JOHN PAUL COLLEGE

COLLEGE OF EDUCATION

A COMPARATIVE ANALYSIS OF TRADITIONAL INSTRUCTION AND

ACTIVITY SHEET-BASED LEARNING FOR ENGLISH LANGUAGE
ACQUISITION OF GRADE 10 PASTEUR AT JOHN PAUL COLLEGE

A Thesis Presented to the

Faculty of the College of Education
John Paul College
MG Andaya Compound, Odiong, Roxas, Oriental Mindoro

In Partial Fulfilment of the Requirements or the Degree of

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

By:
Klarine Joy L. Manayon
Jerico B. Manrique

June 2023

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CHAPTER I

The Problem and Its Background

Introduction

This chapter discussed the introduction and background of the study.

It also includes the statement of the problem, conceptual framework, scope
and delimitation, significance of the study and the definition of terms in order
for the readers to fully understand this study.

Background of the Study

English language acquisition (ELA) has become increasingly important

in today’s globalized world. The ability to communicate effectively in English
opens doors to educational opportunities, career advancement, and cross-
cultural understanding. However, for many students, particularly those
learning English as a second language (ESL), the process of acquiring
fluency can be challenging. Traditional instruction methods, which often
emphasize rote memorization and grammar drills, can be ineffective in
fostering genuine understanding and practical language skills (Ellis, 2003).
For students in the Philippines, where English is a second language,
mastering this skill is crucial for their future success.

The Philippines' educational system has long placed a strong emphasis

on developing English language proficiency among its students. This focus
stems from the country’s colonial history and its current position as a major
player in the globalized economy. English serves as a vital tool for Filipinos
to access educational opportunities abroad, participate in international trade
and business, and connect with the wider world. Recognizing this importance,
the Department of Education (DepEd) has implemented various policies and
programs to promote English language learning in schools. These initiatives
include the use of English as the medium of instruction for several subjects,

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particularly in science and mathematics, from the early grades onwards

(DepEd Order No. 74, s. 2010). Additionally, DepEd has established
curriculum guidelines that emphasize the development of all four language
skills – listening, speaking, reading, and writing – in English.

However, despite these efforts, concerns have been raised about the
effectiveness of current English language instruction methods in the
Philippines. Critics argue that traditional teaching approaches, which often
rely heavily on rote memorization, grammar drills, and teacher-centered
lectures, may not be the most effective way to develop students’
communicative competence (Villanueva, 2018). These methods can be seen
as teacher-driven, with students passively absorbing information rather than
actively engaging with the language. Furthermore, a focus on grammar rules
and sentence structures may not translate well to real-world communication,
where fluency and practical application are more crucial.

Several factors contribute to these limitations. One issue is the sheer

number of students in many Filipino classrooms, which can make it difficult
for teachers to provide individualized attention and cater to diverse learning
styles (Estrada, 2016). Additionally, a lack of resources and training for
teachers can hinder their ability to implement innovative teaching methods
and create engaging learning environments. This can lead to a monotonous
classroom experience that fails to capture students’ interest and motivation.
Another concern is the limited opportunities for students to practice their
spoken English. While the curriculum emphasizes all four language skills, the
reality in many classrooms is a heavy focus on reading comprehension and
grammar drills. Students may not have enough opportunities to engage in
conversations, role-playing activities, or presentations that allow them to
practice using English in a communicative way. This lack of practice can lead
to a situation where students can understand written English but struggle to
speak and understand the language in spoken form.

