Thesis on English Speaking Policy of SJTIT

1

CHAPTER 1 THE PROBLEM AND ITS SCOPE Introduction English was first introduced to the Filipinos through the Amer Americ ican an

publ public ic

scho school ol

syst system em

and, and,

for for

half half

a

cent centur ury, y,

the the

language was systematically promoted as a civilizing tool. Today, beliefs beliefs and attitudes 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. !artin, "#$"% The $&'( )hilippine Constitution states that *for purposes of communication and instruction, the official language of the )hilippines are Filipino and, until otherwise provided by law, Engl Englis ish. h.+ + This This law law is carr carrie ied d out out thro throug ugh h ECEC- rder rder /o. /o. 0" seri series es

$&'( $&'(, ,

hen hence cefo fort rth h

also also

2E)% 2E)%

of

1now 1nown n the the

as

the the

2ili 2iling ngua ual l

epa epart rtme ment nt

of

Educ Educat atio ion n

Educ Educat atio ion n

)oli )olicy cy

hen hence cefo fort rth h

epEd%, which was first introduced in $&(3 and then re4issued with with

mino minor r

modi modifi fica cati tion ons s

in

$&'( $&'(. .

The The

2E) 2E)

aims aims

to

deve develo lop p

bilingual Filipinos competent in both English and the national language. This 2E) is the recognized language4in4education policy that is still in place today in the education sector. n $( !ay "##5, )resident Arroyo issued E /o. "$#, which aimed to establish a policy to strengthen the use of English as a

2

medi medium um

of

apti aptitu tude de, ,

inst instru ruct ctio ion n comp compet etenc ence e

beca becaus use e

and and

of

the the

prof profici icien ency cy

*nee *need d

of

our our

to

deve develo lop p

stud studen ents ts

in

the the the the

English language to maintain and improve their competitive edge in emerging and fast4growing local and international industries, part partic icul ular arly ly

in

the the

area area

of

6nfo 6nform rmat atio ion n

and and

Comm Commun unic icat atio ions ns

Technology.+ Arroyo, "##5% 6n her "##7 -/A, Arroyo claimed success in the structural refo reform rms s

her gove govern rnmen ment t

had had

impl implem emen ente ted. d.

-he -he

desc describ ribed ed

havi having ng

coffee with a call centre agent as a touching experience8 experience8 *6 had coffee with some call center agents last 9abor ay. 9yn, a new college graduate, told me, :/ow 6 don;t have to leave the country in order order for me to help my family. family. Salamat po. Than1 you.%; 6 was so touched, 9yn, by your comments.
"##( "##(

-/A -/A

had had

a

more more

boas boastf tful ul

tone tone

when when

she she

declared that the )hilippines *ran1s among top off4shoring hubs in the world because of cost competitiveness and more importantly our highly trainable, English proficient, 6T4enabled management and manpower+ Arroyo, "##(%.

>owe >oweve ver, r, lang langua uage ge ?obe ?obert rt

-.

ther there e

is

prof profic icie ienc ncy y @eit @eitel el, ,

a

amon among g

?egi ?egion onal al

wide widesp spre read ad the the

perc percep epti tion on

Fili Filipi pino nos s

Empl Employ oyme ment nt

is

Advi Adviso sor r

that that

Engl Englis ish h

dete deteri rior orat atin ing. g. of

the the

nit nited ed

2

medi medium um

of

apti aptitu tude de, ,

inst instru ruct ctio ion n comp compet etenc ence e

beca becaus use e

and and

of

the the

prof profici icien ency cy

*nee *need d

of

our our

to

deve develo lop p

stud studen ents ts

in

the the the the

English language to maintain and improve their competitive edge in emerging and fast4growing local and international industries, part partic icul ular arly ly

in

the the

area area

of

6nfo 6nform rmat atio ion n

and and

Comm Commun unic icat atio ions ns

Technology.+ Arroyo, "##5% 6n her "##7 -/A, Arroyo claimed success in the structural refo reform rms s

her gove govern rnmen ment t

had had

impl implem emen ente ted. d.

-he -he

desc describ ribed ed

havi having ng

coffee with a call centre agent as a touching experience8 experience8 *6 had coffee with some call center agents last 9abor ay. 9yn, a new college graduate, told me, :/ow 6 don;t have to leave the country in order order for me to help my family. family. Salamat po. Than1 you.%; 6 was so touched, 9yn, by your comments.
"##( "##(

-/A -/A

had had

a

more more

boas boastf tful ul

tone tone

when when

she she

declared that the )hilippines *ran1s among top off4shoring hubs in the world because of cost competitiveness and more importantly our highly trainable, English proficient, 6T4enabled management and manpower+ Arroyo, "##(%.

