Undergraduate thesis Bachelor of Secondary Education major in English
University of Rizal System, Rodriguez, Rizal
2014

This aimed to identify the Teaching Strategies and Problems Encountered by English Teachers in Implementing K-12 Curriculum in San Isidro National High School. There were 9 respondents and all of them were female.

This study ought to answer the profile of the respondents in terms of sex, civil status, and educational attainment, teaching strategies, problems encountered and recommendations of the English teachers in implementing K-12 Curriculum.

The questionnaire checklist was used to gather the needed data. The instrument contained problems encountered by the English teachers and their recommendations or suggestions.

The descriptive qualitative method of research was used in this study. Observation on the respondents and appropriate analyzation of the teaching strategies was applied: interviewing and observing were used to determine the profile of the respondents.

On the profile of the respondents in terms of Age, the researchers found out that the range of age is 20-35 years old. On the profile of the respondents in terms of Civil Status, the researchers found out that 4 of them are single and 5 of them are married. On the profile of the respondents in terms of Educational Attainment, the researchers found out that 5 of the respondents graduated Bachelor Degree Major in English, 1 of them graduated Bachelor Degree Major in General Science and 4 out of 9 respondents have their MA Units.

All in all, the researchers found out that in using these teaching strategies with the new curriculum, K-12 they encountered in Modular Instruction, Discovery-Inductive and Directed-Inductive strategy was Student-teacher ratio, the other was Lack of time, Instructional Materials and resources, in Programmed Instructions they encountered that some slow learner student cannot catch-up to their lesson or discussion. In Discovery-Transductive, not all students are participating especially students at the back. While, Directed-Deductive teachers said it was spoon-feeding, the learners are being dependent to the teacher.

Always consider the type of the learners whom you're catering in order to utilize appropriate strategies, methods and the instruction/resources which will be used. Modules should be revised to be suited to the needs of the learners. Moreover, the students should be given their own learning modules for the betterment of teaching-learning process. Teachers must be more creative when it comes to their teaching materials and develop their art of questioning by using HOTS. Make the module easier and provide reading comprehension for every reading selection. Lastly, our government should provide an adequate teaching and learning materials for both teachers and students.

After the analysis and interpretation of data it was found out that in terms of sex of the respondents all of them were female.

The Problems Encountered by English Teachers in Implementing K-12 Curriculum was, Lack of time, Instructional Materials and resources. It was said that some teaching-strategies were spoon-feeding.

The suggestions offered by the respondents in teaching English in K-12 curriculum was it is important to consider the type of the learners in order to utilize appropriate strategies, methods and the instruction/resources which will be used.

In the light of the findings and conclusions of the study the following measures are hereby recommended. The school administrations, they should conduct more activities and seminars for the teachers regarding the new curriculum, K-12. The Teachers of English, they should be resourceful in terms of references. They must not focus on the given module by DepEd. The Students, they should appreciate all the activities given by their teachers for them to gain more knowledge. The Parents, they should encourage their child to participate in every activity in their school.