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Traditional instruction methods for English language learning, while

having a long history in education, often present limitations in fostering a well-
rounded acquisition of the language. These methods typically center around
textbooks, repetitive grammar drills, and teacher-led lectures, heavily relying
on rote memorization and passive student participation (Harmer, 2007).
While this approach can establish a foundation in basic grammar and
vocabulary, it may not cater to the diverse learning styles and needs of
students in today’s classrooms (Pascarella & Terenzini, 2005). Furthermore,
the teacher-centric nature of traditional instruction can limit opportunities for
students to develop crucial 21st-century skills, such as critical thinking,
problem-solving, and collaboration, which are essential for effective
communication and success in a globalized world (Partnership for 21 st
Century Skills, 2019). Students may find the repetitive drills and lectures
disengaging, leading to decreased motivation and hindering their ability to
truly grasp the intricacies and nuances of the English language (Oxford,
2003). This lack of engagement can also limit the development of fluency and
confidence in using English for real-world communication. In conclusion,
while traditional methods have a place in education, their limitations
necessitate the exploration of alternative approaches that can create a more
interactive, student-centered learning environment that fosters not only
language acquisition but also the critical thinking and collaborative skills
necessary for success in the 21st century.

In recent years, a shift towards more engaging and effective methods

for English language learning has led to the rise of activity-based learning
(AABL). This pedagogical approach prioritizes student-centered activities
that move beyond rote memorization and passive listening. AABL lessons
incorporate a variety of engaging formats, such as games, simulations, role-
playing exercises, and project-based learning, all designed to foster active
participation, collaboration, and critical thinking skills. Proponents of AABL
highlight its potential to make learning English more enjoyable and motivating

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for students. This increased engagement is believed to lead to improved

outcomes, including enhanced vocabulary acquisition, stronger grammar
retention, and a deeper understanding of the language as a tool for
communication. Furthermore, AABL activities can promote the development
of essential 21st-century skills such as problem-solving, collaboration, and
creativity, which are valuable assets not only in language learning but also in
various aspects of life (Partnership for 21st Century Skills, 2019). Research
suggests that AABL can be a successful approach for fostering English
language acquisition in students. However, the effectiveness of AABL
compared to traditional instruction methods in specific contexts, such as
among Grade 10 students in the Philippines, requires further investigation.
This study aims to address this gap in knowledge by conducting a
comparative analysis of traditional instruction and activity sheet-based
learning, a specific form of AABL, to determine their relative effectiveness in
promoting English language acquisition among Grade 10 students at John
Paul College.

A growing body of research investigates the effectiveness of activity-

based learning approaches, including activity sheet-based learning, in
promoting English language acquisition. Studies highlight the positive impact
of these methods on various aspects of language learning. For instance,
Yamin and Hassan (2018) conducted a study where students using activity
sheets in their English classes exhibited significant improvements in
vocabulary, grammar, and reading comprehension compared to students
receiving traditional instruction. This suggests that activity sheets can
enhance core language skills through engaging activities. Similarly, Wong
(2013) explored the impact of activity-based learning, which often
incorporates activity sheets, on the classroom environment. Their findings
demonstrated that this approach fostered a more positive learning
atmosphere and increased student engagement. This indicates that activity
sheets can contribute to a more stimulating and interactive learning

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experience, potentially leading to deeper understanding and retention of the

material. Furthermore, research by Macário (2014) examined the use of
activity sheets for vocabulary development. The study found that students
using activity sheets demonstrated greater vocabulary gains compared to
those relying solely on textbooks. This suggests that activity sheets can be
effective tools for targeted skill development.

The ever-evolving landscape of education necessitates continuous

exploration of new and effective methodologies. While traditional instruction
methods have served as the cornerstone of language learning for decades,
concerns regarding their ability to cater to the diverse needs of 21st-century
learners are rising (Langenbach, 2019). The potential of activity-based
learning, particularly through the strategic use of activity sheets, to foster a
more engaging and interactive learning environment has garnered significant
interest from educators. However, the effectiveness of this approach
compared to traditional methods within the specific context of Philippine
Grade 10 classrooms remains largely unexplored. By conducting a
comparative analysis of traditional instruction and activity sheet-based
learning for English language acquisition among Grade 10 students at John
Paul College, this study seeks to contribute valuable insights to the ongoing
dialogue about optimizing English language teaching methodologies in the
Philippines. The findings of this research can inform educators, curriculum
developers, and policymakers in their efforts to create a more effective and
engaging learning environment that empowers Grade 10 students to achieve
their full potential in English language acquisition.

