CHAPTER I

The Problem and Its Scope

INTRODUCTION

Rationale of the Study

Proficiency in the English language being the second most spoken language in the

whole world is somewhat of a measure of literacy. It has become a standard of the society

that became the basis of trusting information of which the proficiency of the source being

based upon. Having such great knowledge and wisdom in using said language somehow

makes you more believable and formal toward people such that it creates a display of

literacy domination. For some people, having that skill somewhat intimidates them in a

sense that they are shy in using the English language. The most common phenomenon is

in a classroom.

Students being one-on-one with education are often misjudged illiterate because

they tend not to speak up, most especially when requested to speak in English. The factors

of said phenomenon is quiet random but at the same time common. Molding a child

without taking his knowledge and wisdom into checking may create a loophole in their

education growing up. One wouldn’t fail to speak without good reasons. The same goes

for having such proficiency measured and evaluated upon. By doing this, students and

teachers may provide bonding and helping each other grow.

1
 Some schools are strict in using English as the medium for communication. Such

school would be considered as competitive such that the students are proficient in the

said language. While declining proficiency creates negative feedback, the intelligence of a

child is never measured with it. Nonetheless, declining proficiency is quiet a ruckus for

some schools due to the fact that they focus on educational standards which has been

widely accepted by the society as well.

According to the Institute of International Education it usually takes longer for

immigrant students to reach academic norms in a second language than to acquire

interpersonal communication skills required for day-to-day conversation. It is assumed

that international students from non-English speaking backgrounds (NESB) who reside

temporarily in a host country for the purpose of obtaining a degree might take even longer

to obtain academic skills in the second language, and their limited language skills might

be one of the determinants directly or indirectly influencing their academic success.

Therefore, their language proficiency might be a key factor in their academic success

(Nara et al., 2015)

The Omani government attaches great importance to English in the education of

Omani youth and their preparation for a multicultural world of employment. It has

therefore poured large resources into English language teaching in the nation’s schools,

colleges and universities. Unfortunately, these efforts have yielded gains proportionate to

this investment. Students continue to graduate from school with inadequate English

language proficiency and the majority therefore require remedial or intensive courses in

2
a “foundation” program before beginning tertiary level study. It found that the major

factors involved were ineffective teachers, uninterested students, limited discouragement.

According to Laxa, and Opetina (2000), the Philippines has been known as one of

the English-speaking countries in Asia. With such advantage, many Filipinos have a lot of

opportunities in abroad. However, there’s a growing concern on the English proficiency of

the students. Exposure to the English language has something to do with language skills.

The students have very slight chance to hear or speak English in places other than school.

But even at school, not in an English class, they communicate with each other in Filipino,

with some mixed English words or what is called Taglish. Even in an English class some

of the students are too shy to show off or express themselves in English. Others restrict

themselves from speaking English in asking for something or communicating with anyone

else in the class.

In University of Cebu Lapu-Lapu and Mandaue, most Senior High School students

are observed to be proficient in English when required for academic performances.

Students are lack of confidence that affects their communication skills to use English

Language as the medium of communication. Being called out to speak in front on the

class by the teacher are avoided by the students because they perceived themselves as

individuals of low English proficiency.

3
Statement of the Problem

This study aims to discover the factors contributing to the declining English

proficiency of the students. The study will be conducted by the Grade 11 ABM students

during the Second Semester of the S.Y. 2018-2019 in University of Cebu Lapu-Lapu and

Mandaue. The outcome will serve as the basis of possible recommendations.

This study seeks to answer the following questions:

1. What are the factors contributing to the declining English proficiency?

2. What challenges do the students encounter with the proficiency of English

language?

3. What are the ways to develop the English proficiency of the students?

4. Based on the findings, what are the possible interventions may be

proposed?

4
Theoretical Background

This study is anchored to Stephen Krashen's theory of Second Language

Acquisition in 1998. The theory states that language acquisition does not require extensive

use of conscious grammatical rules and does not require tedious drill. Acquisition require

meaningful interaction in the target language with natural communication.

Krashen's theory of Second Language Acquisition consist of five main hypothesis.

First is the Acquisition-Learning. There are two independent systems of second

language performance the Acquired System and Learned System. The Acquired is the

product of a subconscious process very similar to the process children undergo when they

acquire their first language. It requires meaningful interaction in the target language,

natural communication in which speakers are concentrated not in the form of their

utterances, but in the communicative act. The Learned System is the product of formal

instruction and it comprises a conscious process which results in conscious knowledge

'about' the language, for example knowledge of grammar rules. According to Krashen

"Learning is less important than acquisition".