>owe >oweve ver, r, lang langua uage ge ?obe ?obert rt

-.

ther there e

is

prof profic icie ienc ncy y @eit @eitel el, ,

a

amon among g

?egi ?egion onal al

wide widesp spre read ad the the

perc percep epti tion on

Fili Filipi pino nos s

Empl Employ oyme ment nt

is

Advi Adviso sor r

that that

Engl Englis ish h

dete deteri rior orat atin ing. g. of

the the

nit nited ed

3

-tat -tates es Embas Embassy sy in !anil !anila, a, repo report rts s

that that only only four four perce percent nt of

Filipino applicants are hired by call centers while the remaining nine ninety ty4s 4six ix

perc percen ent t

were were

not not

beca becaus use e

of

thei their r

*sub *sub4s 4sta tand ndar ard d

English s1ills+ despite 3##,### graduates being produced every year. @eitel "##'% notes the *mismatch between the call centers; expectations of applicants and the preparedness of graduates from )hil )hilip ippi pine ne closely

>E6s >E6s+, +,

with

thus thus

forc forcin ing g

colleges

and

call call

cent center ers s

unive iversities

to

high igher

coll collab abor orat ate e education

institutions or >E6s. @eitel writes8 6t has been an evolution for academe

to

recognize

appr approp opri riat ate e

care career er

recognition

has

that

call

oppo opport rtun unit ity y

center

for for

necess essitated

employment

thei their r

change nges

is

grad gradua uate tes. s.

in

the the

an -uch -uch

curriculum.

6nitially, 6nitially, one reaction was, *we spea1 English already... already... are we not one of the largest English spea1ing spea1ing countries in the worldB+ es, Filipinos Filipinos spea1 English but it is a variety variety called Filipino Engl Englis ish, h,

and and

it

is

not not

the the

inte intern rnat atio iona nal l

glo globa bal% l%

Engl Englis ish h

reDuired for call center employment. @eitel, "##'% !arcelo )hil )hilip ippi pine nes; s;

"#$#%

states

that,

bigg bigges est t

comp compet etit itiv ive e

it

used

adva advant ntag age e

to in

be

the the

that

the

glob global al

=ob =ob

mar1et is the proficiency of our s1illed wor1ers 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.

4

2y these statements, it is rather important to stress out the importance of the English language to schools in order to enable

college

venture

graduates

the world

to

be

globally

of globalization.

competitive

as

they

That is why -aint ude

Thaddeus 6nstitute of Technology implemented an English spea1ing policy on the school year "#$#4"#$$ to ma1e the institution a training ground for language s1ill enhancement and to produce globally competitive graduates. The policy was proposed by the school president, !r. George !. -alabao and was implemented by the deans of the departments. The way to learn and master of language is to use it H not occasionally but regularly 9orenzo I @C -hiota et.al., "##0%.
to

Eugene

E.


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. 6n addition,
daily,

the

students

acDuire

the

s1ill

almost

unconsciously, and definitely they can fashion their fluency to a desired level over time.

5

6t

is

clear

that

English

9anguage

)roficiency

plays

a

significant role in the cause of globalization among students. 2ecause of that, there is a need to pursue this study in order to assess the 6mpact of the English -pea1ing )olicy to the First ear and -econd ear College and Grades -even and Eight -tudents of

-t.

ude

Thaddeus

6nstitute

of

Technology

for

they

are

observed to achieve lesser impact of the said policy.

Statement of the Probem  This study aimed to ascertain the 6mpact of the English spea1ing policy of -t. ude Thaddeus 6nstitute of Technology -T6T% to the First ear and -econd ear College and Grade -even and Eight >igh -chool -tudents of -T6T, -urigao City. To

perceive

a

clear

understanding

of

the

problem,

following inDuiry was ta1en into account8 $.
>igh -chool ?espondents

A$.$ Age  % $$  % $"  % $5  % $3  % $0 A$." -ex  % !ale  % Female A$.5 9anguage spo1en at home  % -urigaonon

 % Jisaya

 % Tagalog

 % English

A$.3 Area of ?esidence  % rban  % ?ural A$.0 Elementary school graduated from

the

6

 % )ublic

 % )rivate

A$.7 Grade 9evel  % Grade -even  % Grade Eight 2.

College ?espondents

2$.$ Age  % $7  % $(  % $'  % $&  % "#4above 2$." -ex  % !ale  % Female 2$.5 9anguage spo1en at home  % -urigaonon

 % Jisaya

 % Tagalog

 % English

2$.3 Area of ?esidence  % rban  % ?ural 2$.0 >igh school graduated from  % )ublic  % )rivate 2$.7 Course  % 2EE  % 2-C?6!  % 2-6T

 % 2-CA

 % 2-2A  % 2-E

2$.( ear 9evel  % First ear  % -econd ear ". To what extent is the impact of the English spea1ing policy of -t. ude Thaddeus 6nstitute of Technology to the students in terms of8 ".$ Academic )erformance "." -ocial ?elations ".5 )ersonal evelopment 5. 6s there a significant difference on the impact of English spea1ing policy of -t. ude Thaddeus 6nstitute of Technology as perceived by the First ear and -econd ear College and Grade

7

-even and Grade Eight >igh -chool students when they are grouped according to their profiled variablesB 3. 2ased on the findings, an enhancement program was proposed.

H!"othe#i# )roblems $, "

and

3

are

hypothesis free.

)roblem

5

is

hypothesized as8 >. There is no significant difference on the 6mpact of English -pea1ing )olicy to the First ear and -econd ear College and Grade -even and Grade Eight >igh -chool -tudents when they are grouped according to their profiled variables.

Theoretica $rame%or& This study is anchored on the theory of Canale and -wain;s $&'5%

Theory

Communicative grammatical language

of

Communicative

Competence

competence

".%

has

H

the

socio4linguistic

four

Competence.

