Thesis on English Speaking Policy of SJTIT

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CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

English was first introduced to the Filipinos through the

American public school system and, for half a century, the

language was systematically promoted as a civilizing tool. Today,

beliefs and attitudes about English, as well as the various ways

in which the language is used, may be traced to the Filipino

experience of American Colonial Education. (Martin, 2012)

The 1987 Philippine Constitution states that “for purposes

of communication and instruction, the official language of the

Philippines are Filipino and, until otherwise provided by law,

English.” This law is carried out through DECS Order No. 52

series 1987, also known as the Bilingual Education Policy

(henceforth BEP) of the Department of Education (henceforth

DepEd), which was first introduced in 1974 and then re-issued

with minor modifications in 1987. The BEP aims to develop

bilingual Filipinos competent in both English and the national

language. This BEP is the recognized language-in-education policy

that is still in place today in the education sector.

On 17 May 2003, President Arroyo issued EO No. 210, which

aimed to establish a policy to strengthen the use of English as a

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medium of instruction because of the “need to develop the

aptitude, competence and proficiency of our students in the

English language to maintain and improve their competitive edge

in emerging and fast-growing local and international industries,

particularly in the area of Information and Communications

Technology.” (Arroyo, 2003)

In her 2006 SONA, Arroyo claimed success in the structural

reforms her government had implemented. She described having

coffee with a call centre agent as a touching experience: “I had

coffee with some call center agents last Labor Day. Lyn, a new

college graduate, told me, ‘Now I don’t have to leave the country

in order for me to help my family. Salamat po. (Thank you.)’ I

was so touched, Lyn, by your comments. With structural reforms,

we not only found jobs, but kept families intact.” (Arroyo, 2006)

Arroyo’s 2007 SONA had a more boastful tone when she

declared that the Philippines “ranks among top off-shoring hubs

in the world because of cost competitiveness and more importantly

our highly trainable, English proficient, IT-enabled management

and manpower” (Arroyo, 2007).

However, there is a widespread perception that English

language proficiency among the Filipinos is deteriorating.

Robert S. Keitel, Regional Employment Advisor of the United

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States Embassy in Manila, reports that only four percent of

Filipino applicants are hired by call centers while the remaining

ninety-six percent were not because of their “sub-standard

English skills” despite 400,000 graduates being produced every

year. Keitel (2008) notes the “mismatch between the call centers’

expectations of applicants and the preparedness of graduates from

Philippine HEIs”, thus forcing call centers to collaborate

closely with colleges and universities higher education

institutions or HEIs. Keitel writes: It has been an evolution for

academe to recognize that call center employment is an

appropriate career opportunity for their graduates. Such

recognition has necessitated changes in the curriculum.

Initially, one reaction was, “we speak English already... are we

not one of the largest English speaking countries in the world?”

Yes, Filipinos speak English but it is a variety called Filipino

English, and it is not the international (global) English

required for call center employment. (Keitel, 2008)

Marcelo (2010) states that, it used to be that the

Philippines’ biggest competitive advantage in the global job

market is the proficiency of our skilled workers in the English

language. This advantage, however, is fast being eroded by rising

competition from other countries coupled with declining mastery

of the English language by our college graduates.

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By these statements, it is rather important to stress out

the importance of the English language to schools in order to

enable college graduates to be globally competitive as they

venture the world of globalization. That is why; Saint Jude

Thaddeus Institute of Technology implemented an English speaking

policy on the school year 2010-2011 to make the institution a

training ground for language skill enhancement and to produce

globally competitive graduates.

The policy was proposed by the school president, Mr. George

M. Salabao and was implemented by the deans of the departments.

The way to learn and master of language is to use it – not

occasionally but regularly (Lorenzo & KC Shiota et.al., 2005). We

are in a world that is increasingly becoming competitive out

those who do not have core competencies or universally accepted

skills, not least on the aspect of language use. (Trailblaizer

et.al., 2001)

According to Eugene E. White, he stated that the law

proficiency performance of the students in the school evaluation

test, a failure which attribute largely to the students poor

English comprehension. In addition, White said through using the

language daily, the students acquire the skill almost

unconsciously, and definitely they can fashion their fluency to a

desired level over time.

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It is clear that English Language Proficiency plays a

significant role in the cause of globalization among students.

Because of that, there is a need to pursue this study in order to

assess the Impact of the English Speaking Policy to the First

Year and Second Year College and Grades Seven and Eight Students

of St. Jude Thaddeus Institute of Technology for they are

observed to achieve lesser impact of the said policy.

Statement of the Problem

This study aimed to ascertain the Impact of the English

speaking policy of St. Jude Thaddeus Institute of Technology

(SJTIT) to the First Year and Second Year College and Grade Seven

and Eight High School Students of SJTIT, Surigao City.

To perceive a clear understanding of the problem, the

following inquiry was taken into account:

1. What is the profile of the respondents in terms of:

A. High School Respondents

A1.1 Age ( ) 11 ( ) 12 ( ) 13 ( ) 14 ( ) 15

A1.2 Sex ( ) Male ( ) Female

A1.3 Language spoken at home

( ) Surigaonon ( ) Visaya

( ) Tagalog ( ) English

A1.4 Area of Residence ( ) Urban ( ) Rural

A1.5 Elementary school graduated from

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( ) Public ( ) Private

A1.6 Grade Level

( ) Grade Seven ( ) Grade Eight

B. College Respondents

B1.1 Age ( ) 16 ( ) 17 ( ) 18 ( ) 19 ( ) 20-above

B1.2 Sex ( ) Male ( ) Female

B1.3 Language spoken at home

( ) Surigaonon ( ) Visaya

( ) Tagalog ( ) English

B1.4 Area of Residence ( ) Urban ( ) Rural

B1.5 High school graduated from ( ) Public ( ) Private

B1.6 Course

( ) BEED ( ) BSCRIM ( ) BSIT ( ) BSCA ( ) BSBA ( ) BSED

B1.7 Year Level ( ) First Year ( ) Second Year

2. To what extent is the impact of the English speaking policy of

St. Jude Thaddeus Institute of Technology to the students in

terms of:

2.1 Academic Performance;

2.2 Social Relations;

2.3 Personal Development

3. Is there a significant difference on the impact of English

speaking policy of St. Jude Thaddeus Institute of Technology as

perceived by the First Year and Second Year College and Grade

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Seven and Grade Eight High School students when they are grouped

according to their profiled variables?

4. Based on the findings, an enhancement program was proposed.

Hypothesis

Problems 1, 2 and 4 are hypothesis free. Problem 3 is

hypothesized as:

HO. There is no significant difference on the Impact of

English Speaking Policy to the First Year and Second Year College

and Grade Seven and Grade Eight High School Students when they

are grouped according to their profiled variables.

Theoretical Framework

This study is anchored on the theory of Canale and Swain’s

(1983) Theory of Communicative Competence. The Theory of

Communicative Competence has four dimensions which are: 1.)

grammatical competence – the mastery of formal features of

language 2.) socio-linguistic competence – knowledge of the

socio- cultural rules of language use, 3.) discourse competence

or the knowledge/skill in making connection of a series of

utterances to form a unified whole both in spoken and written

language forms, and 4.) strategic competence or skill in the use

of appropriate strategy to compensate for whatever breakdown in

communication due to deficiency in other aspects of communicative

competence (Tabacug, 1990).

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By far the most important development in TESOL has been the

emphasis on a communicative approach in language teaching (Coste,

1976; Roulet, 1972; Widdowson, 1978). The one thing that everyone

is certain about is the necessity to use language for

communicative purposes in the classroom. Consequently, the

concern for teaching linguistic competence has widened to include

communicative competence, the socially appropriate use of

language, and the methods reflect this shift from form to

function.(Christina Bratt Paulston, "Introduction: English

Teaching as a Foreign or Second Language." Linguistic and

Communicative Competence. Multilingual Matters, 1992)

This theory supports the idea that English Speaking can

enhance the academic, social, and personal aspects of a student’s

life. This will also help the researcher evaluate the Impact of

the English Speaking Policy of St. Jude Thaddeus Institute of

Technology to the First Year College Students.

Conceptual Framework

Most researchers however, show clearly that the problem is

more likely the impact of the policy to the students.

When establishing English Only Policy, everyone must

consider the following mandate, rules and reminder (Beykont and

Crawford, et.al 1997)

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1. Always speak and participate in English.

2. Speak sentences in English.

3. Remind your friends to speak English.

Accordingly, students should be aware of the limitation

placed upon English only policies and keep such in mind when

considering the use of an actual implementation of an English

only policy (Estrada, E.J. and Lopez L.M., 1992). The fact that

English is the most significant language in the world in terms of

Economics; it makes the most influential and most valuable form a

certain perspective (Navarro, R.A., 2005).

This study aims to determine the impact of the English

Speaking Policy of St. Jude Thaddeus Institute of Technology to

the First Year and Second Year College and Grade Seven and Grade

Eight High School students of the institution. This conceptual

framework served as a guide in this present study.

1. Profile of the respondentsA. HIGH SCHOOLA1.1 AgeA1.2 SexA1.3 Area of ResidenceA1.4 Language spoken at homeA1.5 Elementary School graduated fromA1.6 Grade levelB. COLLEGEB1.1 AgeB1.2 SexB1.3 Area of ResidenceB1.4 Language spoken at homeB1.5 High school graduated fromB1.6 Year levelB1.7 Course

2. Extent of the Impact of the English Speaking Policy as perceived by the First Year and Second Year and Grade Seven and Grade Eight Students2.1 Academic Performance2.2 Social Relations2.3 Personal Development

3. An Enhancement Program

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Figure 1

Schematic Diagram of the Study

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Scope and Limitation of the Study

This study was conducted among the First Year and Second

Year College students and Grade Seven and Grade Eight High School

Students of St. Jude Thaddeus Institute of Technology, enrolled

in the Academic Year and School Year 2014-2015. The study was

conducted on the second semester of the academic year 2014-2015.

Significance of the Study

The findings of this study would be beneficial to the

following:

School Administrators – The result of this study would help

them identify the strengths and weaknesses of the said policy. It

will also serve as a basis for the improvement of the guidelines

on the policy. This study would equip them to properly motivate

students to speak English inside and even outside the campus.

Faculty – The findings of this study would help them carry

out their responsibilities as molders of minds and properly teach

and encourage their students in speaking English.

Students – This study would enable them to be more attentive

to their responsibilities as students and be more aware of the

trends of globalization and work better towards being globally

competitive persons.

Parents – This study would help them assess the progress of

their children towards the proficiency in English. It would

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awaken their consciousness of the English speaking policy imposed

by the institution.

Other researchers – this study would serve as a reference

and guide to those who will conduct future studies regarding the

impact of the English speaking policy.

Definition of Terms

To ensure better understanding in this study, the following

terms shall be defined conceptually and operationally:

Aptitude – the capacity of a person to do something well.

Bilingual education involves teaching academic content in

two languages, in a native and secondary language with varying

amounts of each language used in accordance with the program

model.