Statement of the Problem

1. What are the relative effects of traditional instruction and activity sheet-
based learning on the English language acquisition of Grade 10 - Pasteur, in
terms of:

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1.1 grammar;

1.2 vocabulary;

1.3 reading comprehension;

1.4 speaking; and

1.5 listening skills?

2. To what extent do Grade 10 - Pasteur students’ perceptions differ between

traditional instruction and activity sheet-based learning environments in terms
of:

2.1 engagement; and

2.2 motivation

3. Is there a significant relationship between traditional instruction and activity

sheet-based learning on their English language acquisition achievement?

Objective of the Study

This study aims to: .

1. Compare the effectiveness of traditional instruction and activity sheet-
based learning on the English language acquisition of Grade 10 - Pasteur
students.

2. Investigate the differences in Grade 10 – Pasteur students’ perceptions of

traditional instruction and activity sheet-based learning environments.

3. Examine the relationship between the traditional instruction and activity

sheet-based learning for English Language Acquisition.

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Hypothesis of the Study

SOP: Is there a significant difference between traditional instruction and

activity sheet-based learning in the English language acquisition achievement
in terms of grammar, vocabulary, reading comprehension, speaking, and
listening skills of Grade 10 – Pasteur students?

The following null hypothesis was tested in this study:

There is no significant difference between traditional instruction and

activity sheet-based learning in the English language acquisition achievement
in terms of grammar, vocabulary, reading comprehension, speaking, and
listening skills of Grade 10 – Pasteur students.

SOP: Is there a significant difference between traditional instruction and

activity sheet-based learning in student perceptions in terms of engagement
and motivation?

The following null hypothesis was tested in this study:

There is no significant difference between traditional instruction and

activity sheet-based learning in student perceptions in terms of engagement
and motivation.

Theoretical Framework

Constructivism (Jean Piaget, Lev Vygotsky)

Constructivism emphasizes the active role of learners in constructing

their own knowledge. Piaget’s theory of cognitive development posits that
learners progress through stages of intellectual development, actively
building upon their prior experiences to understand new concepts. Vygotsky’s
sociocultural theory highlights the importance of social interaction and

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collaboration in learning. Students learn best through interaction with peers

and more knowledgeable others, with language serving as a tool for social
construction of knowledge.

In the context of this study, constructivism suggests that traditional

instruction, which often relies on passive learning through lectures and rote
memorization, may not be as effective as activity sheet-based learning.

Activity sheets encourage active participation, allowing students to

manipulate language, solve problems, and collaborate with peers. This active
engagement with language facilitates the construction of deeper
understanding and promotes language acquisition.

Communicative Language Teaching (CLT) (Wilga M. Rivers, Jack C.

Richards)

CLT emphasizes the importance of developing communicative

competence, which goes beyond simply knowing grammar rules and
vocabulary. It focuses on enabling learners to use language effectively in
real-world situations. This includes developing the four language skills
(reading, writing, listening, and speaking) in an integrated way, with a focus
on fluency and accuracy.

Activity sheet-based learning aligns well with the principles of CLT. By

engaging students in tasks that require them to use language for
communicative purposes, activity sheets promote the development of all four
language skills. Students may be asked to complete tasks such as dialogues,
role-plays, simulations, or projects, all of which encourage them to use
language functionally and in a meaningful context. Traditional instruction,
with its emphasis on grammar drills and rote memorization, may not provide
students with sufficient opportunities to develop communicative competence.

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Conceptual Framework

Independent Variable Dependent Variable

English Language Acquisition
Teaching Method of Grade 10 - Pasteur

• Grammar
TRADITIONAL INSTRUCTION • Vocabulary
• Reading
comprehension
• Speaking
• Listening skills

(Student Perception)
ACTIVITY SHEET-BASED
• Engagement
LEARNING
• Motivation

Figure 1. Conceptual Framework of the Study

The conceptual framework for this study involves comparing the effects
of traditional instruction and activity sheet-based learning on the English
language acquisition of Grade – 10 Pasteur students. The type of teaching
method (traditional vs. activity-sheet) will influence students’ English
language acquisition achievement (grammar, vocabulary, reading
comprehension, etc.) and their perception of the learning environment
(engagement and motivation).