The

dimensions

mastery

of

competence

which

formal H

Theory are8

features

1nowledge

of

of $.% of the

socio4 cultural rules of language use, 5.% discourse competence or

the

1nowledgeKs1ill

in

ma1ing

connection

of

a

series

of

utterances to form a unified whole both in spo1en and written language forms, and 3.% strategic competence or s1ill in the use of appropriate strategy to compensate for whatever brea1down in communication due to deficiency in other aspects of communicative competence Tabacug, $&&#%.

8

2y far the most important development in TE-9 has been the emphasis on a communicative approach in language teaching Coste, $&(7 ?oulet, $&("
certain

about

communicative

is

purposes

the in

necessity the

to

use

classroom.

language

for

ConseDuently,

the

concern for teaching linguistic competence has widened to include communicative

competence,

language,

the

and

methods

function.Christina Teaching

as

a

2ratt

Foreign

or

the

socially

reflect

this

)aulston, -econd

appropriate shift

from

L6ntroduction8

9anguage.L

use

of

form

to

English

Linguistic

and 

Communicative Competence. !ultilingual !atters, $&&"%

This theory supports the

idea that English

-pea1ing can

enhance the academic, social, and personal aspects of a student;s life. This will also help the researcher evaluate the 6mpact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology to the First ear College -tudents.

Conce"tua $rame%or& !ost researchers however, show clearly that the problem is more li1ely the impact of the policy to the students.
establishing

English

nly

)olicy,

everyone

must

consider the following mandate, rules and reminder 2ey1ont and Crawford, et.al $&&(%

9

$. Always spea1 and participate in English. ". -pea1 sentences in English. 5. ?emind your friends to spea1 English. Accordingly,

students

should

be

aware

of

the

limitation

placed upon English only policies and 1eep such in mind when considering the use of an actual implementation of an English only policy Estrada, E.. and 9opez 9.!., $&&"%. The fact that English is the most significant language in the world in terms of Economics it ma1es the most influential and most valuable form a certain perspective /avarro, ?.A., "##0%. This study

aims to determine

the

impact of the

English

-pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology to the First ear and -econd ear College and Grade -even and Grade Eight >igh -chool students of the institution. This conceptual framewor1 served as a guide in this present study.

1/

2. Extent o the Impact o 2.1 Aade&i -erfor&ane 2.2 Soia( Re(a$ions 2.3 -ersona( e*e(o"&en$

the English Policy as perceived by the First Year and o Speaking the respondents 1. Profle A. HIGH SCHOOL A1.1 Age A1.2 Sex A1.3 Area of Residene ! A1.4 Lang!age s"o#en a$ %o&e A1.5 '(e&en$ar) S%oo( grad!a$ed fro& A1.6 Grade (e*e( +. COLL'G' +1.1 Age +1.2 Sex +1.3 Area of Residene +1.4 Lang!age s"o#en a$ %o&e +1.5 Hig% s%oo( grad!a$ed fro& +1.6 ,ear (e*e( +1.7 Co!rse

$i'ure 1 Schematic Dia'ram of the Stud!

11

Sco"e and Limitation of the Stud! This study was conducted among the First ear and -econd ear College students and Grade -even and Grade Eight >igh -chool -tudents of -t. ude Thaddeus 6nstitute of Technology, enrolled in the Academic ear and -chool ear "#$34"#$0. The study was conducted on the second semester of the academic year "#$34"#$0.

Si'nificance of the Stud! The

findings

of

this

study

would

be

beneficial

to

the

following8

Schoo Admini#trator# ( The result of this study would help them identify the strengths and wea1nesses of the said policy. 6t will also serve as a basis for the improvement of the guidelines on the policy. This study would eDuip them to properly motivate students to spea1 English inside and even outside the campus.

$acut! ( The findings of this study would help them carry out their responsibilities as molders of minds and properly teach and encourage their students in spea1ing English.

Student# ( This study would enable them to be more attentive to their responsibilities as students and be more aware of the trends of globalization and wor1 better towards being globally competitive persons.

Parent# ( This study would help them assess the progress of their

children

towards

the

proficiency

in

English.

6t

would

12

awa1en their consciousness of the English spea1ing policy imposed by the institution.

Other re#earcher# ( this study would serve as a reference and guide to those who will conduct future studies regarding the impact of the English spea1ing policy.

Definition of Term# To ensure better understanding in this study, the following terms shall be defined conceptually and operationally8

 A"titude ( the capacity of a person to do something well. Biin'ua 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.

Communicati)e com"etence is

a term

in

linguistics  which

refers to a language userMs grammatical 1nowledge of

syntax,

morphology, phonology and the li1e, as well as social 1nowledge about how and when to use utterances appropriately.

Com"etiti)e ed'e ( the competitive advantages of a person. Di#cour#e

com"etence

*

the

1nowledgeKs1ill

in

ma1ing

connection of a series of utterances to form a unified whole both in spo1en and written language forms.

En'i#h language.

"roficient

(

a

person

s1illful

in

the

English

13

$uenc! * spea1ing spontaneously and meaningfully with no extensive pauses or excessive repetition.

+obai,ation ( the cause of being adopted globally, in terms of business or profession.

+rammatica Com"etence * the mastery of formal features of language.