Communicative competence is a term in linguistics which

refers to a language user's grammatical knowledge of syntax,

morphology, phonology and the like, as well as social knowledge

about how and when to use utterances appropriately.

Competitive edge – the competitive advantages of a person.

Discourse competence - the knowledge/skill in making

connection of a series of utterances to form a unified whole both

in spoken and written language forms.

English proficient – a person skillful in the English

language.

http://en.wikipedia.org/wiki/Phonology

http://en.wikipedia.org/wiki/Morphology_(linguistics)

http://en.wikipedia.org/wiki/Syntax

http://en.wikipedia.org/wiki/Linguistics

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Fluency - speaking spontaneously and meaningfully with no

extensive pauses or excessive repetition.

Globalization – the cause of being adopted globally, in

terms of business or profession.

Grammatical Competence - the mastery of formal features of

language.

Language-in-education – The language used in teaching.

Mastery – the capacity of a person to be apt in an area.

Proficiency – the skillfulness of a person in an area.

Socio-cultural – this involves social and cultural factors.

Socio-linguistic competence – knowledge of the socio-

cultural rules of language use.

Strategic competence - skill in the use of appropriate

strategy to compensate for whatever breakdown in communication

due to deficiency in other aspects of communicative competence.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter contains the literature and studies, both local

and foreign, reviewed by the researchers which are related to

this research.

Related Literature

Foreign

Theorists and practitioners bring their own experiences and

perspectives to the situation thus, the definition of speaking

skills have many versions. Rivers (1972) states that speaking

means expression of metaphor, which illumines many aspects of our

foreign language situation. Speaking is vehicle of delivering

meaning which people do not realize they are using it. Language

is also a tool to deliver thinking, emotion and feeling and need

in order to communicate with each other.

To speak fluently and confidently in a variety of situations

is a central human need and an important goal of education.

Effective speakers of English have communicative oral competence.

This particular type of competence, according to Scarcella and

Oxford (1992), consists of linguistic/grammatical

competence in grammar, vocabulary and pronunciation;

pragmatic/sociolinguistic competence in appropriate use of

language for the context; discourse competence in coherence and

cohesion; and strategic competence in using communication

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strategies. Hedge (2000) adds fluency to the list, which is most

relevant to speech production.

Fluency is defined by Ellis and Sinclair (1989) as speaking

spontaneously and meaningfully with no extensive pauses or

excessive repetition. Hedge (2000: 261) is more specific in her

definition: "Fluency means responding coherently within the turns

of the conversation.- linking words and phrases, using

intelligible pronunciation and appropriate intonation, and doing

all of this without undue hesitation." Faerch, Haastrup and

Phillipson (1984 in Hedge 1993: 275) define fluency in terms of

competence as, "The speaker's ability to make use of whatever

linguistic and pragmatic competence they have." They include

three types of competence: semantic which links propositions and

speech acts to give coherence; lexical-syntactic which links

syntactical components and words and, thirdly, articulatory

fluency which links speech segments.

As Brown (1994) and Richards (1990) viewing, they divide

oral communication into monologues (planned and unplanned) and

dialogues (interpersonal and transactional). Interpersonal

conversation "lubricates the social wheels," (McCarthy 1991: 136)

develops social roles and relationships and is relatively

unpredictable. It ranges from an informal chat to a more formal

and predictable meeting or interview. Transactional

conversations, on the other hand, tend to be much more

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predictable as information is exchanged in order to fulfill a

need such as at a doctor's appointment or buying oranges at a

greengrocers' or a market stall. Other types of genre, such as

story narratives, have a predictable pattern and an example can

be found in Hedge (2000).

According to Nunan (1989) successful oral communication

involves a number of important features. These include the

development of fluency and the ability to manage both

transactional and interactional dialogues, using both fillers as

well as long and short turns. This negotiation of meaning

requires effective listening skills and speaking skills.

Furthermore, it includes successful articulation of sounds, as

well as "mastery of stress, rhythm, intonation patterns." (Hedge

2000:296).

Brown (1994) identified certain typical speaking

difficulties characteristics of spoken language that most

learners find difficult. The following features as typical

problem items: clustering of words into chunks, breath groups or

phrases; redundancy of language; reduced forms such as

contractions, elisions, reduced vowels; performance variables

such as hesitations, pauses, fillers, backtracking, and

corrections; colloquialisms, idioms, slang and colloquial

phrases; delivery speed; stress, rhythm, and intonation (as

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English is stress-timed intonation patterns convey important

messages) and interaction with conversational negotiation.

Martin Bygate, Speaking (1987), whose theoretical inputs

concerning the elements of speaking will be analyzed and their

views compared. There are two basic aspects that Bygate

distinguishes when considering the skill of speaking. These

include the knowledge of the language and the skill in using this

knowledge. The knowledge of producing the language has to be used

in different circumstances as they appear during a conversation

by means of the skill. The ability to use the knowledge requires

two kinds of skills, according to Bygate - production skills, and

interaction skills.

Production skills involve two aspects - facilitation and

compensation, brought about by processing conditions. Both

devices help students, besides making the oral production easier

or possible, sound more naturally. Interaction skills, on the

other hand, involve routines and negotiation skills. Routines

present the typical patterns of conversation including

interaction and information routines. Negotiation skills serve as

a means for enabling the speaker and listener to make themselves

clearly understood. This is achieved by two aspects: management

of interaction and turn-taking.

Jeremy Harmer, The Practice of English Teaching (2001),

discussing the elements of speaking that are necessary for fluent

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oral production, distinguishes between two aspects - knowledge of

"language features", and the ability to process information on

the spot, it means "mental/social processing".

In order to wage a successful language interaction, it is

necessary to realize the use of the language features through

mental/social processing-with the help of the rapid processing

skills’, as Harmer calls them (p.271).‘Mental/social processing

includes three features language processing, interacting with

others, and on-the-spot information processing.

In order to speak, according to Swain's Comprehensible

Output Hypothesis, referred to Task-based learning, learners must

practice speaking. On the basis of this hypothesis, Skehan (1996)

identifies six purposes for output. These include to negotiate

meaning and thus improve input, to attend to syntactic accuracy;

to check predictions and hypothesis; to promote automaticity; to

understand and manage discourse, and, lastly, to express personal

opinions in a personal voice.

Local

The Department of Education (DepEd) said that it was seeing

improvement from its efforts to improve English proficiency among

public school students if students’ performance in achievement

tests is to be considered.

Education Secretary Jesli Lapus said that the department was

also pursuing its programs to further improve English proficiency

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by pushing ahead with its National English Proficiency Program

(NEPP) to strengthen its Teachers Mentoring Teachers program.

Under the program, a total of 10,500 teachers and school

administrators have trained on English proficiency for this year.

Lapus noted that there was continuous improvement in the

performance of students in the National Achievement Test (NAT)

within the five-year analysis particularly in English subject.

“We recognize English proficiency is critical in learning as

other key subjects such as Science and Mathematics use English in

textbooks and other reference materials,” said Lapus.

“Filipinos’ edge in the English language is also vital as

more work opportunities here and abroad place premium on language

skills,” Lapus assured.

It will be recalled that Andrew King, country director of

IDP Education Philippines, a group accredited by the Australian

government to administer the International English Language

Testing System (IELTS) exam to Filipinos who seek to enter

Australia as workers, migrants or students in its universities,

recently revealed a seeming drop in Filipinos’ proficiency in

English from the results of Filipino takers of the IELTS they

administered in 2008.

In the IDP Education Pty. Ltd’s review of IELTS results they

had administered in countries all over the world for 2008, he

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said that the Philippines’ average overall score was 6.69, which

was below the 7 passing score of the Australian government.

In their analysis of the results and the Philippines’ system

of English instruction in schools, King said that the

deteriorating level of English proficiency could be attributed to

the deficiencies in the proficiency of the teachers teaching

English as well as the poor quality of resources or textbooks

being used in schools. (The Philippine Star, 2009)

With catching up in terms of English proficiency skills,

there is a need to continuously improve the country’s

competitiveness in English proficiency if it wants to stay as one

of the most attractive areas for business process outsourcing

(BPO) investment, national Economic Development Authority (NEDA)

director general Augusto Santos said Tuesday in press briefing in

Malacanang.

He said the country has to remain competitive in terms of

English proficiency as China, which has as advantage in terms of

manpower is already catching up. It’s a world of competition, a

global community, Santos said.

The NEDA chief said although there is still no cause for

alarm, there should be continuous improvement in English

proficiency to ensure country remains highly competitive.

Aside from the BPO industry, Filipinos are easily hired

abroad because their English proficiency skills are higher than

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those from workers in neighboring countries. English is the

number one language in the entire world. If we want to increase

competitiveness, we Filipinos have to continuously improve our

proficiency in English: Santos said.

Santos said a recent study showed that China is moving to

boost the English proficiency of its people. “We have to continue

beefing up our English proficiency skills,” he stressed.

MBC President Ramon del Rosario said the move to improve

English proficiency is largely market-driven due to the rise in

the business process outsourcing (BPO) industry in the

Philippines.

He said the business sector is addressing the problem by

pushing for the improvement of the overall quality of education

in the country. He added that English proficiency is advantageous

not just to the BPO industry but also to the local tourism sector

especially with more English-speaking tourists going to the

Philippines. (DAVID DIZON, abs-cbnNEWS.com, 2008)

Granted that English is a second language to the vast

majority of the Filipinos, therefore, is it fair to expect a

college educated Filipino to be fluent in English, or is it not?

If a Filipino is not fluent in English, should that Filipino be

required to take remedial English classes before that nurse can

be hired overseas? - (Daly City, 2008)

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The Department of Education reported that 80 percent of

secondary school teachers in the Philippines failed in an English

proficiency test in 2007. So where is the veracity of those

claims that the Philippines have a substantial pool of English-

proficient workers?

Aside from its bountiful natural resources, the other main

wealth of the Philippines is perhaps its people. Despite the

poverty and corruption that still pervade in the country, the

current generation of Filipinos has ably demonstrated they can

surpass the achievements of their elders and raise the standard

of living in the country. If not for the youth, the country would

not have made a name in the outsourcing business. Their exposure

to global cultures and practices has also pushed them to apply

these yardsticks in their own country, spurring improvement and

innovations.

Some parochial nationalists argue that this is just fine

with them; let the nation build its future on a local Malay-based

language such as Tagalog. What they overlook is that the majority

of educated Filipinos has been writing in English or has been

translated into English from Spanish for well over a century.

Today the large majority of Filipino writers, historians,

scholars and journalists are working almost entirely in English.

English is very much part and parcel of the Philippine's national

birthright.

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Unfortunately for the ardent nationalists, the sheer

practicality of trying to acquire a college graduate level

education in the humanities solely in Filipino is not feasible.

Young people in third world countries, especially in the

case of the Philippines, can spurn the serious study of foreign

languages in the name of national sovereignty but ironically they

will end up sacrificing a large portion of their own national

memory and individual heritage.

A nation that forgets its past identity and place in world

history is ill-prepared for the inevitable challenges of future

colonial pressures. Pop culture flooding the Philippines from

other Asian countries is as shallow as anything Hollywood churned

out in the 1950s.