Scope and Delimitation

The research will be limited to Grade 10 – Pasteur students from John

Paul College. The findings may not be generalizable to other grade levels or
school populations. This will focus on the short-term effects of each

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instructional method. Long-term retention of knowledge and skills will not be

assessed.

The study design will rely on a self-reported measure of student

perceptions. This may be influenced by personal biases or social desirability.

Significance of the Study

This research on comparing traditional instruction and activity sheet-based

learning for English language acquisition in Grade 10 – Pasteur has the
potential to benefit several groups:

Teachers. This research can provide valuable insights for English

language teachers in Grade 10 – Pasteur by comparing the effectiveness of
traditional instruction and activity sheet-based learning. By understanding the
relative strengths and weaknesses of each approach, teachers can make
informed decisions about how to optimize their teaching methods to enhance
student learning outcomes. The study can also inform the development of
lesson plans and activities that incorporate elements of both traditional
instruction and activity sheet-based learning to create a more balanced and
effective learning environment.

Curriculum Developers. The findings can inform the development of

English language learning curriculum materials for Grade 10 – Pasteur. By
understanding the effectiveness of activity sheet-based learning, curriculum
developers can create resources that promote student engagement and
active participation.

Educational Administrators. This research can contribute to

discussions about pedagogical approaches within schools. The results can
help administrators make informed decisions about supporting teachers in
implementing effective instructional methods for English language
acquisition.

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Students. Ultimately, the most significant beneficiaries of this study

are Grade 10 – Pasteur students themselves. By identifying effective teaching
methods, the research can contribute to improved English language learning
experiences and outcomes for students. This can empower them to develop
stronger communication skills, which are crucial for academic success and
future opportunities.

Future Researchers. This study adds to the existing body of research

on effective language learning methodologies. The findings can serve as a
foundation for future research endeavors. Future researchers can build upon
this work by exploring the effectiveness of these approaches in different
contexts, with diverse student populations, or by investigating the impact on
specific language skills beyond the scope of this study.

Definition of Terms

The following terms included in this study are operationally defined for a better
understanding of the research.

Activity Sheet-Based Learning. A student-centered approach to

education that utilizes worksheets with activities designed to encourage
active participation and engagement with the learning material.

Comparative Analysis. A method of research that involves

comparing two or more things to identify their similarities and differences. In
this case, you are comparing traditional instruction and activity sheet-based
learning.

Communicative Competence. The ability to use language effectively

to communicate in a variety of situations.

English Language Acquisition. The process of learning and

developing the ability to understand and use the English language.

Traditional Instruction. A teacher-centered approach to education

that emphasizes lectures, textbooks, and rote memorization.

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CHAPTER II

Review of Related Literature and Studies

A comprehensive understanding of a research topic requires

examining existing knowledge and findings. This chapter presents a review
of relevant literature and studies on a Comparative Analysis of Traditional
Instruction and Activity Sheet-Based Learning for English Language
Acquisition of Grade 10 - Pasteur at John Paul College.

RELATED LITERATURE

Foreign

A substantial body of research has explored the effectiveness of

activity-based learning (ABL) in promoting second language acquisition
(SLA). McDonough and Littlewood (1995) investigated the use of ABL
approaches with adolescent English as a Second Language (ESL) learners.
Their study found that ABL led to significant improvements in students’
communicative competence, particularly in fluency and speaking skills.

Furthermore, Dörnyei (2001) explored the motivational benefits of ABL

in language learning. He argues that ABL fosters intrinsic motivation by
providing learners with a sense of autonomy, choice, and control over their
learning process. Engaging activities can spark curiosity, increase enjoyment,
and make learning English more meaningful for students.

Building on this idea, Gibbons (2009) emphasizes the importance of

tailoring activities to meet the diverse learning needs of students in his work
on scaffolding learning with differentiated instruction. Activity sheets can be
designed with varying levels of difficulty and with embedded scaffolding
techniques to support learners at different proficiency levels.