Lan'ua'e*in*education ( The language used in teaching.  Ma#ter! ( the capacity of a person to be apt in an area. Proficienc! ( the s1illfulness of a person in an area. Socio*cutura ( this involves social and cultural factors. Socio*in'ui#tic

com"etence

(

1nowledge

of

the

socio4

cultural rules of language use.

Strate'ic

com"etence

*

s1ill

in

the

use

of

appropriate

strategy to compensate for whatever brea1down in communication due to deficiency in other aspects of communicative competence.

CHAPTER RE.IE/ O$ RELATED LITERAT0RE AND ST0DIES

14

This chapter contains the literature and studies, both local and foreign, reviewed by the researchers which are related to this research.

Reated Literature $orei'n Theorists and practitioners bring their own experiences and perspectives to the situation thus, the definition of spea1ing s1ills have many versions. ?ivers $&("% states that spea1ing means expression of metaphor, which illumines many aspects of our foreign language situation. -pea1ing is vehicle of delivering meaning which people do not realize they are using it. 9anguage is also a tool to deliver thin1ing, emotion and feeling and need in order to communicate with each other. To spea1 fluently and confidently in a variety of situations is a central human need and an important goal of education. Effective spea1ers of English have communicative oral competence. This particular type of competence, according to -carcella and xford $&&"%, consists of linguisticKgrammatical competence

in

grammar,

pragmaticKsociolinguistic

vocabulary competence

in

and

pronunciation

appropriate

use

of

language for the context discourse competence in coherence and cohesion

and

strategic

competence

in

using

communication

15

strategies. >edge "###% adds fluency to the list, which is most relevant to speech production. Fluency is defined by Ellis and -inclair $&'&% as spea1ing spontaneously

and

meaningfully

with

no

extensive

pauses

or

excessive repetition. >edge "###8 "7$% is more specific in her definition8 LFluency means responding coherently within the turns of

the

conversation.4

lin1ing

words

and

phrases,

using

intelligible pronunciation and appropriate intonation, and doing all

of

this

without

undue

hesitation.L

Faerch,

>aastrup

and

)hillipson $&'3 in >edge $&&58 "(0% define fluency in terms of competence as, LThe spea1erMs ability to ma1e use of whatever linguistic

and

pragmatic

competence

they

have.L

They

include

three types of competence8 semantic which lin1s propositions and speech

acts

syntactical

to

give

coherence

components

and

lexical4syntactic

words

and,

which

thirdly,

lin1s

articulatory

fluency which lin1s speech segments. As 2rown $&&3% and ?ichards $&&#% viewing, they divide oral communication into monologues planned and unplanned% and dialogues

interpersonal

and

transactional%.

6nterpersonal

conversation Llubricates the social wheels,L !cCarthy $&&$8 $57% develops

social

roles

and

relationships

and

is

relatively

unpredictable. 6t ranges from an informal chat to a more formal and

predictable

conversations,

on

meeting the

other

or hand,

interview. tend

to

Transactional be

much

more

16

predictable as information is exchanged in order to fulfill a need such as at a doctorMs appointment or buying oranges at a greengrocersM or a mar1et stall. ther types of genre, such as story narratives, have a predictable pattern and an example can be found in >edge "###%. According involves

a

to

/unan

number

development

of

of

$&'&%

successful

important

fluency

and

oral

features.

the

communication

These

ability

to

include manage

the both

transactional and interactional dialogues, using both fillers as well

as

long

reDuires

and

short

effective

turns.

listening

This

negotiation

s1ills

and

of

spea1ing

meaning s1ills.

Furthermore, it includes successful articulation of sounds, as well as Lmastery of stress, rhythm, intonation patterns.L >edge "###8"&7%. 2rown

$&&3%

difficulties learners

find

identified

characteristics difficult.

certain

of

The

typical

spo1en

language

following

features

spea1ing that as

most

typical

problem items8 clustering of words into chun1s, breath groups or phrases

redundancy

contractions, such

as

elisions,

language reduced

hesitations,

corrections phrases

of

delivery

speed

vowels

pauses,

colloDuialisms,

reduced

stress,

performance

fillers,

idioms,

forms

and

and

as

variables

bac1trac1ing,

slang

rhythm,

such

and

colloDuial

intonation

as

17

English

is

stress4timed

intonation

patterns

convey

important

messages% and interaction with conversational negotiation. !artin 2ygate,

-pea1ing

$&'(%,

whose theoretical

inputs

concerning the elements of spea1ing will be analyzed and their views

compared.

distinguishes

There

when

are

two

considering

basic

the

aspects

s1ill

of

that

2ygate

spea1ing.

These

include the 1nowledge of the language and the s1ill in using this 1nowledge. The 1nowledge of producing the language has to be used in different circumstances as they appear during a conversation by means of the s1ill. The ability to use the 1nowledge reDuires two 1inds of s1ills, according to 2ygate 4 production s1ills, and interaction s1ills. )roduction s1ills involve two aspects 4 facilitation and compensation,

brought

about

by

processing

conditions.