Filipino regional languages and their many spoken dialects

are beautiful and deeply expressive of local cultures and the

modern Philippine nation. They represent ancient and modern oral

and written traditions which capture the finest nuances of the

Filipino character and the Filipino world. However, as is true in

all parts of the world, local languages are dying off or being

hybridized at a rapidly increasing rate.

The current government policy seems to give every poor

Filipino a bit of fractured English and send them on their way

abroad, hopefully to earn foreign exchange. No class of people

should be groomed to be overseas workers; they need jobs here at

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home, near their families, in the country they love. The high

social cost of this public policy is broken homes, not to mention

that intelligent and motivated citizens are being forced overseas

when they should be home mentoring their children.

Tremendous resources, local and foreign, are now being spent

on teaching English to impoverished elementary school kids. The

current mantra being that English is one's passport out of the

Philippines to high-paying jobs. It would be better to strongly

promote English for high school and college students, especially

reading and writing skills, so they can build a strong new nation

from within, on their own terms.

High-quality text books, instructional material, libraries

and reading centers should be available in every high school and

college with standardized testing and mandatory reading

assignments. Not only English but Chinese and Spanish should be

promoted by the Board of Education. For the evolving Philippine

middle class this would create a new generation of highly

articulate readers and writers with excellent abilities to

access information and form critical opinions and thoughtful

analysis of their society and leaders. (Jonathan Best in Business

World 2007)

According to Mr. Angelo Garcia, every year, thousands of

young Filipino graduates end up jobless, no matter what

university they came from. The battle of who knows more and who

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is best among these graduates in their chosen field is not the

only basis that any company is looking for and when applying for

a job, good communication skills is in English a requirement.

"Language is now considered a skill," says Test of English for

International Communication's (TOEIC) Bambina Buenaventura.

According to her, big companies, both here and abroad, are

now looking for good English communication skills among potential

employees. Sadly, these companies are disappointed.

English has been dubbed as the “language of the world”. Over

a billion people in the world have considered English as their

second tongue. Filipinos are expected to arm themselves with

English to communicate with the world.

Related Studies

Foreign

The study is about Teachers’ sense of self-efficacy; English

proficiency and instructional strategies which show that novice

Iranian EFL teachers feel more efficacious in applying

instructional strategies than in managing an EFL class.

They also perceive their efficacy to motivate and engage

students to learn English not as high as their efficacy for

instructional strategies. Second, the teachers perceive their

reading skill to be the most highly developed language skill and

listening to be the least developed language skill. Third, the

teachers report that their use of grammatically oriented

26

strategies is lower than that of communicatively oriented

strategies.

The most important finding was the positive relationship

between perceived level of language proficiency and sense of

self-efficacy. The higher the teachers’ perceived proficiency in

language skills, the more efficacious they felt.

Moreover, the higher the teachers’ sense of self- efficacy

the more tendencies they had to use communicative-based

strategies in their classes and inclination to focus more on

meaning rather than accuracy. This result is different from the

findings of other studies (Chacón, 2005; Sato, 2005), which show

grammar was the central focus of EFL teachers’ instructional

activities.

This study adds to the previous literature by examining the

relationships among teachers’ sense of efficacy and other

factors. However, this is a new contribution to the field of

teacher-efficacy since self-efficacy of foreign language teachers

in general, and an EFL teacher in particular, is an understudied

area of research. Furthermore, this study was conducted to fill

in the gap in the literature and to study the relationship of

language proficiency of EFL teachers and their sense of self-

efficacy.

Based on the premise that teachers are key agents of change

(Ghaith & Shaaban, 1999) and that their self-efficacy should be

27

considered in the successful implementation of educational

practice, these findings suggest implications for programs

concerned with professional development of teachers. School

administrators should develop intervention programs either to

maintain or enhance teachers’ sense of efficacy. Since language

proficiency was related to a teachers’ sense of self efficacy, it

is suggested that teacher education programs and schools provide

English language enhancement classes for EFL teachers in order

for them to maintain or improve their language proficiency. EFL

teachers require adequate preparation in all four skills so that

they build a strong sense of efficacy to use the language and

engage students in learning English.

Further research is needed in order to determine the various

factors that contribute to teachers’ sense of efficacy. The

teaching experience of the teachers in this study ranged from 1-5

years.

Further research is needed to examine how years of

experience influence the development of teachers’ sense of

efficacy and under what conditions efficacy is maintained and

enhanced. More specifically, it would be useful to examine the

role of such factors as teachers’ English language enhancement,

professional preparation, readiness to teach, and in-service

training in maintaining and enhancing teachers’ sense of

efficacy.

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Local

English proficiency of Filipinos has recovered and

improved in the last two years, especially in the fields of

written and spoken English, a study by research outfit Social

Weather Stations (SWS) said Thursday. The survey, conducted from

March 30 to April 2, 2008, showed that the ability of Filipinos

to write in English improved from 48 percent in March 2006 to 61

percent in April 2008. Filipinos' proficiency in spoken English

also improved from 32 percent in March 2006 to 46 percent in

April 2008.

Filipinos’ understanding of spoken and written English also

improved in April and even surpassed previous levels set 15 years

ago. The SWS said Filipino adults understanding of spoken English

was at 75 percent in December 1993, dipped to 65 percent in March

2006 and went back up to 76 percent in April 2008. Filipinos who

read in English also started high at 73 percent in December 1993,

dipped to 65 percent in March 2006 and improved to 75 percent in

April 2008.

Filipinos' ability to think in English also improved from 27

percent in March 2006 to 38 percent in April 2008. SWS president

Mahar Mangahas said the improvement in Filipinos' English

proficiency shows a greater awareness among Filipinos to improve

their skills in written and spoken English. "The most important

finding is that there is an improvement in all the expected

29

properties. This is all age groups, of different classes and

sectors. These are the people actively thinking of improving

themselves. They are drawing from their own foundation and

improving themselves first," he told reporters. He added that the

increasing dependence on the Internet is also pushing people to

review their English skills.

The survey said eight percent of the Filipino adults polled

claimed they made full use of the English language; 39 percent

said they made fair use of the English language; 29 percent said

they made partial use of the English language, and 17 percent

said they made almost no use of the English language.

The SWS interviewed 1,200 respondents nationwide for the

survey, which was conducted for the Promoting English Proficiency

Project of the American Chamber of Commerce in the Philippines

and the Makati Business Club (MBC).

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design, research locale,

respondents of the study, the research instrument, sampling

design, and the statistical treatment of the data gathered.

Research Design

30

The Impact of the English Speaking Policy of St. Jude

Thaddeus Institute of Technology to the First Year and Second

Year College and Grade Seven and Grade Eight Students of the

current school year was determined and described. Also, the

significant difference on the Impact of English Speaking Policy

to the First Year and Second Year College and Grade Seven and

Grade Eight High School Students when they are grouped according

to their profiled variables was ascertained. Thus, descriptive

method was used in this study.

Determination of Sample Size

The total population of the Grade Seven and Grade Eight High

School Students, and First Year and Second Year College students

of St. Jude Thaddeus Institute of Technology is 247. The Estimate

Proportion feature of the Statdisk software was used to determine

the sample size. The sample size is 151.

Sampling Design and Technique

The sampling technique that was used is the Stratified

Random Sampling Technique to ensure that the respondents will be

represented according to their respective departments.

The Respondents

The respondents of this study were the First Year and Second

Year College and Grade Seven and Grade Eight High School Students

31

of St. Jude Thaddeus Institute of Technology in the academic year

2014-2015 and school year 2014-2015, respectively.

Research Instrument

The researchers made a questionnaire that was given to the

respondents; the first part of the questionnaire consists of the

profile of the respondents; the second part consist of the

extent of the Impact of the English Speaking Policy to the

respondents in terms of the academic performance, social

relations and their personal development.

Validation of the Instrument

The research instrument that the researchers used was

validated by the research experts.

Data Gathering Procedure

Seeking Permission conduct the study. The researchers’

first job was to ask permission to the Vice President for

Academic Affairs as well as to the High School Principal and the

Department Heads to allow the researchers to administer the

distribution and retrieval of the questionnaire from the

respondents, which are the Grade Seven, Grade Eight, First Year

College and Second Year, High School and College Students,

respectively.

Preparation of the Questionnaire. After the formulation of

the questionnaire, the questionnaire was checked and validated by

the researchers’ instructor in this subject.

32

Data Processing Method. After the validation of the

questionnaire, the researchers conducted the survey to the

sample. The questionnaires were recovered and collected, then the

answers were tallied according to each item and the data were

prepared for the statistical treatment.

Statistical Treatment

The following statistical techniques were used for the

analysis and interpretation of data.

Frequency Count and Percentage was used to analyze the data

related to problem number 1, the profile of the respondents of

the sample from the First Year and Second Year College and Grade

Seven and Grade Eight High School Students of St. Jude Thaddeus

Institute of Technology in terms of: Age, Sex, Area of Residence,

Elementary/High School Graduated, Language Spoken at home, Course

and Grade/Year Level.

Arithmetic Mean and Standard Deviation was used to determine

the extent of the Impact of the English Speaking Policy of St.

Jude Thaddeus Institute of Technology to the respondents in terms

of their: Academic Performance, Social Relations and Personal

Development.

Analysis of Variance (ANOVA) was used to test the

significant difference on the Impact of the English Speaking

33

Policy to the First Year and Second Year College and Grade Seven

and Grade Eight High School students.

The following parameters shall be used in the collection of

data in problem 2:

Scale Range Interpretation

5 4.20-5.00 Strongly Agree

4 3.40-4.19 Agree

3 2.60-3.39 Moderately Agree

2 1.80-2.59 Disagree

1 1.00-1.79 Strongly Disagree

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the

following data gathered from the research questionnaire relative

to the research subjects of this study. It presents the

34

demographic profiles of the respondents such as Age, Sex,

Language Spoken at Home, Area of Residence, Elementary

School/High School Graduated From, Course, and Grade/Year Level.

Furthermore, this chapter also discusses the impact of the

English Speaking Policy as perceived by the respondents in terms

of their academic performance, social relations, and personal

development. It further presents whether the impact of the

English Speaking Policy are affected by their demographic

profiles.

The data are presented using tables in accordance to the

sequencing of the sub-problems under the Statement of the Problem

portion in Chapter 1.

The profile of the respondents is looked upon in terms of

Age, Sex, Language Spoken at Home, Area of Residence, Elementary

School/High School Graduated From, Course, and Grade/Year Level.

Table 1 presents the demographic profiles of the high school

respondents.