Second is the Monitor Hypothesis. It explain the relationship between

acquisition and learning. The monitoring function is the practical result of the learned

5
grammar. According to Krashen, the acquisition system is the utterance initiator, while

the learning system performs the role of the monitor or the editor. The monitor acts in a

planning, editing and correcting function when three specific conditions are met that is,

the second language learner has sufficient time at disposal, focuses on form or thinks

about correctness, and knows the rule.

Third is the Natural Order Hypothesis. Grammatical structure follows a natural

order which is predictable. Krashen however points out that the implication of the natural

order hypothesis is not that a language program syllabus should be based on the order

found in the studies. In fact, he rejects grammatical sequencing when the goal is language

acquisition.

Fourth is the Input Hypothesis. The learner improved and progresses along the

natural order when receives second language, input is one step beyond current stage of

linguistic competence. The Input hypothesis is only concerned with acquisition not by

learning. According to this hypothesis, the learner improves and progresses along the

natural order receives second language. Input that is one step beyond current stage of

linguistic competence.

Fifth is the Affective Filter. It embodies Krashen's view that a number of affective

variables in second language acquisition. These variables include motivation, self-

confidence and anxiety. Krashen claims that learners with high motivation, self-

6
confidence, a good self-image, and a low level of anxiety are better equipped for success

in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety

can combine to raise the affective filter and form a mental block that prevents

comprehensible input from being used for acquisition. In other words, when the filter is

'up' it impedes language acquisition. On the other hand, positive affect is necessary, but

not sufficient on its own, for acquisition to take place.

The study was therefore guided by this theory in relation to acquisition of speaking

skills in English. For instance, as students each time try to learn how to use English in

communication and expressing themselves, filtering may occur because of anxiety, poor

self-esteem or low motivation. Therefore, learners with a low affective filter not only

become effective acquirers of comprehensive input but also increase the amount of that

input because they are likely to interact with other learners unembarrassed by making

mistakes. Secondly, when speaking to learners, this ought to be done based on the

communicative ability of the learners and should allow for a silent period, free from close

monitoring and correction. Thirdly, the more the comprehensible input, the greater the

speaking proficiency, while lack of it impedes language acquisition process. Lastly,

teaching methods work according to the extent that they make use of comprehensible

input. That is, students learn best when they get involved in the learning process using

the appropriate methods of teaching. For example, immersion teaching as a strategy is

successful because it provides comprehensible input to learner there and then.

7
 This study is also anchored to Theory of Behaviorism by which one of the pioneer

was Burrhus Frederic Skinner or known as B.F. Skinner. According to B.F Skinner learning

occurs through rewards and punishments for behavior. He believed that the best way to

understand behavior is to look at the causes of an action and its consequences. He called

this approach Operant Conditioning. Skinner is regarded as the father of Operant

Conditioning. According to this principle, behavior that is followed by pleasant

consequences is likely to be repeated, and behavior followed by unpleasant consequences

is less likely to be repeated.

Positive reinforcement strengthens a behavior by providing a consequence an

individual finds rewarding. The removal of an unpleasant reinforce can also strengthen

behavior. This is known as negative reinforcement because it is the removal of an adverse

stimulus which is ‘rewarding’ to the animal or person. Negative reinforcement strengthens

behavior because it stops or removes an unpleasant experience. In the conventional

learning situation, operant conditioning applies largely to issues of class and student

management, rather than to learning content. It is very relevant to shaping skill

performance. A simple way to shape behavior is to provide feedback on learner

performance, e.g., compliments, approval, encouragement, and affirmation. A variable-

ratio produces the highest response rate for students learning a new task, whereby initially

reinforcement occurs at frequent intervals, and as the performance improves

reinforcement occurs less frequently, until eventually only exceptional outcomes are

reinforced. Unwanted behaviors, such as tardiness and dominating class discussion can

be extinguished through being ignored by the teacher. This is not an easy task, as the

teacher may appear insincere if he/she thinks too much about the way to behave.

8
 As one of the pioneers of behaviorism, he accounted for language development

by means of environmental influence. Skinner argued that children learn language based

on behaviorist reinforcement principles by associating words with meanings. Correct

utterances are positively reinforced when the child realizes the communicative value of

words and phrases. For example, when the child says ‘milk’ and the mother will smile and

give her some as a result, the child will find this outcome rewarding, enhancing the child's

language development.