2oth

devices help students, besides ma1ing the oral production easier or possible, sound more naturally. 6nteraction s1ills, on the other hand, involve routines and negotiation s1ills. ?outines present

the

typical

patterns

of

conversation

including

interaction and information routines. /egotiation s1ills serve as a means for enabling the spea1er and listener to ma1e themselves clearly understood. This is achieved by two aspects8 management of interaction and turn4ta1ing. eremy

>armer,

The

)ractice

of

English

Teaching

"##$%,

discussing the elements of spea1ing that are necessary for fluent

18

oral production, distinguishes between two aspects 4 1nowledge of Llanguage featuresL, and the ability to process information on the spot, it means LmentalKsocial processingL. 6n order to wage a successful language interaction, it is necessary to realize the use of the language features through mentalKsocial processing4with the help of the rapid processing s1ills;, as >armer calls them p."($%.:!entalKsocial processing includes

three features

language

processing, interacting

with

others, and on4the4spot information processing. 6n

order

to

spea1,

according

to

-wainMs

Comprehensible

utput >ypothesis, referred to Tas14based learning, learners must practice spea1ing. n the basis of this hypothesis, -1ehan $&&7% identifies six purposes for output. These include to negotiate meaning and thus improve input, to attend to syntactic accuracy to chec1 predictions and hypothesis to promote automaticity to understand and manage discourse, and, lastly, to express personal opinions in a personal voice.

Loca The epartment of Education epEd% 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 -ecretary esli 9apus said that the department was also pursuing its programs to further improve English proficiency

19

by pushing ahead with its /ational English )roficiency )rogram /E))% to strengthen its Teachers !entoring Teachers program. nder

the

program,

a

total

of

$#,0##

teachers

and

school

administrators have trained on English proficiency for this year. 9apus noted that there was continuous improvement in the performance of students in the /ational Achievement Test /AT% within the five4year analysis particularly in English sub=ect. *
to

-ystem

administer 6E9T-%

the

exam

6nternational to

Filipinos

English

who

see1

9anguage to

enter

Australia as wor1ers, migrants or students in its universities, recently revealed a seeming drop in Filipinos; proficiency in English from the results of Filipino ta1ers of the 6E9T- they administered in "##'. 6n the 6) Education )ty. 9td;s review of 6E9T- results they had administered in countries all over the world for "##', he

2/

said that the )hilippines; average overall score was 7.7&, which was below the ( passing score of the Australian government. 6n their analysis of the results and the )hilippines; system of

English

instruction

in

schools,

@ing

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 Duality of resources or textboo1s being used in schools. The Phii""ine Star2 -3345
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 2)% investment, national Economic evelopment Authority /EA% director general Augusto -antos said Tuesday in press briefing in !alacanang. >e 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. 6t;s a world of competition, a global community, -antos said. The /EA 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 2) industry, Filipinos are

easily hired

abroad because their English proficiency s1ills are higher than

21

those

from

wor1ers

in

neighboring

countries.

English

is

the

number one language in the entire world. 6f we want to increase competitiveness, we Filipinos have to continuously improve our proficiency in English8 -antos said. -antos said a recent study showed that China is moving to boost the English proficiency of its people. *
business

process

outsourcing

2)%

industry

in

the

)hilippines. >e said the business sector is addressing the problem by pushing for the improvement of the overall Duality of education in the country. >e added that English proficiency is advantageous not =ust to the 2) industry but also to the local tourism sector especially

with

more

English4spea1ing

tourists

going

to

the

)hilippines. DA.ID DI6ON2 ab#*cbnNE/S7com2 -3385 Granted

that

English

is

a

second

language

to

the

vast

ma=ority of the Filipinos, therefore, is it fair to expect a college educated Filipino to be fluent in English, or is it notB 6f a Filipino is not fluent in English, should that Filipino be reDuired to ta1e remedial English classes before that nurse can be hired overseasB 4 Da! Cit!2 -3385

22

The epartment of Education reported that '# percent of secondary school teachers in the )hilippines failed in an English proficiency test in "##(. -o where is the veracity of those claims that the )hilippines have a substantial pool of English4 proficient wor1ersB Aside from its bountiful natural resources, the other main wealth of the )hilippines is perhaps its people. espite 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. 6f 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 yardstic1s in their own country, spurring improvement and innovations. -ome parochial nationalists argue that this is =ust fine with them let the nation build its future on a local !alay4based language such as Tagalog.
the

large

ma=ority

of

Filipino

writers,

historians,

scholars and =ournalists are wor1ing almost entirely in English. English is very much part and parcel of the )hilippineMs national birthright.

23

nfortunately practicality

of

for

trying

the to

ardent acDuire

nationalists, a

college

the

sheer

graduate

level

education in the humanities solely in Filipino is not feasible. oung people in third world countries, especially in the case of the )hilippines, 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 ill4prepared for the inevitable challenges of future colonial pressures. )op culture flooding the )hilippines from other Asian countries is as shallow as anything >ollywood churned out in the $&0#s. Filipino regional languages and their many spo1en dialects are beautiful and deeply expressive of local cultures and the modern )hilippine nation. They represent ancient and modern oral and written traditions which capture the finest nuances of the Filipino character and the Filipino world. >owever, 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. /o class of people should be groomed to be overseas wor1ers they need =obs here at