Table 1Profile of the High School Respondents as to Age, Sex, Language

Spoken at Home, Area of Residence, Elementary SchoolGraduated From and Grade Level

Profile Frequency %

Age1. 13 years old 3 33.32. 14 years old 5 55.6

35

3. 15 years old 1 11.1Sex

1. Male 5 55.62. Female 4 44.4

Language Spoken at Home1. Surigaonon 9 100.0

Area of Residence1. Urban 4 44.42. Rural 5 55.6

Elementary School Graduated From1. Public 5 55.62. Private 4 44.4

Grade Level1. Grade 7 5 55.62. Grade 8 4 44.4

Total Number of Respondents 9

Table 1 showed that there were 9 high school respondents. 3

or (33.3%) were in the age 13 years old, 5 or (55.6%) were in the

age 15 years old, 1 or(11.1%) was in the age 15 years old; As to

sex, 5 or (55.6%) were males and 4 or (44.4%) were females. As to

the language spoken at home, 9 or (100.0%) speak Surigaonon at

home. As to the area of residence, 4 or (44.4%) lived in the

urban area, while 5 or (55.6%) lived in the rural area. As to the

elementary school graduated from, 5 or (55.6%) graduated in

Public Elementary Schools while or 4 or (44.4%) graduated in

Private Elementary Schools. Furthermore, the table also shows

that 5 or (55.6%) of the respondents were Grade 7 while 4 or

(44.4%) of them were Grade 8.

36

Table 2 presents the demographic profiles of the college

respondents.

Table 2Profile of the College Respondents as to Age, Sex, Language

Spoken at Home, Area of Residence, High SchoolGraduated From and Year Level

Profile Frequency %Age

1. 16 years old 8 5.62. 17 years old 43 30.3

37

3. 18 years old 38 26.84. 19 years old 35 24.65. 20- above 18 12.7

Sex1. Male 59 41.52. Female 83 58.5

Language Spoken at Home1. Surigaonon 116 81.72. Visaya 26 18.3

Area of Residence1. Urban 115 81.02. Rural 27 19.0

High School Graduated From1. Public 125 88.02. Private 17 12.0

Course1. BEED 21 14.82. BSCrim 56 39.43. BSCA 41 28.94. BSBA 16 11.35. BSIT 6 4.26. BSED 2 1.4

Year Level1. First Year 78 54.92. Second Year 64 45.1

Total Number of Respondents 142

Table 2 showed that there were 142 college respondents. 8 or

(5.6%) out of 142 were in the age 16 years old, 43 or (30.3%)

respondents were in the age 17 years old, 38 or (26.8%) of them

were in the age 18 years old, 35 or (24.6%) of them were in the

age 19 years old and 18 or (12.7%) of them were in the age 20

years old -above; As to sex, 59 or (41.5%) were males and 83 or

38

(58.5%) were females; As to the language spoken at home, 116 or

(81.7%) speak Surigaonon at home while 26 or (18.3%) speak

Visaya; As to the area of residence, 115 or (81%) lived in the

urban area, while 27 or(19%) lived in the rural are; As to the

high school graduated from, 125 or (88.0%) graduated from Public

High Schools while 17 or (12.0%) graduated from Private High

Schools. Furthermore, the table also showed that 21 or (14.8%) of

the respondents were taking BEED, 56 or (39.4%) were taking

BSCrim, 41 or (28.9%) were taking BSCA, 16 or (11.3%) were taking

BSBA, 6 or (4.2%) were taking BSIT, and 2 or (1.4%) were taking

BSED. And also, 78 or (54.9%) were First Year Students and 64 or

(45.1%) were Second Year Students.

Table 3 presents the mean distribution of the high school

respondents’ perception towards the impact of the English

Speaking Policy of St. Jude Thaddeus Institute of Technology in

terms of their academic performance.

Table 3Mean Distribution of the High School Respondents’ Perception on the Impact of the English Speaking Policy of St. Jude Thaddeus

Institute of Technology as to the Academic Performance

Academic Performance Mean Standard Deviation

Verbal Description

1. English Speaking improves vocabulary and grammar

4.00 0.87 Agree

2. Helps participate in any oral activities 3.56 0.73

Agree

39

3. English speaking policy enhances writing and listening skills

3.67 0.71Agree

4. Helps me get good grades 3.67 0.71 Agree5. Speaking English enables me

to understand other subjects with English as the medium of instruction

3.67 0.71

Agree

6. English speaking improves my performance in other subjects

4.00 0.71Agree

7. English speaking enables me to understand written outputs in English.

3.89 0.93Agree

8. English speaking helps me in presenting reports in English.

3.56 1.00Agree

9. I can convey my ideas before my classmates in English. 3.78 0.67

Agree

10. English Speaking helps in enhancing my language proficiency.

3.67 0.87Agree

Overall mean 3.74 Agree

As shown in table 3, Item 1, English Speaking improves

vocabulary and grammar, got a mean of 4.00 with a standard

deviation of 0.87, with a verbal description of Agree. Item 2,

Helps participate in any oral activities, got a mean of 3.56 with

a standard deviation of 0.73, with a verbal description of Agree.

Item 3, English speaking policy enhances writing and listening

skills, got a mean of 3.67 with a standard deviation of 0.71,

with a verbal description of Agree. Item 4, Helps me get good

grades, got a mean of 3.67 with a standard deviation of 0.71,

with a verbal description of Agree. Item 5, Speaking English

enables me to understand other subjects with English as the

40

medium of instruction, got a mean of 3.67 with a standard


English speaking improves my performance in other subjects, got a

mean of 4.00 with a standard deviation of 0.71, with a verbal

description of Agree. Item 7, English speaking enables me to

understand written outputs in English, got a mean of 3.89 with a

standard deviation of 0.93, with a verbal description of Agree.

Item 8, English speaking helps me in presenting reports in

English, got a mean of 3.56 with a standard deviation of 1.00,

with a verbal description of Agree. Item 9, I can convey my ideas

before my classmates in English, got a mean of 3.78 with a


Item 10, English Speaking helps in enhancing my language

proficiency, got a mean of 3.67 with a standard deviation of

0.87, with a verbal description of Agree.

As a summary, Item 1, English Speaking improves vocabulary

and grammar, and item 6, English speaking improves my performance

in other subjects, got the highest mean of 4.00 with a standard

deviation of 0.87 and 0.71 respectively, with a verbal

description of Agree. Item 2, Helps participate in any oral

activities, and item 8, English speaking helps me in presenting

reports in English, got the lowest mean of 3.56 with standard

deviation of 0.73 and 1.00, respectively.

41

The perception of the high school respondents about the

impact of the English Speaking Policy in terms of their academic

performance got an over-all mean of 3.74, with a verbal

description of Agree.

Table 4 presents the mean distribution of the perception of

the college respondents towards the impact of the English

Speaking Policy in terms of their academic performance.

Table 4Mean Distribution of the College Respondents’ Perception on the

Impact of the English Speaking Policy of St. Jude Thaddeus Institute of Technology as to the Academic Performance

Academic Performance Mean Standard Deviation

Verbal Description

1. English Speaking improves vocabulary and grammar 4.06 0.94

Agree

2. Helps participate in any oral activities 3.83 0.89

Agree

3. English speaking policy 3.86 0.99 Agree

42

enhances writing and listening skills

4. Helps me get good grades 3.81 1.07 Agree5. Speaking English enables me to

understand other subjects with English as the medium of instruction

4.01 0.88

Agree

6. English speaking improves my performance in other subjects 4.06 0.79

Agree


3.91 0.97Agree

8. English speaking helps me in presenting reports in English. 3.96 0.90

Agree

9. I can convey my ideas before my classmates in English. 3.73 0.81

Agree


4.13 0.89Agree

Over-all mean 3.67 Agree

As shown in table 4, Item 1, English Speaking improves



Helps participate in any oral activities, got a mean of 3.83 with


Item 3, English speaking policy enhances writing and listening

skills, got a mean of 3.86 with a standard deviation of 0.99,

with a verbal description of Agree. Item 4, Helps me get good

grades, got a mean of 3.81 with a standard deviation of 1.07,

with a verbal description of Agree. Item 5, Speaking English

enables me to understand other subjects with English as the

medium of instruction, got a mean of 4.01 with a standard


43

English speaking improves my performance in other subjects, got a


description of Agree. Item 7, English speaking enables me to

understand written outputs in English, got a mean of 3.89 with a


Item 8, English speaking helps me in presenting reports in


with a verbal description of Agree. Item 9, I can convey my ideas

before my classmates in English, got a mean of 3.73 with a


Item 10, English Speaking helps in enhancing my language

proficiency, got a mean of 4.13 with a standard deviation of

0.89, with a verbal description of Agree.

As a summary, Item 10, English Speaking helps in enhancing

my language proficiency, got the highest mean of 4.13 with a


Item 9, I can convey my ideas before my classmates in English,

got the lowest mean of 3.73 with a standard deviation of 0.81,

with a verbal description of Agree.

The perception of the college respondents about the impact

of the English Speaking Policy in terms of their academic



44


respondents about the impact of the English Speaking Policy of

St. Jude Thaddeus Institute of Technology in relation to their

social relations.


Institute of Technology as to Social Relations

Social Relations Mean Std. Deviation

Verbal Description

1. Communicate to people both local and foreign 4.11 0.93

Agree

2. I can speak English in front of other people 3.78 0.67

Agree

3. Shares ideas to other people using the English language 3.67 0.71

Agree

45

4. Helps me to socialize better with other people 3.44 0.73

Agree

5. I can understand other people who speak English. 3.33 0.87

Moderately Agree

6. I can translate English language to Filipino or our regional dialect.

3.89 0.93Agree

7. I can help others who have difficulty in English speaking.

3.44 1.13Agree

8. Through English speaking I can make new friends and acquaintances.

3.44 0.88Agree

9. English speaking helps me understand concepts conveyed by other people.

3.44 0.73Agree

10. I can become a good acquaintance to other people. 4.11 1.05

Agree


As shown in table 5, Item 1, Communicate to people both

local and foreign, got a mean of 4.11 with a standard deviation

of 0.93, with a verbal description of Agree. Item 2, I can speak

English in front of other people, got a mean of 3.78 with a


Item 3, Shares ideas to other people using the English language,

got a mean of 3.67 with a standard deviation of 0.71, with a

verbal description of Agree. Item 4, Helps me to socialize better

with other people, got a mean of 3.44 with a standard deviation

of 0.73, with a verbal description of Agree. Item 5, I can

understand other people who speak English, got a mean of 3.33

with a standard deviation of 0.87, with a verbal description of

Moderately Agree. Item 6, I can translate English language to

46

Filipino or our regional dialect, got a mean of 3.89 with a


Item 7, I can help others who have difficulty in English

speaking, got a mean of 3.44 with a standard deviation of 1.13,

with a verbal description of Agree. Item 8, Through English

speaking I can make new friends and acquaintances, got a mean of

3.44 with a standard deviation of 0.88, with a verbal description

of Agree. Item 9, English speaking helps me understand concepts

conveyed by other people, got a mean of 3.44 with a standard

deviation of 0.73, with a verbal description of Agree. Item 10, I

can become a good acquaintance to other people, got a mean of

4.11 with a standard deviation of 1.05, with a verbal description

of Agree.

As a summary, Item 10, I can become a good acquaintance to

other people, and item 1, Communicate to people both local and

foreign got the highest mean of 4.11 with a standard deviation of

1.05 and 0.93 respectively, with a verbal description of Agree.

