1. TABLE OF DEADLINES TASKDEADLINE Graduation Speech (Blog)Feb. 27, Friday Research PaperMarch 2, Monday (8 PM) Life Journal (Blog)March 6, Friday (11: 59 PM)

2. DATELESSON/ TASK FEB. 23, MONDAYDATA ANALYSIS FEB. 24, TUESDAYCITATIONS FEB. 25, WEDNESDAYNO CLASS DAY FEB. 26, THURSDAYS-V AGREEMENT FEB. 27, FRIDAYS-V AGREEMENT MARCH 2, MONDAYQUIZ: S-V and DIVINE COMEDY MARCH 3, TUESDAYCAPITALIZATION/ PUNCTUATION MARCH 4, WEDNESDAYCAPITALIZATION/ PUNCTUATION MARCH 5, THURSDAYCAPITALIZATION/ PUNCTUATION MARCH 6, FRIDAYQUIZ: CAPITALIZATION AND RESEARCH TIMETABLE

3. RESEARCH CLASS DATA ANALYSIS

4.  Review of Related Literature  Proceed to writing your Introduction, Body (includes RRL till Data Gathering). Refer too to your working outline for your scope and limitations.  After conducting your survey or interview, you should proceed to data analysis before you can write your conclusion and recommendations.  A member should be working now on organizing your references to be placed at the end of the paper following the APA format.  Team Leader should be reviewing the parts as well as all your drafts. FOLLOW UP: BY NOW…

5. WHAT TO DO IN DATA ANALYSIS Tabulate/ Tally the results. Get the frequency percentage. Review your TS/ research questions. Highlight the results, present summary via a table/ graph. Discuss now. Your input will come in the interpretation. Support your results with citations or RRL. Employ direct quotation or paraphrasing in citing as you support your own INPUT.

6. LET’ S TRY TO INTERPRET!

7. Devi Benedicte I. Paez, Ateneo de Manila University ENGLISH LANGUAGE TEACHING IN THE PERIPHERY CLASSROOM: USING THE MOTHER TONGUE TO TEACH ENGLISH

8. After having been observed in class one day, a Grade 6 public school English teacher pointed out: “Kung hindi ko ituro sa Filipino [ang English], mawawalan ng saysay ang tinuturo ko. Wala pong makakaintindi.” (If I do not teach English in Filipino, what I teach will have no meaning. No one will understand me.) This comment underlies what may be a common source of conflict faced by many Filipino teachers of English today: making English accessible to students while conscious of the obligation to implement institutional policies, such as the English-Only policy, that only seem to marginalize students’ identities, culture, and values. BACKGROUND OF THE STUDY

9. The Grade 6 teacher describes her situation further: “Kaunti ang vocabulary ng mga bata, kahit na Grade 6 na sila… Though I am a teacher, I am supposed to speak in English while I am teaching English, pero reality will tell na hindi kaya.” BACKGROUND OF THE STUDY

10. The research aimed at investigating whether the use of Filipino is a practice of empowerment in ELT in a Grade 6 English language classroom in a Quezon City public school. In particular, the study answers the following questions: a. How is Filipino used in teaching English in a Grade 6 public school classroom? b. Why does a Grade 6 public school teacher use Filipino to teach English in the classroom? PURPOSE OF THE STUDY/ RESEARCH QUESTIONS

11. The corpus of the data comes from transcripts of audio and video recorded classroom observations that were conducted for 4 consecutive days. The following table presents the lessons and activities that were done for each day: Table 2- Lessons and activities observed and recorded in class DATA GATHERING DayTopic/ Lesson/ Class Activity 1Checking homework on sequencing events Introducing lesson on cause and effect relationship Identifying cause and effect relationships in a paragraph 2Checking homework on identifying cause and effect 3Checking homework on getting the main idea of a paragraph 4

12. ClassNumber of teacher’s words in Filipino PercentageNumber of teacher’s words in English PercentageTotal number of words 198646.3 %1, 14553.7%2,131 222035.9%39264.1%612 31,49058.6%1,05141.4%2,541 477248.5%82051.5%1,592 TOTAL3,46850.41%3,40849.59%6,876 INTERPRET THE RESULTS

13. The next table looks at the number of teacher’s words uttered in Filipino versus the number of words uttered in English. The figures establish in more concrete terms that Filipino is, indeed, used in teaching English in a Grade 6 periphery classroom. Table 3 - Frequency of teacher’s words in Filipino and English in the data RESULTS AND DISCUSSION

14. That the teacher’s total number of words is almost equally divided between Filipino and English is significant. The data validates what the research of Macaro (1997), as well as similar studies, (Turnbull & Arnett, 2002, S.H. Kim & Elder, 2005, Liu et al., 2004, Littlewood and Yu, 2011) points out that near-exclusive or exclusive use of L2 is rare in the classroom. DISCUSSION: WHICH IS THE INPUT? CITATION FOR SUPPORT?

15.  Those findings/ results from related studies conducted before that share the same or if not at least related to your results/ findings  Those findings/ results from related studies conducted before that support your findings/ results FAQ: WHAT TO BE CITED?

16.  Rely on your input i.e. from your interpretation of your own findings/ results.  If your findings/ results contradict with those from related studies, then you are presenting some new information. Examine the factors that could have contributed to the difference in your findings/ results. FAQ: WHAT IF THERE AREN’T ENOUGH OR NO CITATIONS TO BACK UP YOUR FINDINGS?

17.  You have to transcribe your interview i.e. record everything in writing.  Cite only those parts that may be used for your results/ findings and discussions thereafter.  Present excerpts/ extracts. WHAT IF WE CONDUCTED AN INTERVIEW?

18. You must be able to do the ff. 1.Based on your results/ findings, go back to your TS or research questions then answer these or expound whether you have addressed what is stated therein. 2.Highlight now by summarizing key information from the entire study. 3.Present your recommendations based on your findings/ results. What should be done next? 4.Continue to cite to support your input. WRITING YOUR CONCLUSIONS