24

home, near their families, in the country they love. The high social cost of this public policy is bro1en 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 1ids. The current mantra being that English is oneMs passport out of the )hilippines to high4paying =obs. 6t would be better to strongly promote English for high school and college students, especially reading and writing s1ills, so they can build a strong new nation from within, on their own terms. >igh4Duality text boo1s, instructional material, libraries and reading centers should be available in every high school and college

with

standardized

testing

and

mandatory

reading

assignments. /ot only English but Chinese and -panish should be promoted by the 2oard of Education. For the evolving )hilippine 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 7 9onathan Be#t in Bu#ine##

 /ord -33:5 According to !r. Angelo Garcia, every year, thousands of young

Filipino

graduates

end

up

=obless,

no

matter

what

university they came from. The battle of who 1nows more and who

25

is best among these graduates in their chosen field is not the only basis that any company is loo1ing for and when applying for a =ob, good communication s1ills is in English a reDuirement. L9anguage is now considered a s1ill,L says Test of English for 6nternational CommunicationMs TE6C% 2ambina 2uenaventura. According to her, big companies, both here and abroad, are now loo1ing for good English communication s1ills among potential employees. -adly, these companies are disappointed. English has been dubbed as the *language of the world+. ver 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.

Reated Studie# $orei'n The study is about Teachers; sense of self4efficacy English proficiency and instructional strategies which show that novice 6ranian

EF9

teachers

feel

more

efficacious

in

applying

instructional strategies than in managing an EF9 class. They also perceive their efficacy to motivate and engage students to learn English not as high as their efficacy for instructional strategies.

-econd,

the teachers

perceive their

reading s1ill to be the most highly developed language s1ill and listening to be the least developed language s1ill. Third, the teachers

report

that

their

use

of

grammatically

oriented

26

stra strate tegi gies es

is

lowe lower r

than than

that that

of

comm commun unic icat ativ ivel ely y

orie orient nted ed

strategies. The most import important ant finding finding was the positi positive ve relatio relationsh nship ip betw betwee een n perce perceiv ived ed leve level l of langu languag age e prof profic icie ienc ncy y

and and sens sense e of

self4efficacy self4efficacy. . The higher the teachers; teachers; perceived proficiency in language s1ills, the more efficacious they felt. !oreover, the higher the teachers; sense of self4 efficacy the

more

tendencies ies

they hey

had

to

use

communicative4ba 4based

stra strate tegi gies es in their their clas classe ses s and and incl inclin inat atio ion n to focu focus s more more on meaning rather than accuracy. This result is different from the findings findings of other studies ChacNn, ChacNn, "##0 -ato, "##0%, which show gram gramma mar r was was

the the cent centra ral l focu focus s

of EF9 EF9 teac teache hers rs; ; instr instruc ucti tion onal al

activities. This study adds to the previous literature literature by examining examining the rela relati tion onsh ship ips s

amon among g

teac teache hers rs; ;

sens sense e

of

effi effica cacy cy

and and

othe other r

fact factor ors. s. >owe >oweve ver, r, this this is a new new cont contri ribu buti tion on to the fiel field d of teacher4efficacy since self4efficacy of foreign language teachers in general, and an EF9 teacher in particular, particular, is an understudied 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 EF9 teachers and their sense of self4 efficacy. 2ased on the premise premise that teachers are 1ey agents of change Ghaith I -haaban, $&&&% and that their self4efficacy should be

27

cons consid ider ered ed

in

the the

prac practi tice ce, ,

thes these e

conc concer erne ned d

with with

admini administr strator ators s

succ succes essf sful ul

find findin ings gs

impl implem emen enta tati tion on

sugg sugges est t

profe profess ssio iona nal l

impl implic icat atio ions ns

deve develo lopme pment nt

should should develo develop p

of

of

educ educat atio iona nal l

for for

prog progra rams ms

teac teache hers rs. .

interve interventi ntion on progra programs ms

-cho -chool ol

either either to

maintain or enhance teachers; sense of efficacy. -ince language proficiency was related to a teachers; sense of self efficacy, it is suggested that teacher education programs and schools schools provide provide English language enhancement classes for EF9 teachers in order for them to maintain or improve their language proficiency. EF9 teachers teachers reDuire adeDuate preparation preparation in all four s1ills 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 fact factor ors s

that that

cont contri ribu bute te

to

teac teache hers rs; ;

sens sense e

of

effi effica cacy cy. .

The The

teaching experience of the teachers in this study ranged from $40 years. Further expe experi rien ence ce

research

infl influe uenc nce e

is the the

needed

to

deve develo lopm pmen ent t

examine of

how

years

of

teac teache hers rs; ;

sens sense e

of

effica efficacy cy and under under what what condit condition ions s effica efficacy cy is mainta maintained ined and enhanced. !ore specifically, it would be useful to examine the role of such factors as teachers; English language enhancement, prof profes essi sion onal al trai traini ning ng efficacy.

in

prep prepar arat atio ion, n, main mainta tain inin ing g

readi readine ness ss and and

to

enha enhanc ncin ing g

teach teach, ,

and and

teac teache hers rs; ;

in4s in4ser ervi vice ce sens sense e

of

28

Loca Engli English sh

prof profic icie iency ncy

of

Fili Filipi pino nos s

has has

reco recove vere red d

and

impr improv oved ed in the last last two two year years, s, espe especi cial ally ly in the fiel fields ds of written and spo1en English, a study by research outfit -ocial
!ang !angah ahas as

said said

the the

impr improv ovem emen ent t

in

Fili Filipi pino nosM sM

Engl Englis ish h

proficiency proficiency shows a greater awareness awareness among Filipinos Filipinos to improve improve their s1ills in written and spo1en English. LThe most important find findin ing g is that that ther there e is an impro improve veme ment nt in all all the the expe expect cted ed

29

properties. This is all age groups, of different classes and sectors. These are the people actively thin1ing of improving themselves.