Item 5, I can understand other people who speak English, got the

lowest mean of 3.33 with a standard deviation of 0.87, with a

verbal description of Moderately Agree.


impact of the English Speaking Policy in terms of their social

47

relations got an over-all mean of 3.67, with a verbal description

of Agree.

Table 6 presents the mean distribution of the college

respondents’ perception towards the impact of the English


terms of their social relations.


Impact of the English Speaking Policy of St. Jude Thaddeus Institute of Technology as to Social RelationsSocial Relations Mean Std.

DeviationVerbal

Description1. Communicate to people both

local and foreign 3.91 0.98Agree

2. I can speak English in front of other people 3.66 0.99

Agree

3. Shares ideas to other people using the English language 3.86 0.86

Agree

4. Helps me to socialize better 3.77 0.96 Agree

48

with other people5. I can understand other people

who speak English. 3.79 1.16Agree


3.63 1.04 Agree


3.48 1.07

Agree


3.36 1.00Moderately

Agree


3.67 1.05Agree

10. I can become a good acquaintance to other people. 3.77 0.93

Agree


As shown in table 6, Item 1, Communicate to people both

local and foreign, got a mean of 3.91 with a standard deviation

of 0.98, with a verbal description of Agree. Item 2, I can speak

English in front of other people, got a mean of 3.67 with a


Item 3, Shares ideas to other people using the English language,


verbal description of Agree. Item 4, Helps me to socialize better

with other people, got a mean of 3.77 with a standard deviation

of 0.96, with a verbal description of Agree. Item 5, I can

understand other people who speak English, got a mean of 3.79


Agree. Item 6, I can translate English language to Filipino or

49

our regional dialect, got a mean of 3.63 with a standard


can help others who have difficulty in English speaking, got a


description of Agree. Item 8, Through English speaking I can make

new friends and acquaintances, got a mean of 3.36 with a standard

deviation of 1.00, with a verbal description of Moderately Agree.

Item 9, English speaking helps me understand concepts conveyed by

other people, got a mean of 3.68 with a standard deviation of

1.06, with a verbal description of Agree. Item 10, I can become a

good acquaintance to other people, got a mean of 3.77 with a


As a summary, Item 1, Communicate to people both local and

foreign got the highest mean of 3.91 with a standard deviation of

0.98 and with a verbal description of Agree. Item 8, Through

English speaking I can make new friends and acquaintances, got

the lowest mean of 3.36 with a standard deviation of 1.00, with a



of the English Speaking Policy in terms of their social relations

got an over-all mean of 3.69, with a verbal description of Agree.


respondents’ perception about impact of the English Speaking

50

Policy of St. Jude Thaddeus Institute of Technology in terms of

their personal development.


Institute of Technology as to Personal Development

Personal Development Mean Std. Deviation

Verbal Description

1. Speaking English develops my self confidence. 4.00 0.87

Agree

2. I can speak English without hesitation. 3.11 0.60

Moderately Agree

3. I don’t experience stage fright or resentment because of speaking English.

3.33 0.71Moderately

Agree

4. I can speak English with a neutralized accent. 2.88 0.33

Moderately Agree

5. English speaking helps develop 3.33 1.00 Moderately

51

my self-esteem. Agree6. English speaking helps me

become a better person. 3.44 1.01Agree

7. I can reflect on principles/norms that are spoken or written in English.

3.00 1.32Moderately

Agree

8. English speaking helps me study efficiently. 3.11 1.05

Moderately Agree

9. I can make my ideas organized through English. 3.44 0.73

Agree

10. English speaking develops my self-efficacy. 3.78 0.97

Agree

Over-all mean 3.34 Moderately Agree

As shown in table 7, Item 1, Speaking English develops my

self confidence, got a mean of 4.00 with a standard deviation of

0.87, with a verbal description of Agree. Item 2, I can speak

English without hesitation, got a mean of 3.11 with a standard

deviation of 0.60, with a verbal description of Moderately Agree.

Item 3, I don’t experience stage fright or resentment because of

speaking English, got a mean of 3.33 with a standard deviation of

0.71, with a verbal description of Moderately Agree. Item 4, I

can speak English with a neutralized accent, got a mean of 2.88


Moderately Agree. Item 5, English speaking helps develop my self-

esteem, got a mean of 3.33 with a standard deviation of 1.00,

with a verbal description of Moderately Agree. Item 6, English

speaking helps me become a better person, got a mean of 3.44 with


52

Item 7, I can reflect on principles/norms that are spoken or

written in English, got a mean of 3.00 with a standard deviation

of 1.32, with a verbal description of Moderately Agree. Item 8,

English speaking helps me study efficiently, got a mean of 3.11


Moderately Agree. Item 9, I can organize my ideas through


with a verbal description of Agree. Item 10, English speaking

develops my self-efficacy, got a mean of 3.78 with a standard

deviation of 0.97, with a verbal description of Agree.

As a summary, Item 1, Speaking English develops my self

confidence, got the highest mean of 4.00 with a standard


can speak English with a neutralized accent, got the lowest mean

of 2.88 with a standard deviation of 0.33, with a verbal

description of Moderately Agree.


impact of the English Speaking Policy in terms of their personal

development got an over-all mean of 3.34, with a verbal

description of Moderately Agree.

Table 8 presents the mean distribution of the perception of

the college respondents about the impact of the English Speaking

53

Policy of St. Jude Thaddeus Institute of Technology in terms of

their personal development.


Impact of the English Speaking Policy of St. Jude Thaddeus Institute of Technology as to Personal Development

Personal Development Mean Std. Deviation

Verbal Description

1. Speaking English develops my self confidence. 4.09 1.07

Agree

2. I can speak English without hesitation. 3.53 0.86

Agree

3. I don’t experience stage fright or resentment because of speaking English.

3.30 0.92Moderately

Agree

4. I can speak English with a neutralized accent. 3.45 0.86

Agree

5. English speaking helps develop 3.89 0.99 Agree

54

my self-esteem.6. English speaking helps me

become a better person. 3.95 0.98Agree


3.60 0.98Agree

8. English speaking helps me study efficiently. 3.65 1.03

Agree

9. I can make my ideas organized through English. 3.70 0.94

Agree

10. English speaking develops my self-efficacy. 3.91 0.87

Agree


As shown in table 8, Item 1, Speaking English develops my

self confidence, got a mean of 4.09 with a standard deviation of

1.07, with a verbal description of Agree. Item 2, I can speak

English without hesitation, got a mean of 3.53 with a standard


don’t experience stage fright or resentment because of speaking


with a verbal description of Moderately Agree. Item 4, I can

speak English with a neutralized accent, got a mean of 3.45 with


Item 5, English speaking helps develop my self-esteem, got a mean


description of Agree. Item 6, English speaking helps me become a

better person, got a mean of 3.95 with a standard deviation of

0.98, with a verbal description of Agree. Item 7, I can reflect

on principles/norms that are spoken or written in English, got a

55


description of Agree. Item 8, English speaking helps me study

efficiently, got a mean of 3.65 with a standard deviation of

1.03, with a verbal description of Agree. Item 9, I can organize

my ideas through English, got a mean of 3.70 with a standard


English speaking develops my self-efficacy, got a mean of 3.91


Agree.

As a summary, Item 1, Speaking English develops my self

confidence, got the highest mean of 4.09 with a standard


don’t experience stage fright or resentment because of speaking

English, got the lowest mean of 3.30 with a standard deviation of

0.92, with a verbal description of Moderately Agree.


of the English Speaking Policy in terms of their personal

development got an over-all mean of 3.71, with a verbal


Table 9 presents the tests of significant difference of the

high school respondents towards the impact of the English

Speaking Policy when grouped according to age.

56

Table 9The Test of Significant Difference on the High SchoolRespondents Perception on the Impact of the English

Speaking Policy When Grouped According AgeDependent Variables

F p-value Decision on HO

Conclusion

AcademicPerformance

0.403 0.685 Accept Not Significant

Social Relations


Personal Development


*significant at 0.05

When the respondents were grouped according to age, the

perception of the high school respondents about the impact of the

English Speaking Policy of St. Jude Thaddeus Institute of

Technology in relation to their academic performance, social

relations, and personal development, the p values were 0.685,

0.415, and 0.670, respectively, led the researchers to accept the

null hypothesis. Thus, there is no significant difference on the

perception of the high school respondents on the impact of the


Technology when grouped according to age.

Table 10 presents the test of significant difference on the


English Speaking Policy when grouped according to sex.


Speaking Policy When Grouped According SexDependent Variable


Conclusion

Academic 0.134 0.725 Accept Not

57

Performance SignificantSocial

Relations0.15 0.906 Accept Not

SignificantPersonal

Development1.288 0.294 Accept Not

Significant*significant at 0.05

When the respondents were grouped according to sex, the high

school respondents’ perception on the impact of the English


terms of their academic performance, social relations, and

personal development, the p values were 0.725, 0.906, 0.294,

respectively, led the researchers to accept the null hypothesis.

Thus, there is no significant difference in the perception of the

high school respondents on the impact of the English Speaking

Policy when grouped according to sex.

As to the language spoken at home, the null hypothesis

cannot be tested because; the high school respondents only speak

one language at home which is Surigaonon.



English Speaking Policy when grouped according to area of

residence.


Speaking Policy When Grouped According to theArea of Residence

Dependent Variable


Conclusion

Academic 0.134 0.725 Accept Not

58

Performance SignificantSocial


SignificantPersonal



When the respondents were grouped according to the area of

residence, the high school respondents’ perception on the impact

of the English Speaking Policy of St. Jude Thaddeus Institute of

Technology in terms of their academic performance, social


0.906, 0.294, respectively, led the researchers to accept the

null hypothesis. Hence, there is no significant difference in the


English Speaking Policy when grouped according to the area of

residence.



English Speaking Policy when grouped according to the elementary

school graduated from


Speaking Policy When Grouped According to theElementary School Graduated From

Dependent Variable


Conclusion

AcademicPerformance


Social Relations




59


When the respondents were grouped according to elementary

school graduated from, the high school respondents’ perception on

the impact of the English Speaking Policy of St. Jude Thaddeus

Institute of Technology in terms of their academic performance,

social relations, and personal development, the p values were

0.725, 0.906, 0.294, respectively, led the researchers to accept

the null hypothesis. Therefore, there is no significant

difference in the perception of the high school respondents on

the impact of the English Speaking Policy when grouped according

to elementary school graduated from.


high school respondents’ perception on the impact of the English

Speaking Policy when grouped according to grade level.

Table 13The Test of Significant Difference on the High SchoolRespondents’ Perception on the Impact of the English

Speaking Policy when Grouped According To Grade Level

Dependent Variable


Conclusion

AcademicPerformance


Social Relations





60

When the respondents were grouped according to grade level,

the high school respondents’ perception on the impact of the




0.744, 0.598, respectively, led to acceptance of the null

hypothesis. Thus, there is no significant difference in the


English Speaking Policy when grouped according to grade level.