Despite the documented benefits of ABL, research by Brown (2001)

highlights the importance of careful design and implementation of activity-
based approaches. Brown emphasizes the need for clear learning objectives,

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well-structured activities, and effective assessment strategies to maximize the

effectiveness of ABL.

In conclusion, these studies provide strong evidence for the positive

impact of ABL on student motivation, engagement, and language acquisition.
This research lays the groundwork for investigating the potential effectiveness
of activity sheet-based learning as a strategy to enhance English language
acquisition in Grade 10 students.

Local

A study by Cruz (2018) investigated the effectiveness of activity-based

learning (ABL) in improving the English language proficiency of Filipino
students in an EFL (English as a Foreign Language) context. The study
involved Grade 10 students and compared their progress in traditional lecture-
based classes to those using ABL techniques. The findings indicated that
students in the ABL group showed significant improvements in grammar,
vocabulary acquisition, and overall communicative competence compared to
the traditional group.

The study of Santos and Reyes (2020) explored the use of

differentiated instruction with activity sheets to cater to the diverse
learning needs of Filipino students in English classes. The researchers
designed activity sheets with varying difficulty levels and incorporated
scaffolding techniques to support students at different proficiency
levels. The study found that this approach led to improved
engagement, motivation, and language acquisition for all students,
promoting inclusive learning environments.

Research by Mendoza (2017) examined the challenges and

considerations faced by Filipino teachers when implementing activity-based
learning (ABL) approaches in their classrooms. The study identified factors
such as large class sizes, limited resources, and the need for teacher training
in ABL methodologies as potential hurdles. The research suggests that

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successful ABL implementation requires careful planning, appropriate

materials, and ongoing professional development for teachers.

RELATED STUDIES

Foreign

Lewis and Vaughan (2000) conducted a comprehensive study

investigating the effectiveness of activity sheets in language learning. Their
year-long research involved two groups of English as a Second Language
(ESL) learners: one group received traditional instruction, while the other used
activity sheets designed to promote active engagement and student-centered
learning. The results demonstrated significant improvements in vocabulary
acquisition, grammatical accuracy, and overall communicative competence in
the activity sheet group compared to the traditional instruction group. The
study highlighted the benefits of activity sheets in providing learners with
opportunities for self-discovery, collaboration, and practicing language skills
in a meaningful context.

Sheen’s (2007) research focused on the role of scaffolding in activity

sheet-based learning for language acquisition. The study explored how well-
designed activity sheets can provide support for learners at different
proficiency levels. Sheen’s findings indicated that activity sheets can be
effectively differentiated by incorporating varying levels of complexity,
scaffolding techniques, and clear instructions. This allows learners to
progress at their own pace and build confidence in their language abilities.
The study emphasized the importance of tailoring activity sheets to cater to
the diverse needs of learners in a classroom setting.

Benson’s (2011) study explored the potential of activity sheet-based

learning to promote learner autonomy in language acquisition. The research
involved a group of adult learners using activity sheets designed to encourage
self-directed learning and independent practice. The findings suggested that
activity sheets can foster a sense of ownership and control over the learning

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process. Learners appreciated the flexibility and variety offered by activity

sheets, allowing them to choose tasks that aligned with their interests and
learning goals. This study highlights the potential of activity sheets to
empower learners and cultivate self-directed learning habits.

Richards (2001) offered valuable insights into designing effective

activity sheets for language learning. His research emphasized the
importance of clear learning objectives, engaging tasks, and opportunities for
formative assessment. Well-designed activity sheets should provide learners
with a sense of purpose, guide them through the learning process, and offer
feedback mechanisms to monitor progress. Richards’ work highlights the
importance of careful planning and development when implementing activity
sheet-based learning in the classroom.

Local

The work by Manalang (2020) examined the challenges and

opportunities associated with implementing ABL in Philippine classrooms.
The study involved interviews with teachers and observations in Grade 10
classrooms. The research identified challenges such as large class sizes,
limited resources, and teacher training needs. However, it also highlighted
opportunities like fostering student autonomy, promoting collaboration, and
aligning with the K to 12 curriculum emphasis on learner-centered
approaches.