They

are

drawing

from

their

own

foundation

and

improving themselves first,L he told reporters. >e added that the increasing dependence on the 6nternet is also pushing people to review their English s1ills. The survey said eight percent of the Filipino adults polled claimed they made full use of the English language 5& percent said they made fair use of the English language "& percent said they made partial use of the English language, and $( percent said they made almost no use of the English language. The -<- interviewed $,"## respondents nationwide for the survey, which was conducted for the )romoting English )roficiency )ro=ect of the American Chamber of Commerce in the )hilippines and the !a1ati 2usiness Club !2C%.

CHAPTER ; RESEARCH METHODOLO+<

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.

Re#earch De#i'n

3/

The

6mpact

of

the

English

-pea1ing

)olicy

of

-t.

ude

Thaddeus 6nstitute of Technology to the First ear and -econd ear College and Grade -even and Grade Eight -tudents of the current

school

year

was

determined

and

described.

Also,

the

significant difference on the 6mpact of English -pea1ing )olicy to the First ear and -econd ear College and Grade -even and Grade Eight >igh -chool -tudents when they are grouped according to their profiled variables was ascertained. Thus, descriptive method was used in this study.

Determination of Sam"e Si,e The total population of the Grade -even and Grade Eight >igh -chool -tudents, and First ear and -econd ear College students of -t. ude Thaddeus 6nstitute of Technology is "3(. The Estimate )roportion feature of the -tatdis1 software was used to determine the sample size. The sample size is $0$.

Sam"in' De#i'n and Techni=ue The

sampling

techniDue

that

was

used

is

the

-tratified

?andom -ampling TechniDue to ensure that the respondents will be represented according to their respective departments.

The Re#"ondent# The respondents of this study were the First ear and -econd ear College and Grade -even and Grade Eight >igh -chool -tudents

31

of -t. ude Thaddeus 6nstitute of Technology in the academic year "#$34"#$0 and school year "#$34"#$0, respectively.

Re#earch In#trument The researchers made a Duestionnaire that was given to the respondents the first part of the Duestionnaire consists of the profile of the respondents

the second part consist of the

extent of the

English

respondents

6mpact of the

in

terms

of

the

-pea1ing )olicy to the

academic

performance,

social

relations and their personal development.

 .aidation of the In#trument The

research

instrument

that

the

researchers

used

was

validated by the research experts.

Data +atherin' Procedure See&in' first

=ob

Permi##ion

was

to

as1

conduct

the

permission

#tud!7

to

the

The Jice

researchers;

)resident

for

Academic Affairs as well as to the >igh -chool )rincipal and the epartment

>eads

distribution

and

to

allow

the

retrieval

of

researchers the

to

administer

Duestionnaire

from

the the

respondents, which are the Grade -even, Grade Eight, First ear College

and

-econd

ear,

>igh

-chool

and

College

-tudents,

respectively.

Pre"aration of the >ue#tionnaire7 After the formulation of the Duestionnaire, the Duestionnaire was chec1ed and validated by the researchers; instructor in this sub=ect.

32

Data

Proce##in'

Duestionnaire,

the

Method7

researchers

After

the

conducted

validation the

survey

of

the

to

the

sample. The Duestionnaires were recovered and collected, then the answers were tallied according to each item and the data were prepared for the statistical treatment.

Stati#tica Treatment The

following

statistical

techniDues

were

used

for

the

analysis and interpretation of data.

$re=uenc! Count and Percenta'e was used to analyze the data related to problem number $, the profile of the respondents of the sample from the First ear and -econd ear College and Grade -even and Grade Eight >igh -chool -tudents of -t. ude Thaddeus 6nstitute of Technology in terms of8 Age, -ex, Area of ?esidence, ElementaryK>igh -chool Graduated, 9anguage -po1en at home, Course and GradeKear 9evel.

 Arithmetic Mean and Standard De)iation was used to determine the extent of the 6mpact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology to the respondents in terms of their8 Academic )erformance, -ocial ?elations and )ersonal evelopment.

 Ana!#i# significant

of

.ariance

ANO.A5

difference on the

was

used

to

test

the

6mpact of the English -pea1ing

33

)olicy to the First ear and -econd ear College and Grade -even and Grade Eight >igh -chool students. The following parameters shall be used in the collection of data in problem "8

Scae 0 3 5 " $

Ran'e 3."#40.## 5.3#43.$& ".7#45.5& $.'#4".0& $.##4$.(&

Inter"retation -trongly Agree Agree !oderately Agree isagree -trongly isagree

CHAPTER ? PRESENTATION2 ANAL
This

chapter

presents,

analyzes,

and

interprets

the

following data gathered from the research Duestionnaire relative to

the

research

demographic 9anguage

sub=ects

profiles

-po1en

at

of

of

the

>ome,

this

study.

respondents Area

of

6t

such

presents as

?esidence,

Age,

the -ex,

Elementary

34

-choolK>igh -chool Graduated From, Course, and GradeKear 9evel. Furthermore,

this

chapter

also

discusses

the

impact

of

the

English -pea1ing )olicy as perceived by the respondents in terms of their academic performance, social relations, and personal development. English

6t

-pea1ing

further )olicy

presents are

whether

affected

by

the

impact

their

of

the

demographic

profiles. The data are presented using tables in accordance to the seDuencing of the sub4problems under the -tatement of the )roblem portion in Chapter $. The profile of the respondents is loo1ed upon in terms of Age, -ex, 9anguage -po1en at >ome, Area of ?esidence, Elementary -choolK>igh -chool Graduated From, Course, and GradeKear 9evel. Table $ presents the demographic profiles of the high school respondents.