Table 14 presents the test of significant difference of the

perception of the college respondents on the impact of the



Table 14

The Test of Significant Difference on the CollegeRespondents Perception on the Impact Of The English Speaking Policy When

Grouped According To AgeDependent Variables


Conclusion

AcademicPerformance


Social Relations



0.988 0.416 Accept NotSignificant

When the respondents were grouped according to age, the

perception of the college respondents about the impact of the


61

Technology in relation to their academic performance, social


0.168, and 0.416, respectively, led the researchers to accept the

null hypothesis. Hence, there is no significant difference on the







Technology when grouped according to sex.

Table 15The Test of Significant Difference on the High School

Respondents’ Perception on the Impact of theEnglish Speaking Policy When Grouped

According to SexAcademic

Performance1.367 0.244 Accept Not

SignificantSocial


Significant Personal



When the respondents were grouped according to sex, the

college respondents’ perception on the impact of the English



62


respectively, led to the acceptance of the null hypothesis. Thus,

there is no significant difference in the perception of the

college respondents on the impact of the English Speaking Policy

when grouped according to sex.




Technology when grouped according to language spoken at home.

Table 16The Test of Significant Difference of the Perception of theCollege Respondents on the Impact of the English SpeakingPolicy When Grouped According to Language Spoken at Home


When the respondents were grouped according to the language

spoken at home, the perception of the college respondents about


Dependent Variable


Conclusion

AcademicPerformance

6.640 0.011 Reject Significant

Social Relations




63

Institute of Technology in terms of their academic performance,

social relations, and personal development, the p values were

0.011, 0.017, 0.024, respectively, led the researchers to reject

the null hypothesis. Thus there is a significant difference on

the college respondents’ perception about the impact of the

English Speaking Policy when grouped according to the language

spoken at home.




Technology when grouped according to area of residence.

Table 17The Test of Significant Difference on the College


According to Area of ResidenceDependent Variable


Conclusion

AcademicPerformance


Social Relations





When the respondents were grouped according to the area of

residence, the college respondents’ perception on the impact of

the English Speaking Policy of St. Jude Thaddeus Institute of

64



0.338, 0.417, respectively, led to the acceptance of the null



English Speaking Policy when grouped according to the area of

residence.




Technology when grouped according to the high school graduated

from.



According to the High SchoolGraduated From

Dependent Variable


Conclusion

AcademicPerformance


Social Relations


PersonalDevelopment



When the respondents were grouped according to high school

graduated from, the college respondents’ perception on the impact

of the English Speaking Policy of St. Jude Thaddeus Institute of

65



0.205, 0.522, respectively, led the researchers to accept the

null hypothesis. Thus, there is no significant difference in the


English Speaking Policy when grouped according to high school

graduated from.




Technology when grouped according to course.



According to Course Dependent Variable


Conclusion

AcademicPerformance


Social Relations


PersonalDevelopment



When the respondents were grouped according to course, the

college respondents’ perception on the impact of the English


66



respectively, led to acceptance of the null hypothesis. Thus,

there is no significant difference in the perception of the


when grouped according to course.




Technology when grouped according to year level.



According to the Year LevelDependent Variable


Conclusion

AcademicPerformance


Social Relations




When the respondents were grouped according to year level,

the college respondents’ perception on the impact of the English




67

respectively, led the researchers to accept the null hypothesis.

Thus, there is no significant difference in the perception of the



CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the findings of the study. It also

drafts conclusions and recommendations based on the findings.

Summary

This study aimed to determine the impact of the English

Speaking Policy of St. Jude Thaddeus Institute of Technology to

the First Year and Second Year College and Grade Seven and Grade

Eight High School students of the institution.

To accomplish the goal of the study, the researchers made a

questionnaire to determine the perception of the chosen

respondents towards the impacts of the English Speaking Policy of

68

St. Jude Thaddeus Institute of Technology. The first part of the

questionnaire was the profile of the respondents. The second part

was the research questionnaire which enumerates the impacts of

the English Speaking Policy in terms of their academic

performance, social relations and personal development. After the

formulation of the questionnaire which was validated by the

research experts, a survey was conducted to the sample, then the

data were collected and tallied.

To treat the data, the following methods were used:

Frequency Count and Percentage was used to analyze the profile of

the respondents. Arithmetic Mean and Standard Deviation was used

to analyze the perception of the respondents. Analysis of

Variance (ANOVA) was used to determine whether the respondents’

perception about the impacts of the English Speaking Policy is

affected by their demographic profiles.

Findings

The following are the findings of the research study.

1. Table 1 showed that there were 9 high school respondents. 3

or (33.3%) were in the age 13 years old, 5 or (55.6%) were

in the age 15 years old, 1 or(11.1%) was in the age 15 years

old; As to sex, 5 or (55.6%) were males and 4 or (44.4%)

were females. As to the language spoken at home, 9 or

(100.0%) speak Surigaonon at home. As to the area of

69

residence, 4 or (44.4%) lived in the urban area, while 5 or

(55.6%) lived in the rural area. As to the elementary school

graduated from, 5 or (55.6%) graduated in Public Elementary

Schools while or 4 or (44.4%) graduated in Private

Elementary Schools. Furthermore, the table also shows that 5

or (55.6%) of the respondents were Grade 7 while 4 or

(44.4%) of them were Grade 8.

2. Table 2 showed that there were 142 college respondents. 8 or

(5.6%) out of 142 were in the age 16 years old, 43 or

(30.3%) respondents were in the age 17 years old, 38 or

(26.8%) of them were in the age 18 years old, 35 or (24.6%)

of them were in the age 19 years old and 18 or (12.7%) of

them were in the age 20 years old -above; As to sex, 59 or

(41.5%) were males and 83 or (58.5%) were females; As to the

language spoken at home, 116 or (81.7%) speak Surigaonon at

home while 26 or (18.3%) speak Visaya; As to the area of

residence, 115 or (81%) lived in the urban area, while 27

or(19%) lived in the rural are; As to the high school

graduated from, 125 or (88.0%) graduated from Public High

Schools while 17 or (12.0%) graduated from Private High

Schools. Furthermore, the table also showed that 21 or

(14.8%) of the respondents were taking BEED, 56 or (39.4%)

were taking BSCrim, 41 or (28.9%) were taking BSCA, 16 or

(11.3%) were taking BSBA, 6 or (4.2%) were taking BSIT, and

70

2 or (1.4%) were taking BSED. And also, 78 or (54.9%) were

First Year Students and 64 or (45.1%) were Second Year

Students.

3. As shown in table 3, Item 1, English Speaking improves


deviation of 0.87, with a verbal description of Agree. Item

2, Helps participate in any oral activities, got a mean of

3.56 with a standard deviation of 0.73, with a verbal

description of Agree. Item 3, English speaking policy

enhances writing and listening skills, got a mean of 3.67

with a standard deviation of 0.71, with a verbal description

of Agree. Item 4, Helps me get good grades, got a mean of


description of Agree. Item 5, Speaking English enables me to

understand other subjects with English as the medium of

instruction, got a mean of 3.67 with a standard deviation of

0.71, with a verbal description of Agree. Item 6, English

speaking improves my performance in other subjects, got a

mean of 4.00 with a standard deviation of 0.71, with a

verbal description of Agree. Item 7, English speaking

enables me to understand written outputs in English, got a


verbal description of Agree. Item 8, English speaking helps

me in presenting reports in English, got a mean of 3.56 with

71

a standard deviation of 1.00, with a verbal description of

Agree. Item 9, I can convey my ideas before my classmates in

English, got a mean of 3.78 with a standard deviation of


Speaking helps in enhancing my language proficiency, got a


verbal description of Agree. As a summary, Item 1, English

Speaking improves vocabulary and grammar, and item 6,

English speaking improves my performance in other subjects,

got the highest mean of 4.00 with a standard deviation of

0.87 and 0.71 respectively, with a verbal description of

Agree. Item 2, Helps participate in any oral activities, and

item 8, English speaking helps me in presenting reports in

English, got the lowest mean of 3.56 with standard deviation

of 0.73 and 1.00,respectively. The perception of the high

school respondents about the impact of the English Speaking

Policy in terms of their academic performance got an over-

all mean of 3.74, with a verbal description of Agree.

4. As shown in table 4, Item 1, English Speaking improves



2, Helps participate in any oral activities, got a mean of


description of Agree. Item 3, English speaking policy

72

enhances writing and listening skills, got a mean of 3.86


of Agree. Item 4, Helps me get good grades, got a mean of


description of Agree. Item 5, Speaking English enables me to

understand other subjects with English as the medium of

instruction, got a mean of 4.01 with a standard deviation of


speaking improves my performance in other subjects, got a


verbal description of Agree. Item 7, English speaking

enables me to understand written outputs in English, got a


verbal description of Agree. Item 8, English speaking helps

me in presenting reports in English, got a mean of 3.96 with


Agree. Item 9, I can convey my ideas before my classmates in



Speaking helps in enhancing my language proficiency, got a


verbal description of Agree. As a summary, Item 10, English

Speaking helps in enhancing my language proficiency, got the

highest mean of 4.13 with a standard deviation of 0.89, with

73

a verbal description of Agree. Item 9, I can convey my ideas

before my classmates in English, got the lowest mean of 3.73


of Agree. The perception of the college respondents about

the impact of the English Speaking Policy in terms of their

academic performance got an over-all mean of 3.69, with a

verbal description of Agree.

5. As shown in table 5, Item 1, Communicate to people both

local and foreign, got a mean of 4.11 with a standard


2, I can speak English in front of other people, got a mean


description of Agree. Item 3, Shares ideas to other people

using the English language, got a mean of 3.67 with a

standard deviation of 0.71, with a verbal description of

Agree. Item 4, Helps me to socialize better with other

people, got a mean of 3.44 with a standard deviation of

0.73, with a verbal description of Agree. Item 5, I can

understand other people who speak English, got a mean of


description of Moderately Agree. Item 6, I can translate

English language to Filipino or our regional dialect, got a


verbal description of Agree. Item 7, I can help others who

74

have difficulty in English speaking, got a mean of 3.44 with


Agree. Item 8, Through English speaking I can make new

friends and acquaintances, got a mean of 3.44 with a


Agree. Item 9, English speaking helps me understand concepts

conveyed by other people, got a mean of 3.44 with a standard


10, I can become a good acquaintance to other people, got a


verbal description of Agree. As a summary, Item 10, I can

become a good acquaintance to other people, and item 1,

Communicate to people both local and foreign got the highest

mean of 4.11 with a standard deviation of 1.05 and 0.93

respectively, with a verbal description of Agree. Item 5, I

can understand other people who speak English, got the

lowest mean of 3.33 with a standard deviation of 0.87, with

a verbal description of Moderately Agree. The perception of

the high school respondents about the impact of the English

Speaking Policy in terms of their social relations got an

over-all mean of 3.67, with a verbal description of Agree.