A case study by Reyes (2021) explored the effectiveness of Activity

Sheet-Based Learning (ASBL) for Grade 10 English learners in a Philippine
school. The study implemented a series of activity sheets focusing on different
English language skills over a semester. The findings suggested that ASBL
could be a beneficial strategy for promoting independent learning,
encouraging active participation, and improving student motivation.

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Another recent study by Almario and Santos (2023) specifically

investigated the use of activity sheet-based learning in Philippine EFL
classrooms. Their research involved Grade 10 students and compared their
learning outcomes using traditional textbooks to a curriculum incorporating
activity sheets focusing on various language skills. The results demonstrated
that the activity sheet-based learning group achieved statistically significant
improvement in their grammar, vocabulary, and reading comprehension skills
compared to the traditional textbook group.

Lastly, Bautista (2020) investigated the effectiveness of activity sheets

in developing speaking skills among Filipino Grade 10 students. The study
compared a group using activity sheets focused on speaking tasks (e.g., role-
playing, dialogues) with a control group receiving traditional grammar-
oriented instruction. The results demonstrated significant improvement in
speaking fluency, vocabulary usage, and overall confidence in speaking
English for the ASBL group. This suggests that activity sheets can be a
valuable tool for developing essential communication skills.

LITERATURE AND STUDIES SYNTHESIS

Research supports the positive impact of ABL on student

motivation, engagement, and language learning. Studies by McDonough
and Littlewood (1995), Dörnyei (2001), and Gibbons (2009) highlight how ABL
fosters communication skills, intrinsic motivation, and caters to diverse
learning needs through differentiated instruction. However, Brown (2001)
emphasizes the importance of well-designed activities and clear learning
objectives for successful ABL implementation.

Local studies in the Philippines echo these findings. Cruz (2018)

and Santos & Reyes (2020) found that ABL approaches significantly improved
students' grammar, vocabulary, and overall communication compared to
traditional methods. Mendoza (2017) identified challenges like large class

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sizes and limited resources, but suggests careful planning and teacher
training can address them.

Shifting the focus to Activity Sheets, research demonstrates their

effectiveness in promoting various language skills. Lewis & Vaughan
(2000) found significant improvement in vocabulary, grammar, and
communication for students using activity sheets compared to traditional
instruction. Sheen (2007) emphasizes the importance of scaffolding
techniques in activity sheets to cater to diverse learners, while Benson (2011)
highlights their potential to promote learner autonomy. Richards (2001)
underlines the need for clear objectives, engaging tasks, and formative
assessment in designing effective activity sheets.

The Philippine context also highlights both challenges and

opportunities for ASBL. Manalang (2020) identified similar challenges as
Mendoza (2017) but emphasizes opportunities like fostering student
autonomy and aligning with the K to 12 curriculum. Studies by Reyes (2021),
Almario & Santos (2023), and Bautista (2020) all showcase the effectiveness
of ASBL in promoting independent learning, active participation, improved
motivation, and development of various language skills, including speaking
fluency.

In conclusion, both ABL and ASBL offer promising strategies for

enhancing English language acquisition. They promote student engagement,
cater to diverse needs, and can be designed to target specific language skills.
While challenges exist in the Philippine context, careful planning, appropriate
materials, and ongoing teacher development can lead to successful
implementation and improved learning outcomes for Filipino students.

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TABLE OF CONTENTS

CHAPTER I PAGES

Introduction ………………………………. 2-6

Background of the Study…………………. 6-7

Statement of the Problem ……………….. 7-8

Objective of the Study …………………… 8-9

Hypothesis of the Study …………………. 9-10

Theoretical Framework ………………….. 10-11

Conceptual Framework …………………. 11-12

Scope and Delimitation ………………….. 12-13

Significance of the Study ………………... 13-14

Definition of Terms ……………………….. 14-15

CHAPTER II

Related Literature ……………………….. 15-16

Related Studies …………………………. 16-17

Literature and Studies Synthesis ………… 17-18

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