9
Significance of the Study

The outcome of the study are the factors contributing to the declining of English

Proficiency of the students. The results may serve as a tool to improve English

Proficiency. The study also benefits the following:

Students. This study will give help students to cope with the challenges they encounter

concerning to their English proficiency.

Teachers. This will give feedback and information as regards to the language learning of

the students. The teacher may be guide in English relative information on the level of the

students’ English proficiency.

Institution. This will serve as guidance based on the outcome to establish or conduct

enhancement of English proficiency to the students.

Future Researchers. This study gives meaningful data for research enthusiast.

Researchers. This study may give realization to the researchers and with that they can

create ways on how to cope with.

10
Scope and Delimitation

This study is focused and limited to the perspectives of the Senior High School

students about the contributing factors affecting their English proficiency using an open-

ended questionnaire.

The research instruments are to be administered once during the Second Semester

of the S.Y. 2018-2019.

Only selected 50 male and female Senior High School students aging from 15-18

years old with declining English proficiency of University of Cebu Lapu-Lapu and Mandaue

are to be used as respondents of the study.

11
 Definition of Terms

Acquisition – refers to development or learning of a skill.

Loophole – an error in a way of writing a law which makes it possible for some to

legitimately disobey.

Nuanced – refers to something of a distinction or difference.

Proficiency – it is our level of advancement or mastery to a particular set of skills.

Ruckus – refers to a noisy situation or argument.

Tedious – refers to long-slow process or tiresome work.

12
 CHAPTER II

Review of Related Literature and Studies

This part of the study states the review of literature and studies to the research.

The scope of related studies is from international conducted researcher to local studies

about English proficiency, the contributing factors that causes to its declining.

Related Literature

From the Global Journal

The use of English has become a sign of esteem in our society. Everyone seems

fond of using English to get high status in society. From Global Journal of Management

and Social Sciences, An Evaluation of the Causes of Low Achievement in English Level in

District Vehari. According to Awan (2016), there are many issues that affect to the

students’ learning English language as a foreign or second language in a non-native

speaking country students. Those elements may derive from many components including

social economic issues, the difference of culture, poor family backgrounds, unsuitable

curriculum and textbook design, lack of good, qualified and trained English teachers, lack

of students’ learning motivation, carelessness of students, etc. These factors cause

students to have low and poor performance in English language learning, especially in the

countries like Pakistan, Laos, Bangladesh, Cambodia, etc.

13
International Journals

Cogent Educational Journal, Eshghinejad (2016), stated that attitude is considered

as an essential factor influencing language performance and received considerable

attention from both first and second language researchers. The role of attitude as a crucial

factor that impacts learners' management and performance of all language skills and

activities has formed a focal point of study and interest on the part of the majority of

scholars specialized in language teaching, learning, and acquisition. This is so because

attitude' through its main three components, namely cognitive, affective and behavioral

uncovers the ways that learners think of the new language, feel of it and behave in doing

all its relevancies. Several factors described in this paper influence second language

acquisition variedly. It has to be said that individual differences are important

factors in Second Language Acquisition (SLA). Those factors are motivation, attitude,

age, intelligence, aptitude, learning style, and personality influence the way learners

encounter language learning and may hinder or support them in their efforts to master

English Language. Moreover, these elements seem to be an essential part of the learning

process, which can contribute to the success or failure of a second language learner.

From International Journal of English Language and Literature Studies, Ahmad et

al. (2013), stated “English language teaching in Pakistan is almost non-existent. The

functional aspect of language is totally ignored, thus resulting in deteriorating standard of

English in the present generation, and signal to further decline.” It was found that the

teachers in Provincial government schools were not sufficiently qualified and had not

14
adequate knowledge about the methodology of teaching English. The classes in both type

of school system were overcrowded. The Provincial and Federal Government schools

lacked audio-visual aids for teaching of English. The findings of the present study

indicate that the current scene regarding English language teaching for secondary

classes, calls for special measures to be taken. These problems create hindrances and

difficulties in learning of English at the school level. The English language teachers at

school level in Pakistan were not sufficiently competent.

As Malaysians move towards globalization and become increasingly international,

the need becomes greater for children to learn more than one language, in addition to

their mother tongue. There has been an ongoing debate about the importance of the

English language. Employers are lamenting that new graduates these days lack

communicative proficiency in English. It was hypothesized that family and significant

others would contribute most to English proficiency in the Chinese students. This was

found not to be the case. Respondents do not think that their English proficiency was

influenced by their family or by close significant others. Esmail et al. (2011).