6. As shown in table 6, Item 1, Communicate to people both

local and foreign, got a mean of 3.91 with a standard


75

2, I can speak English in front of other people, got a mean


description of Agree. Item 3, Shares ideas to other people

using the English language, got a mean of 3.86 with a


Agree. Item 4, Helps me to socialize better with other

people, got a mean of 3.77 with a standard deviation of

0.96, with a verbal description of Agree. Item 5, I can

understand other people who speak English, got a mean of


description of Agree. Item 6, I can translate English

language to Filipino or our regional dialect, got a mean of


description of Agree. Item 7, I can help others who have

difficulty in English speaking, got a mean of 3.48 with a



friends and acquaintances, got a mean of 3.36 with a


Moderately Agree. Item 9, English speaking helps me

understand concepts conveyed by other people, got a mean of


description of Agree. Item 10, I can become a good

acquaintance to other people, got a mean of 3.77 with a

76


Agree. As a summary, Item 1, Communicate to people both

local and foreign got the highest mean of 3.91 with a

standard deviation of 0.98 and with a verbal description of


friends and acquaintances, got the lowest mean of 3.36 with


Moderately Agree. The perception of the college respondents

about the impact of the English Speaking Policy in terms of

their social relations got an over-all mean of 3.69, with a

verbal description of Agree.

7. As shown in table 7, Item 1, Speaking English develops my

self confidence, got a mean of 4.00 with a standard


2, I can speak English without hesitation, got a mean of


description of Moderately Agree. Item 3, I don’t experience

stage fright or resentment because of speaking English, got

a mean of 3.33 with a standard deviation of 0.71, with a

verbal description of Moderately Agree. Item 4, I can speak

English with a neutralized accent, got a mean of 2.88 with a


Moderately Agree. Item 5, English speaking helps develop my

self-esteem, got a mean of 3.33 with a standard deviation of

77

1.00, with a verbal description of Moderately Agree. Item 6,

English speaking helps me become a better person, got a mean


description of Agree. Item 7, I can reflect on

principles/norms that are spoken or written in English, got

a mean of 3.00 with a standard deviation of 1.32, with a

verbal description of Moderately Agree. Item 8, English

speaking helps me study efficiently, got a mean of 3.11 with


Moderately Agree. Item 9, I can organize my ideas through



speaking develops my self-efficacy, got a mean of 3.78 with


Agree. As a summary, Item 1, Speaking English develops my

self confidence, got the highest mean of 4.00 with a


Agree. Item 4, I can speak English with a neutralized

accent, got the lowest mean of 2.88 with a standard

deviation of 0.33, with a verbal description of Moderately

Agree. The perception of the high school respondents about

the impact of the English Speaking Policy in terms of their

personal development got an over-all mean of 3.34, with a


78

8. As shown in table 8, Item 1, Speaking English develops my

self confidence, got a mean of 4.09 with a standard


2, I can speak English without hesitation, got a mean of


description of Agree. Item 3, I don’t experience stage

fright or resentment because of speaking English, got a mean


description of Moderately Agree. Item 4, I can speak English

with a neutralized accent, got a mean of 3.45 with a


Agree. Item 5, English speaking helps develop my self-

esteem, got a mean of 3.89 with a standard deviation of


speaking helps me become a better person, got a mean of 3.95


of Agree. Item 7, I can reflect on principles/norms that are

spoken or written in English, got a mean of 3.60 with a


Agree. Item 8, English speaking helps me study efficiently,


verbal description of Agree. Item 9, I can organize my ideas

through English, got a mean of 3.70 with a standard


79

10, English speaking develops my self-efficacy, got a mean


description of Agree. As a summary, Item 1, Speaking English

develops my self confidence, got the highest mean of 4.09


of Agree. Item 3, I don’t experience stage fright or

resentment because of speaking English, got the lowest mean


description of Moderately Agree. The perception of the

college respondents about the impact of the English Speaking

Policy in terms of their personal development got an over-

all mean of 3.71, with a verbal description of Agree.

9. As shown in table 9, when the respondents were grouped

according to age, the perception of the high school

respondents about the impact of the English Speaking Policy

of St. Jude Thaddeus Institute of Technology in relation to

their academic performance, social relations, and personal

development, the p values were 0.685, 0.415, and 0.670,

respectively, led the researchers to accept the null

hypothesis. Thus, there is no significant difference on the

perception of the high school respondents on the impact of

the English Speaking Policy of St. Jude Thaddeus Institute

of Technology when grouped according to age.

80

10. When the respondents were grouped according to sex, the

high school respondents’ perception on the impact of the



relations, and personal development, the p values were

0.725, 0.906, 0.294, respectively, led the researchers to

accept the null hypothesis. Thus, there is no significant

difference in the perception of the high school respondents

on the impact of the English Speaking Policy when grouped

according to sex.

11. As to the language spoken at home, the null hypothesis

cannot be tested because; the high school respondents only

speak one language at home which is Surigaonon.


according to the area of residence, the high school

respondents’ perception on the impact of the English

Speaking Policy of St. Jude Thaddeus Institute of Technology

in terms of their academic performance, social relations,

and personal development, the p values were 0.725, 0.906,

0.294, respectively, led the researchers to accept the null

hypothesis. Hence, there is no significant difference in the

perception of the high school respondents on the impact of

the English Speaking Policy when grouped according to the

area of residence.

81

13. As shown in table 12, When the respondents were grouped

according to elementary school graduated from, the high

school respondents’ perception on the impact of the English





hypothesis. Therefore, there is no significant difference in

the perception of the high school respondents on the impact

of the English Speaking Policy when grouped according to

elementary school graduated from.


according to grade level, the high school respondents’

perception on the impact of the English Speaking Policy of

St. Jude Thaddeus Institute of Technology in terms of their

academic performance, social relations, and personal

development, the p values were 0.847, 0.744, 0.598,

respectively, led to acceptance of the null hypothesis.

Thus, there is no significant difference in the perception

of the high school respondents on the impact of the English

Speaking Policy when grouped according to grade level.


according to age, the perception of the college respondents

about the impact of the English Speaking Policy of St. Jude

82

Thaddeus Institute of Technology in relation to their


development, the p values were 0.519, 0.168, and 0.416,

respectively, led the researchers to accept the null

hypothesis. Hence, there is no significant difference on the





according to sex, the college respondents’ perception on the

impact of the English Speaking Policy of St. Jude Thaddeus

Institute of Technology in terms of their academic

performance, social relations, and personal development, the

p values were 0.244, 0.194, 0.199, respectively, led to the

acceptance of the null hypothesis. Thus, there is no

significant difference in the perception of the college

respondents on the impact of the English Speaking Policy

when grouped according to sex.


according to the language spoken at home, the perception of

the college respondents about the impact of the English




83

0.024, respectively, led the researchers to reject the null

hypothesis. Thus there is a significant difference on the

college respondents’ perception about the impact of the

English Speaking Policy when grouped according to the

language spoken at home.


according to the area of residence, the college respondents’

perception on the impact of the English Speaking Policy of

St. Jude Thaddeus Institute of Technology in terms of their


development, the p values were 0.481, 0.338, 0.417,

respectively, led to the acceptance of the null hypothesis.

Thus, there is no significant difference in the perception

of the college respondents on the impact of the English

Speaking Policy when grouped according to the area of

residence.


according to high school graduated from, the college

respondents’ perception on the impact of the English






84


English Speaking Policy when grouped according to high

school graduated from.


according to course, the college respondents’ perception on

the impact of the English Speaking Policy of St. Jude

Thaddeus Institute of Technology in terms of their academic


p values were 0.543, 0.220, 0.101, respectively, led to

acceptance of the null hypothesis. Thus, there is no





according to year level, the college respondents’ perception

on the impact of the English Speaking Policy of St. Jude

Thaddeus Institute of Technology in terms of their academic


p values were 0.708, 0.723, 0.608, respectively, led the

researchers to accept the null hypothesis. Thus, there is no




Conclusions

85

Based on the findings presented, the following conclusions

have been derived:

1. All or (100%) of the high school respondents speak

Surigaonon; Majority or (81.7%) of the College Respondents

speak Surigaonon.

2. As to the high school respondents’ academic performance,

Item 1, English Speaking improves vocabulary and grammar,

and item 6, English speaking improves my performance in

other subjects, got the highest mean of 4.00 with a standard

deviation of 0.87 and 0.71 respectively, with a verbal

description of Agree. Item 2, Helps participate in any oral

activities, and item 8, English speaking helps me in

presenting reports in English, got the lowest mean of 3.56

with standard deviation of 0.73 and 1.00, respectively. The

perception of the high school respondents about the impact

of the English Speaking Policy in terms of their academic



3. As to the college respondents’ academic performance, Item

10, English Speaking helps in enhancing my language

proficiency, got the highest mean of 4.13 with a standard


9, I can convey my ideas before my classmates in English,

got the lowest mean of 3.73 with a standard deviation of

86

0.81, with a verbal description of Agree. The perception of


Speaking Policy in terms of their academic performance got

an over-all mean of 3.69, with a verbal description of

Agree.

4. As to the high school respondents’ social relations, Item

10, I can become a good acquaintance to other people, and

item 1, Communicate to people both local and foreign got the

highest mean of 4.11 with a standard deviation of 1.05 and

0.93 respectively, with a verbal description of Agree. Item

5, I can understand other people who speak English, got the



the high school respondents about the impact of the English



5. As to the college respondents’ social relations, Item 1,

Communicate to people both local and foreign got the highest

mean of 3.91 with a standard deviation of 0.98 and with a

verbal description of Agree. Item 8, Through English

speaking I can make new friends and acquaintances, got the




87



6. As to the high school respondents’ personal development,

English Speaking Policy has great impact in developing their

self confidence, while it has less impact in enabling them

to speak with a neutralized accent.

7. As to the college respondents’ personal development, Item 1,

Speaking English develops my self confidence, got the

highest mean of 4.00 with a standard deviation of 0.87, with

a verbal description of Agree. Item 4, I can speak English

with a neutralized accent, got the lowest mean of 2.88 with


Moderately Agree. The perception of the high school

respondents about the impact of the English Speaking Policy

in terms of their personal development got an over-all mean

of 3.34, with a verbal description of Moderately Agree.

8. As to the high school respondents’ age, sex, area of

residence, elementary school graduated from, and grade

level; the high school respondents have the same perception

on the impact of the English Speaking Policy.

9. As to the high school respondents’ language spoken at home,

the significant difference cannot be determined because the

high school respondents speak Surigaonon at home.

88

10. As to the college respondents’ perception on the impact

of the Englihs speaking policy when they are grouped

according to age, sex, area of residence, high school

graduated from, course, and year level, there is no

significant difference when the respondents are grouped

according to age, sex, area of residence, high school

graduated from, course, and year level

11. As to the college respondents’ perception when they are

grouped according to their language spoken at home, there is

a significant difference on the college respondents’

perception about the impact of the English Speaking Policy

when grouped according to the language spoken at home.

Recommendations

Based on the findings and conclusions, the following

recommendations have been suggested.

1. As to the high school respondents’ academic performance, the

high school students are encouraged to speak English in

presenting reports, answers and the like.

2. As to the high school respondents’ academic performance,

teachers should encourage their students to speak English

during oral participation.

3. As to the college respondents’ academic performance, college

instructors should let the students convey their ideas in

English during class discussion.

