Paglilinang ng mga Kasanayan at Pamamaraan ng Pagtuturo ng Wikang Filipino

ABSTRACT: Based on the findings, the following researchers conclude the following: Most Filipino teachersare between the ages of 31-40, female, with 10 or fewer years of teaching experience, Teacher III, and haveMasteral Units. Teachers fully agree to improve language teaching skills in Filipino based on teaching listening,speaking, reading, writing, pronunciation, literature, and media. Teachers fully use the methods of teachingFilipino in face-to-face classes based on Inductive Method, Deductive Method, Project Method, DiscoveryMethod, and Process Approach. There is no significant difference in the improvement of teaching skills inFilipino language and teaching methods in face-to-face classes among teachers based on age, gender, years ofteaching experience, school position, and academic level. However, there is a significant difference in teachingmethods in face-to-face classes based on gender and years of teaching experience using Inductive Method andDeductive Method. The action planwere recommended of the program or strategy designed to improve teachers’knowledge in improving teaching skills and methods of teaching Filipino in face-to-face classes. Based on thefindings and conclusions, the following recommendations are made: Teachers may enroll in a masteral programto advance their position in the school. Teachers should focus on teaching speaking to further enhance students’ability to speak. Through Learning Action Cells and Focal Group Discussions, teachers can showcase theirmethods in teaching Filipino in face-to-face classes. Encourage teachers to adapt to the needs of students.Schools may use the ambitious action plan. A comprehensive review of this study should be conducted tofurther enhance the improvement of teaching skills and methods of teaching Filipino in face-to-face classes.

KEYWORDS : level of comptenece, writing essay,Filipino Language, skills in writing