Table 3 Teachers Commitment in Teaching English

Instructional Tasks Demonstration of sensitivity to students ability to absorb content information Integration of sensitivity in his/her learning objectives Availability to students beyong official teaching hours Coordination to students needs with internal and external enabling groups. Supplementation of available resources Mean of Weighted Means WM VI

Scale Values: 5 Outstanding, 4 Very Satisfactory, 3 Satisfactory, 2 Fair, 1 - Poor

Table 4 Teachers Knowledge of the Subject in Teaching English

Instructional Tasks Explanation of subject matter with completely relying on the prescribed book Explanation of the subject matter with depth. Integration of topics discussed in the lesson and relating the topic being discussed in the top concepts previously learned by the students in the same course. Relating the subject matter to other pertinent topics. Relating problems and issues relevant to the topic(s) of discussion. Mean of Weighted Means WM VI

Scale Values: 5 Outstanding, 4 Very Satisfactory, 3 Satisfactory, 2 Fair, 1 - Poor

27 | STUDENTS PERCEIVE EFFECTIVENESS ON TEACHERS INSTRUCTIONAL TASK AND CLASSROOM PERFORMANCE IN TEACHING ENGLISH

Table 5 Teachers Independent Learning Tasks in Teaching English

Instructional Tasks Creation of teaching strategies that allows students to practice using concepts they need to understand (interactive discussion). Provision of exercises which develop analytical thinking among the students. Enhancement students self-esteem through the proper recognition of their abilities. Allowing students to create their own course with the use of well-defined objectives and realistic student-professor rules. Allowing students to make their own decisions and be accountable for their performance. Mean of Weighted Means WM VI

Scale Values: 5 Outstanding, 4 Very Satisfactory, 3 Satisfactory, 2 Fair, 1 - Poor

Table 6 Teachers Management of Learning in Teaching English

Instructional Tasks Creation of opportunities for extensive contribution of students. Assuming of roles as facilitator, resource, coach, inquisitor, integrator, referee in drawing students to contribute knowledge and understanding of the concepts at hand. Designing and implemetning learning conditions and experience that promotes healthy exchange and/or confrontations. Structuring learning and teaching-learning context to enhance attainment of learning objectives. Stimulation of desires and interest to learn more about the subject matter. WM VI

Scale Values: 5 Outstanding, 4 Very Satisfactory, 3 Satisfactory, 2 Fair, 1 - Poor

28 | STUDENTS PERCEIVE EFFECTIVENESS ON TEACHERS INSTRUCTIONAL TASK AND CLASSROOM PERFORMANCE IN TEACHING ENGLISH