89

4. As to the high school respondents’ social relations,

students are encouraged to read articles, books and other

reading materials to improve their vocabulary and grammar

skills, and view English movies so that the level of their

understanding of the English language would increase.

5. As to the college respondents’ social relations, when they

make new friends and acquaintances, students should speak

English in starting conversations.

6. As to the high school respondents’ personal development,

during reading activities, students are encouraged to read

aloud with proper pronunciation of words. They should mimic

audio materials that express proper pronunciation of English

words.

7. As to the college respondents’ personal development, events,

such as ECLP/English Week, which encourage students to speak

English, should be held occasionally. Students should have

the opportunity to join these events to expose them in

speaking in front of others.

Proposed Enhancement Program

This proposed Enhancement Program is designed to heighten


Institute of Technology. This is recommended to the

administration, faculty and staff of the aforementioned

institution.

90

Rationale

The Enhancement Program on the English Speaking Policy of

St. Jude Thaddeus Institute of Technology will help the

administration, faculty, and staff of St. Jude Thaddeus Institute

of Technology in terms of increasing the impact of the English

Speaking Policy to the students of the aforementioned

institution.

Objectives

This proposed Enhancement Program aims to:

1. Provide avenues for English Language proficiency among

students.

2. Promote English speaking inside the campus.

Plan Description

The Enhancement Program consists of the following

activities:

Designate students to act as monitors to have wider

scope of the policy implementation.

Conduct activities, such as ECLP/English Day/Week, to

promote English speaking.

Conduct film showing/reading activities to improve

vocabulary and grammar.

91

Evaluate current policy guidelines to ensure better

implementation.

Analyze the result of the enhancement program for more

improvements.

Evaluation

The proposed enhancement program will be evaluated in the

following year after its implementation. An instrument will be

used to assist its evaluation.

92

An Enhancement Program on the English Speaking Policy of St. Jude Thaddeus Institute of Technology, Surigao City

Areas of

Concern

Objectives Strategy Responsible

Person

Resources

Designation of Student Monitors

To assign students to

act as monitors to implement the policy.

Evaluation and

Selection of

Student

Monitors

ELCP Director ELCP Director

Orientation of Student Monitors

To orient the

designated student

monitors of their

responsibi-lities.

Orientation/Seminar

ELCP Director ECLP Director

Weekly Film Showing/Reading Activity

To conduct weekly film showing/reading activeties to improve vocabu-lary and grammar.

Film Showing, Reading Booster,

Vocabulary Journal, Spelling Booster

English Instructors,

ECLP Instructors

English Instructors, ECLP Instructo

rs

Organization of Events that promote English Speaking

To organize events that promote English speaking

ECLP/English Day/Week

ECLP Director/Engli

sh Club Adviser

ECLP Director/English Club

Adviser

Student to student interaction for Learning

To promote student to student interaction

Peer Teaching English Instructors, Peer Tutor

English Instructors, Peer Tutor

93

English to learn the English language

BIBLIOGRAPHY

Books

Isabel Pefianco Martin: Diffusion and directions: English language policy in the Philippines (2012)

Law

14th Congress of the Republic of the Philippines. 2008. An Act Establishing a Multi-lingual Education and Literacy Program (House Bill 3719)

.Online Sources

Arroyo, G. 2003. Establishing the Policy to Strengthen the Use of the English Language as a Medium of Instruction in the Educational System. Executive Order No. 210, 17 May 2003.<http://elibrary.judiciary.gov.ph/index10.php?doctype=Executive+Orders&docid=a45475a11ec72b843d74959b60fd7bd645f73003691a4> (11 May 2011).

Periodicals and Journals

Arroyo, G. 2001. State of the Nation Address at the Opening of Congress, Batasang Pambansa, Quezon City on 23 July 2001.



Unpublished Works

Estioko, L. 1994. History of Education: A Filipino Perspective. Manila: Society of Divine Word.

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Fernandez, D. 2009. he Red Carabao. In How, How the Carabao: Tales of Teaching English in the Philippines, I.P. Martin (ed), 21–24. Quezon City: Ateneo de Manila University Loyola Schools.Gonzales, A. 1996. Language and nationalism in the Philippines: An update. In Readings in Philippine Sociolinguistics, M.L.S. Bautista (ed), 228–239. Manila: DLSU Press.

“APPENDIX A”

St. Jude Thaddeus Institute of TechnologySurigao City

February 17, 2015

MAYLONA B. PALENVice President for Academic AffairsThis Institution

Ma’am:

We are currently conducting the research study entitled “A Study on the Impact of the English Speaking Policy of St. Jude Thaddeus Institute of Technology As Perceived by the First Year and Second Year College and Grade Seven and Grade Eight High School Students of St. Jude Thaddeus Institute of Technology, Surigao City: A Basis for An Enhancement Program”.

In view of this, we would like to request your good office to allow us to administer our research questionnaires to the aforementioned respondents of the study.

Your approval will contribute to the accomplishment of this study. Thank you.

Respectfully,

DONNARD T. LASTIMOSAResearch Group Leader

Approved by:

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MAYLONA B. PALENVice President for Academic Affairs

“APPENDIX B”Research Questionnaire

A Study on the Impact of the English Speaking Policy of St. Jude Thaddeus Institute of Technology As Perceived by the First Year

and Second Year College Students and Grade Seven and Grade Eight High School Students of St. Jude Thaddeus

Institute of Technology, Surigao City: A Basis for an Enhancement Program

I. Profile of the Respondents

Name: _____________________(optional)

Grade Level (High School): Year Level (College):( ) Grade Seven ( ) First Year( ) Grade Eight ( ) Second Year

Age(High School):

( ) 11 years old( ) 12 years old( ) 13 years old( ) 14 years old( ) 15 years old

Age (College):

( ) 16 years old( ) 17 years old( ) 18 years old( ) 19 years old( ) 20- above

Language Spoken at Home:

( ) Surigaonon( ) Tagalog( ) Visayan( ) English

Course:( ) BEED( ) BSED( ) BSCrim( ) BSCA( ) BSBA( ) BSIT

Sex: Type of Elementary/High School School Graduated From:

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( ) Male( ) Female

Area of Residence:

( ) Urban( ) Rural

( ) Public( ) Private

II. Research Questionnaire

Direction: Rate the following Impact of English Speaking Policy using the scale below. Put a check on the rating.

5 – Strongly Agree4 – Agree 3 – Moderately Agree2 – Disagree1 – Strongly Disagree

IMPACT OF ENGLISH SPEAKING POLICY 5 4 3 2 1Academic Performance

11. English Speaking improves vocabulary and grammar12. Helps participate in any oral activities13. English speaking policy enhances writing and

listening skills14. Helps me get good grades15. Speaking English enables me to understand other

subjects with English as the medium of instruction

16. English speaking improves my performance in other subjects


18. English speaking helps me in presenting reports in English.

19. I can convey my ideas before my classmates in English.


Social Relations11. Communicate to people both local and foreign12. I can speak English in front of other people13. Shares ideas to other people using the English

language14. Helps me to socialize better with other people15. I can understand other people who speak English.



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20. I can become a good acquaintance to other people.Personal Development

11. Speaking English develops my self confidence.12. I can speak English without hesitation.13. I don’t experience stage fright or resentment

because of speaking English.14. I can speak English with a neutralized accent.15. English speaking helps develop my self-esteem.16. English speaking helps me become a better person.


18. English speaking helps me study efficiently.19. I can make my ideas organized through English.20. English speaking develops my self-efficacy.

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“APPENDIX C”

ENHANCEMENT

PROGRAM

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Proposed Enhancement Program

This proposed Enhancement Program is designed to heighten


Institute of Technology. This is recommended to the

administration, faculty and staff of the aforementioned

institution.

Rationale

The Enhancement Program on the English Speaking Policy of

St. Jude Thaddeus Institute of Technology will help the

administration, faculty, and staff of St. Jude Thaddeus Institute

of Technology in terms of increasing the impact of the English

Speaking Policy to the students of the aforementioned

institution.

Objectives

This proposed Enhancement Program aims to:

1. Provide avenues for English Language proficiency among

students.

2. Promote English speaking inside the campus.

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Plan Description

The Enhancement Program consists of the following

activities:

Designate students to act as monitors to have wider

scope of the policy implementation.

Conduct activities, such as ECLP/English Day/Week, to

promote English speaking.

Conduct film showing/reading activities to improve

vocabulary and grammar.

Evaluate current policy guidelines to ensure better

implementation.

Analyze the result of the enhancement program for more

improvements.

Evaluation

The proposed enhancement program will be evaluated in the

following year after its implementation. An instrument will be

used to assist its evaluation.

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An Enhancement Program for the English Speaking Policy of St.Jude Thaddeus Institute of Technology, Surigao City

Areas of

Concern

Objectives Strategy Responsible

Person

Resources

Designation of Student Monitors

To assign students to

act as monitors to implement the policy.

Evaluation and

Selection of

Student

Monitors

ELCP Director General Fund

Orientation of Student Monitors

To orient the

designated student

monitors of their

responsibi-lities.

Orientation/Seminar

ELCP Director General Fund

Weekly Film Showing/Reading Activity

To conduct weekly film showing/reading activeties to improve vocabu-lary and grammar.

Film Showing, Reading Booster,

Vocabulary Journal, Spelling Booster

English Instructors,

ECLP Instructors

General Fund

Organization of Events that promote English Speaking

To organize events that promote English speaking

ECLP/English Day/Week

ECLP Director/Engli

sh Club Adviser

General Fund

Student to student interaction for Learning English

To promote student to student interaction to learn the

Peer Teaching English Instructors, Peer Tutor

General Fund

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English language

CURRICULUM VITAE

NAME : DONNARD TIGBAS LASTIMOSA

DATE OF BIRTH : APRIL 16, 1994

PLACE OF BIRTH : SURIGAO PROVINCIAL HOSPITAL

ADDRESS : NAVARRO ST., SURIGAO CITY

FATHER’S NAME : JOEY A. LASTIMOSA

MOTHER’S NAME : ROSELYN T. LASTIMOSA

FATHER’S OCCUPATION : DANCE INSTRUCTOR

MOTHER’S OCCUPATION : PROFESSIONAL TEACHER

EDUCATIONAL BACKGROUND

TERTIARY : ST. JUDE THADDEUS INSTITUTE OF TECHNOLOGY

SECONDARY : ST. JUDE THADDEUS INSTITUTE OF TECHNOLOGY

ELEMENTARY: MARIANO ESPINA MEMORIAL CENTRAL ELEMENTARY SCHOOL

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CURRICULUM VITAE

NAME : ANDRES S. MALUÑAS, JR.

DATE OF BIRTH :

PLACE OF BIRTH :

ADDRESS :

FATHER’S NAME :

MOTHER’S NAME :

FATHER’S OCCUPATION :

MOTHER’S OCCUPATION :

EDUCATIONAL BACKGROUND

TERTIARY : ST. JUDE THADDEUS INSTITUTE OF TECHNOLOGY

SECONDARY :

ELEMENTARY:

Documents

Thesis on English Speaking Policy of SJTIT