree) 3 (Disagree) 2 (Strongly Agree) 1 (Agree)

Table 10

Respondents that are Proficient in Learning and Finding New and Difficult
Words in English
100%
80%
60%
40%
40%
23% 20%
17%
20%
0%
4 (Strongly Disagree) 3 (Disagree) 2 (Strongly Agree) 1 (Agree)

24
CHAPTER IV

CONCLUSIONS, SUMMARY AND RECOMMENDATIONS

This chapter presents the findings and results of the gathered data which were

carefully processed, analyzed and interpreted in order to answer the problems

previously stated. Also, this chapter states recommendations that are useful to make

this study better which will be used by the future researchers.

Conclusions

As derived from the data gathered, analyzed and interpreted, the following

conclusions were drawn:

1. The respondents are mostly disagreed strongly in spelling words in English,

listening statements, songs and manuscripts in English, and learning and

finding new and difficult words in English gathering 17% of each of the

stated aspects.

2. Half of the respondents disagreed that they are proficient in teaching in

English gathering 50% of that particular aspect.

3. The respondents, AM10 students, strongly agreed that they are most

proficient in understanding texts in English, gathering 27% which means 8

out of 30 students rated this one as their most proficient aspect in English.

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4. Seventeen out of thirty respondents agreed that they are proficient in

writing and reading texts in English gathering 57% of each of the said

aspects.

5. With the results gathered, the researchers therefore conclude that there

is a probability that the AM10 students have different difficulties and

proficiencies in the aspects of English.

Summary

This research focused on the proficiency of AM10 students in different aspects

in English. This study used a quantitative research method and will use structured

questionnaires to collect data from the respondents which are the all students of

AM10. Surely, the possibility of making comparisons and enabling generalizations is

one of the main advantages of quantitative methods.

The respondents of the study were the thirty students of AM10 class. Findings

of the study revealed that AM10 students were mostly proficient in understanding

texts in English. This means 8 out of 30 students strongly agreed that this aspect is

their most proficient aspect in English. In other hand, the AM10 students are least

proficient listening songs, statements and manuscripts in English and learning and

finding new and difficult words in English which means 5 out of 30 students strongly

disagreed that these two aspects are their least proficient aspects in English.

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Recommendations

In the analysis of the findings and conclusion drawn in this research, the

following recommendations are hereby considered:

1. More respondents or students should be asked to answer the

questionnaires to attain a better gauge of the assessment of the aspects in

English.

2. More questionnaires should be created for the respondents so the study

would be more effective and reliable.

3. Provide opportunities to the faculty to access the new trends and

approaches in language teaching by sending them to seminars and the like.

4. Conduct more related studies to test and improve the skills of the

respondents in English.

27
Bibliography

Baeta, E., et al. (2012, March). English Language Proficiency of College

Freshmen at Central Bicol State University of Agriculture. Retrieved from January 16,

2017,from

http://www.academia.edu/2078274/ENGLISH_LANGUAGE_PROFICIENCY_OF_COLLE

GE_FRESHMEN_AT_CENTRAL_BICOL_STATE_UNIVERSITY_OF_AGRICULTURE_S_Y_20

11-_2012

Wille, Jessica R. (2006, May). Measuring the Academic Achievement and

English Language Proficiency of Students at the Secondary Level. Retrieved from

January 16, 2016, from

https://minds.wisconsin.edu/bitstream/handle/1793/42205/2006willej.pdf%3Fsequ

ence%3D1&sa=U&ved=0ahUKEwiK96ONmdvSAhUBrpQKHbLOCMAQFggGMAE&clie

nt=internal-uds-cse&usg=AFQjCNH35GIaKhNl5e1SeQ7h6eLeW70MEg

Pinaroc, J. and Calimag, M. (2008, June 3). Philippines' outsourcing ambition

spurs English proficiency. Retrieved from November 14, 2016, from

http://www.zdnet.com/article/philippines-outsourcing-ambition-spurs-english-

proficiency/

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Appendices

Appendix A

Survey Form

Name: _________________________________________ Course/Year: __________

Cellphone #: _________________ Email Address/FB Account: __________________

Directions: Put a check on the column representing your degree of agreement to the

statement given. Please use the following description as guide to your rating:

4 Strongly Disagree

3 Disagree

2 Strongly Agree

1 Agree

QUESTIONS 4 3 2 1
1. I am proficient in speaking in English.
2. I am proficient in writing texts in English.

3. I am proficient in reading texts in English.


4. I am proficient in spelling words in English.
5. I am proficient in communicating with others in
English.
6. I am proficient in understanding texts written in
English.
7. I am proficient in answering English questions.

8. I am proficient in teaching in English.


9. I am proficient in listening English statements,
songs, and manuscripts.
10. I am proficient in learning and finding new and
difficult words in English.