International Journal of Arts & Sciences, Chaney and Burk (1998), describe

speaking as a crucial part of second language teaching and learning involving building and

sharing meaning through the use of verbal and non- verbal symbols in a variety of

contexts. Despite the importance attached to speaking, teaching speaking skills for many

years has been undervalued and English language teachers have continued to teach

speaking just as a repetition of drills or memorization of dialogues. However, today's world

15
requires that students develop and improve on their communicative abilities because that

is the only way students can express themselves and learn how to follow the social and

cultural rules appropriate in each communicative circumstance. Finally this analysis shows

that attitude is considered as an essential component in language learning; so positive

attitude should be the umbrella of language learning. Moreover, motivation effects

students' foreign language acquisition, and shows that the foreign language teacher's

personality and his/her way of teaching affect students' motivation.

16
Related Studies

International Studies

Affective factors are emotional factors which influence learning. They can have a

negative or positive effect. Negative affective factors are called affective filters and are an

important idea in theories about second language acquisition. According to Khaleghi

(2016), “Lack of confidence” found to be the highest among university students. In which

61.9% of students don’t feel self-confidence when speaking English in oral classes.

Shyness as another affective factor is common specifically among 57.1% female students.

The result also summarize the other factors in which 52.4 % is due to anxiety , 52.4%

afraid of making mistake, 33.3% afraid of being despised were found to be the essential

affective factors influencing speaking reluctance among university students.

English language proficiency for the university students is defined as the ability of

a student to make use of the language to communicate in spoken and written contexts

while completing their university studies. According to Ibrahim et al. (2013) there are

three barriers affects the English language proficiency. Personal barriers, students were

asked about potential barriers towards English language proficiency, with 50.1%

mentioning lack of time as contributing factor. Professional barriers, the respondents

seemed satisfied with faculty members as 50.8% disagreed that there is a lack of good

teachers to help them improve their English language. A statistical association was noted

in response to this question with gender. A higher percentage of female respondents 55%

disagreed with the statement as compared to male respondents. 47.7% respondents

17
agreed that faculty members of the University helps them to improve English language,

hence their presence shapes as role model for the students. Social barriers, one hundred

and ninety eight (44.8%) respondents reported a conducive and friendly environment

supporting the use of English language. More than two thirds 73.2% of the study

respondents disagreed that role of family and university acts as a potential barrier in

attaining English language proficiency.

According to Chairunnisa (2013), the most dominant internal factor influencing

students’ low achievement negative attitude was rated as the most dominant internal

factor influencing students’ low achievement with high a percentage of 78,86%, followed

by unmotivated which has 69.29%, followed by anxiety 62.29% and low self-esteem

60.86%. These four internal factors had slightly different percentages in influencing

students’ low achievement which indicated that the factors did exist and contributed such

negative effects on students’ learning process which then resulted in students’ low

achievement. Negative attitude that students brought to class had influenced their

learning.

According to Solis et al. (2013), the following factors have no significant

relationship with the English proficiency of the respondents age, income of parents,

educational attainment of parents, perception towards teacher, extent of television

viewing, text messaging, extent of use of online social networks and computer games.

Data show that sex correlate with the English proficiency of the respondents. Female

pupils perform better in English than male pupils from the data collected 64.4% of the

18
female pupils scored high scores in the English proficiency test, while only 35.6% of the

male respondents scored high in the test given. Furthermore, it is also shown in the data

collected that 69.2 % of the males obtained low scores in the English proficiency test, and

only 30.8% of the females scored low in the test. Reading frequency is also deemed to

have a significant relationship with the English proficiency of the respondents from the

data collected. In the data collected, 76.9% of the respondents who only spend at most

one hour in reading scored low in the English proficiency test given by the researchers.

Furthermore, 44.4% of the respondents who spend at least five hours in reading gained

the highest scores in the English proficiency test. There is no definite factor in associating

with one’s English proficiency other than sex and reading English reading materials, as

suggested by results of this study.

