Learning a foreign language denotes learning how to read, listen, speak, and write in that dialect. The ability to read, speak and write well is not a naturally acquired skill; it is usually learned, thus, it must be practiced and learned through experience. This quasi-experimental study aimed at investigating the effectiveness of Input Hypothesis or Pre-reading, During Reading, and Post Reading Strategy to improve the English language proficiency, particularly reading, speaking, and writing skills of the Grade 10 students during the school year 2019-2020. Specifically, this study determined the level of English language proficiency of the students in the control and experimental groups during the pretest and posttest in terms reading, speaking, and writing. Data were analyzed and interpreted through descriptive statistics such as frequency and percentage, mean, and T-test. The Pearson Correlation was employed in determining the significant difference in reading, speaking, and writing of the students in the pretest and posttest.

In terms of the pre reading, during reading, and post reading used as an intervention or strategy, the result showed that it was effective with an excellent descriptive rating. The findings further suggested that teachers should intervene and engage the students into reading, speaking, and writing activities to ensure students’ high performance. Likewise, language literacy projects should be implemented to continuously assess the performance of the students in achieving English competencies.