29
Appendix B

Letter to Respondents

Dear Respondent,

We are from AM10 Class conducting our research entitled “Proficiency

of AM10 Students in English”. This research study requires us to have a survey for our

provided questionnaires which includes a rating scale of Strongly Disagree (4),

Disagree (3), Strongly Agree (2) and Agree (1). Kindly rate your proficiency in different

aspects in English stated in the given survey form.

Thank you very much for your cooperation.

Rank No. Interpretation

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

Very truly yours,

The Researchers

30
Appendix C

Curriculum Vitae

Acuin, Azarael Gift Francisco


Puelay Villasis Pangasinan
17 years old
December 20, 1999
09357404596

Name of Parents

Father: Noel Acuin Occupation: Pastor

Mother: Digna Acuin Occupation: Vendor

Educational Background

Secondary

School (Junior High): Don Ramon E. Costales Memorial NHS

Year: 2015-2016

Achievements (Awards/Honors): NONE

Primary

School: Puelay Elementary School

Year: 2011-2012

Achievements: Most Obedient

31
Bautista, Marc Adrian Ramos
Address: Sumabnit Binalonan Pangasinan
Age:17 years old
Birthday: February 15, 2000
Contact Number: 09753838802

Name of Parents

Father: Peter S. Bautista Occupation: Driver

Mother: Ivy R. Bautista Occupation: OFW

Educational Background

Secondary

School (Junior High): Juan G. Macaraeg National High School

Year: 2015-2016

Primary

School: Sumabnit Elementary School

Year: 2011-2012

32
Caoayan, Evette Lyza Abella
#312 Station District, Rosales, Pangasinan
17 years old
February 01, 2000
0906-025-8420

Name of Parents

Father: Engr. Edwin C. Caoayan Occupation: EMS – II

Mother: Elizabeth A. Caoayan Occupation: Principal II

Educational Background

Secondary

School (Junior High): Rosales National High School

Year: 2015 - 2016

Achievements: 7th Honors

Primary

School: Rosales South Central School

Year: 2011 - 2012

Achievements: Salutatorian

33
Elefante, Tegee Becka De Vera
Pasileng Norte Binalonan, Pangasinan
17 years old
July 22, 1999
09274258478

Name of Parents

Father: Tante Elefante Occupation: OFW

Mother: Evangeline Elefante Occupation: OFW

Educational Background

Secondary

School (Junior High): Juan G. Macaraeg National High School

Year: 2015-2016

Achievements (Awards/Honors): NC II Passer

Primary

School: St. Francis Montessori School

Year: 2011-2012

34
Nagtalon, Jonel Guzman
Baro,Asingan,Pangasinan
17 years old
December 7, 1999
09461902936

Name of Parents

Father: Jaimie Nagtalon Occupation: Driver

Mother: Annie Nagtalon Occupation: Housewife

Educational Background

Secondary

School (Junior High): Juan G. Macaraeg National High School

Year: 2015-2016

Primary

School: Linmansangan Elementary School

Year: 2011-2012

35
Ogana, Aishye D.
Sta. Lucia, Urdaneta City, Pangasinan
17 years old
July 19,1999

Name of Parents

Father: Diometrio S. Ogana Occupation: Farmer

Mother: Carolina D. Ogana Occupation: Housewife

Educational Background

Secondary

School (Junior High):Palina East National High School

Year: 2015-2016

Achievements (Awards/Honors): With Honors

Primary

School: Sta. Lucia Elementary School

Year: 2011-2012

Achievements: 3RD HONOR

36
Pimentel, Dennielle G.
Bacag East Villasis Pngasinan.
17 years old
November 03, 1999
09058802058

Name of Parents

Father: Lito D. Pimentel Occupation: Farmer

Mother: Arlene Pimentel Occupation: Housewife

Educational Background

Secondary

School (Junior High): Lyceum Northwestern University

Year: 2015-2016

Achievements (Awards/Honors): None

Primary

School: Bacag East Elementary School

Year: 2011-2012

37
Saraza, Johncel Rivera
Camang Riverside Urdaneta City Pangasinan
17 years old
November 6, 1999
09067337064

Name of Parents

Father: Celso R. Saraza Occupation: Agent

Mother: Vilma R. Saraza Occupation: Housewife

Educational Background

Secondary

School (Junior High): Badipa National High School


Year: 2015-2016

Achievements (Awards/Honors): Top 7

Primary

School: Badipa Elementary School


Year: 2011-2012

Achievements: Most Punctual

38
Velasco, Wilmerson Manzano
Casantiagoan sur, Laoac Pangasinan
17 years old
December 17, 1999
09975641119

Name of Parents

Father: Wilson L. Velasco Occupation: N/A

Mother: Buenaflor M. Velasco Occupation: Teacher

Educational Background

Secondary

School (Junior High) Juan G. Macaraeg Nationa High School

Year: 2015-2016

Primary

School: Castusu Elementary School

Year: 2011-2012

39
Appendix D

Documentation

40