The Omani government attaches great importance to English in the education of

Omani youth and their preparation for a multicultural world of employment. It has

therefore poured large resources into English language teaching in the nation’s schools,

colleges and universities. Unfortunately, these efforts have not yielded gains proportionate

to this investment. Al-Mahrooqi (2012), based on the findings of public school graduates’

perspectives many English teachers seem not to care about their profession or about

improving, or even maintaining, their own level of proficiency. Reading and speaking seem

to be ignored, despite their crucial importance for student competence, with one providing

input and the other output opportunities. The educational system and school environment

also manifest a lack of appreciation for English. The result was tabulated which shows the

reason of low English proficiency 85% teachers, 80% curriculum, 70% students

themselves, 24% limited exposure to English and lack of practice outside the classroom,

19
23% parents and the social context, 15% the system and the school environment and 2%

having careless and unmotivated friends.

Contents
No table of contents entries found.

20
 CHAPTER III

RESEARCH METHODOLOGY

This part of the study contains the research methodology applied to the research

paper. It is comprised of the research design, participants, environment, flow, instruments

and the date-analysis procedure.

Research Design

This study is a qualitative since questions posed are and answered by the

experience of the selected Senior High School students or the respondents. The study

used a phenomenology approach in conducting the research. The main purpose of the

researchers is to know the factors contributing to the declining English proficiency of the

students and help them cope up by giving recommendations based on the results.

Research Respondents

The researchers will gather data to 25 female and 25 male Senior High School

students who are officially enrolled this Second Semester of the University of Cebu, Lapu-

21
Lapu and Mandaue (UCLM) that have an age range of 15-18 years old and with declining

English proficiency.

Research Environment

The study was conducted at University of Cebu Lapu-Lapu and Mandaue whichis

located at A.C Cortes Avenue, Looc, Mandaue City. University of Cebu Lapu-Lapu and

Mandaue (UCLM) Campus sits at the foot of Mactan-Mandaue Bridge, officially the

Sergio Osmeña Bridge connecting the cities of Mandaue and Lapu-Lapu.

Figure 1.1 The satellite map view of University of Cebu Lapu-Lapu and Mandaue

22
Research Procedure

In order to achieve the aimed results, the researchers must fulfill these series of

steps: First, the researchers formulated the topic and working title. Second, the

researchers gave the statement of the problem and specific question. Third, the

researchers formulate the scope and delimitation and significance of the study. Fourth,

the researchers reviewed the existing theories to be the backbone of the study and

construct rationale. Then, the researchers collected relevant studies and literature the

research and writing the research methodology.

23
Stages of the research project 1st 2nd 3rd 4th 5th 6th 7th

week week week week week week week

Selection of the research topic

Creation of statement of the

problem

The scope and delimitation and

beneficiaries

The formulation of rationale and

theoretical background

Review of Related Studies and

Literature and Research

Methodology

Writing the transmittal Letter

Polishing the paper

Submission of the paper

24
Research Instrument

This study uses an open-ended questionnaire to collect data. The selected

respondents had the chance either to tell their personal information or not for their

privacy. Then followed by the general directions given by the researchers on how they

were answer the questions about the factors that contributes to the declining English

proficiency of the students.

Data Analysis Procedure

After the data has been collected the researchers the students’ responses to the

questionnaire were carefully read and factors cited as contributing to low English

proficiency were interpreted. The study produced valuable data, whose full potential use

is beyond the scope of this paper.

25
 APPENDICES

APPENDIX A

March 7, 2019
Dr. Severina D. Chin
University of Cebu Lapu-Lapu and Mandaue
A.C Cortes Avenue, Looc, Mandaue City
Dear Dr. Chin,

Greetings of peace!

In partial fulfilment of our requirement for this subject Practical Research 1, we

senior high school students of AB11A7 would like to ask for your permission to conduct a
research study entitled "Factors Contributing to the Declining English Proficiency of the
students in UCLM." This study has the objective of finding out the factors that contributes
to the declining English proficiency of the students. Gathering of data by using an open-
ended questionnaires.

We believe that your good office is with us in our enthusiasm to finish the requirement
and to develop our well-being. We hope for your positive response on this subject matter.

Thank you very much!

Respectfully yours,
Jessa E. Sumbilla
Group 7 - AB11A7

Noted by:
Ms. Kathleen Cabahug
Practical Research 1 Teacher

Approved by:
Dr. Danielita B. Patindol Dr.Severina D. Chin
Senior High School Principal Senior High School Assistant

26
 APPENDIX B

Name (Optional):__________________________________ Age: __________

Grade & Section: _____________________ Date: __________________

1. What are the ways you can develop yourself to be Proficient in English?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

2. What challenges have you encountered to be proficient in English?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

27
3. What are the factors that cause you to be deficient?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

28
 CIRCULUM VIRTAE

CHESKA DIANNE AMANTE

Deca Homes 2, Bankal, Lapu-Lapu City
09953620364
dianneamante94@gmail.com

I. PERSONAL INFORMATION

NICKNAME: Cheska
DATE OF BIRTH: February 15, 2002
AGE: 17 years old
CIVIL STATUS: Single
RELIGION: Roman Catholic
PASTIME ACTIVITIES: Watching movies
FATHER’S NAME: Nigel Curnow
MOTHER’S NAME: Helen Amante-Curnow

II. EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: University of Cebu Lapu-Lapu and Mandaue

JUNIOR HIGH SCHOOL: Saint Joseph’s School-Mactan
ELEMENTARY SCHOOL: Bankal Elementary School

29
 CYRIL GRACE A. BOOC
Sitio Jubay, Lilo-an Cebu
0997840329
booccyril03@gmail.com

I. PERSONAL INFORMATION

NICKNAME: Cy
DATE OF BIRTH: November 29, 2001
AGE: 17 years old
CIVIL STATUS: Single
RELIGION: Roman Catholic
PASTIME ACTIVITIES: Watching Videos
FATHER’S NAME: Lecerio Booc
MOTHER’S NAME: Wilfreda Booc

II. EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: University of Cebu Lapu-Lapu and Mandaue

JUNIOR HIGH SCHOOL: St. Louise de Marillac College of Bogo
ELEMENTARY SCHOOL: Felipe R. Verallo Memorial College

30
 JAN LOUI K. GARBO
F.C. Pesons Street, Centro, Mandaue City
09668177411
janloui24@gmail.com

I. PERSONAL INFORMATION

NICKNAME: JL
DATE OF BIRTH: January 03, 2001
AGE: 18 years old
CIVIL STATUS: Single
RELIGION: Roman Catholic
PASTIME ACTIVITIES: Watching movies
FATHER’S NAME: George F. Garbo
MOTHER’S NAME: Alona K. Garbo

II. EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: University of Cebu Lapu-Lapu and Mandaue

JUNIOR HIGH SCHOOL: Cabancalan National High School
ELEMENTARY SCHOOL: Mandaue City Central School

31
 JESREAL YESHUA E. LAGON
Kadulang 1, Marigondon, Lapu-Lapu City
09325249506
jesreallagon18@gmail.com

I. PERSONAL INFORMATION

NICKNAME: Shua
DATE OF BIRTH: October 03, 1999
AGE: 19 years old
CIVIL STATUS: Single
RELIGION: Born Again Christian
PASTIME ACTIVITIES: Basketball
FATHER’S NAME: Daniel Ulysses B. Lagon
MOTHER’S NAME: Agnes E. Lagon

II. EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: University of Cebu Lapu-Lapu and Mandaue

JUNIOR HIGH SCHOOL: Marigondon National High School
ELEMENTARY SCHOOL: Mactan Air-base Elementary School

32
 DOREEN JOYCE M. LUNOR
Looc, Mandaue City
09208150215
lunordoreenjoyce@yahoo.com

I. PERSONAL INFORMATION

NICKNAME: Joy
DATE OF BIRTH: January 04, 2002
AGE: 17 years old
CIVIL STATUS: Single
RELIGION: Roman Catholic
PASTIME ACTIVITIES: Watching K-dramas
FATHER’S NAME: Daniel Lunor
MOTHER’S NAME: Loila M. Lunor

II. EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: University of Cebu Lapu-Lapu and Mandaue

JUNIOR HIGH SCHOOL: Mandaue City Comprehensive National High School
ELEMENTARY SCHOOL: Mandaue City Central School

33
 JESSA E. SUMBILLA
Mactan proper, Lapu-Lapu City
09489319810
jessaruinasumbilla@gmail.com

I. PERSONAL INFORMATION

NICKNAME: Jess
DATE OF BIRTH: May 7, 2001
AGE: 17 years old
CIVIL STATUS: Single
RELIGION: Roman Catholic
PASTIME ACTIVITIES: Reading books
FATHER’S NAME: Felipe Sumbilla
MOTHER’S NAME: Carlita Sumbilla

II. EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: University of Cebu Lapu-Lapu and Mandaue

JUNIOR HIGH SCHOOL: Madrid National High School
ELEMENTARY SCHOOL: Bunga Elementary School

34