Tabe 1 Profie of the Hi'h Schoo Re#"ondent# a# to A'e2 Se@2 Lan'ua'e S"o&en at Home2 Area of Re#idence2 Eementar! Schoo +raduated $rom and +rade Le)e Profie

$re=uenc



!  A'e 17 $5 years old ". $3 years old 5. $0 years old Se@

5 0

55.5 00.7

$

$$.$

35

17 !ale -7 Female Lan'ua'e S"o&en at Home 17 -urigaonon  Area of Re#idence 17 rban -7 ?ural Eementar! Schoo +raduated $rom  17 )ublic -7 )rivate +rade Le)e 17 Grade ( -7 Grade ' Tota Number of Re#"ondent#

0 3

00.7 33.3

&

$##. #

3

33.3

0

00.7

0 3

00.7 33.3

0 3 4

00.7 33.3

Table $ showed that there were & high school respondents. 5 or 55.5O% were in the age $5 years old, 0 or 00.7O% were in the age $0 years old, $ or$$.$O% was in the age $0 years old As to sex, 0 or 00.7O% were males and 3 or 33.3O% were females. As to the language spo1en at home, & or $##.#O% spea1 -urigaonon at home. As to the area of residence, 3 or 33.3O% lived in the urban area, while 0 or 00.7O% lived in the rural area. As to the elementary

school

graduated

from,

0

or

00.7O%

graduated

in

)ublic Elementary -chools while or 3 or 33.3O% graduated in )rivate Elementary -chools. Furthermore, the table also shows that 0 or 00.7O% of the respondents were Grade ( while 3 or 33.3O% of them were Grade '. Table " presents the demographic profiles of the college respondents.

36

Tabe Profie of the Coe'e Re#"ondent# a# to A'e2 Se@2 Lan'ua'e S"o&en at Home2 Area of Re#idence2 Hi'h Schoo +raduated $rom and
$re=uenc !



'

0.7 5#. 5 "7. '

 A'e 17 $7 years old ". $( years old ;7 $' years old

35 5'

37

3. $& years old 0. "#4 above

50 $'

"3. 7 $". (

Se@ 17 !ale -7 Female Lan'ua'e S"o&en at Home 17 -urigaonon ". Jisaya

 Area of Re#idence 17 rban -7 ?ural Hi'h Schoo +raduated $rom  17 )ublic -7 )rivate Cour#e 17 2EE -7 2-Crim 5. 2-CA 3. 2-2A 0. 2-6T 7. 2-E
-7 -econd ear

0& '5

$$7 "7

$$0 "(

$"0 $(

"$ 07 3$ $7 7 "

(' 73

3$. 0 0'. 0 '$. ( $'. 5 '$. # $&. # ''. # $". # $3. ' 5&. 3 "'. & $$. 5 3." $.3 03. & 30.

38

$

Tota Number of Re#"ondent#

1?-

Table " showed that there were $3" college respondents. ' or 0.7O% out of $3" were in the age $7 years old, 35 or 5#.5O% respondents were in the age $( years old, 5' or "7.'O% of them were in the age $' years old, 50 or "3.7O% of them were in the age $& years old and $' or $".(O% of them were in the age "# years old 4above As to sex, 0& or 3$.0O% were males and '5 or 0'.0O% were females As to the language spo1en at home, $$7 or '$.(O%

spea1

-urigaonon

at

home

while

"7

or

$'.5O%

spea1

Jisaya As to the area of residence, $$0 or '$O% lived in the urban area, while "( or$&O% lived in the rural are As to the high school graduated from, $"0 or ''.#O% graduated from )ublic >igh -chools while $( or $".#O% graduated from )rivate >igh -chools. Furthermore, the table also showed that "$ or $3.'O% of the

respondents were ta1ing 2EE,

07 or 5&.3O%

were ta1ing

2-Crim, 3$ or "'.&O% were ta1ing 2-CA, $7 or $$.5O% were ta1ing 2-2A, 7 or 3."O% were ta1ing 2-6T, and " or $.3O% were ta1ing 2-E. And also, (' or 03.&O% were First ear -tudents and 73 or 30.$O% were -econd ear -tudents. Table 5 presents the mean distribution of the high school respondents;

perception

towards

the

impact

of

the

English

39

-pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their academic performance.

Tabe ;  Mean Di#tribution of the Hi'h Schoo Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! of St7 9ude Thaddeu# In#titute of Technoo'! a# to the Academic Performance  Academic Performance

$. English -pea1ing improves vocabulary and grammar ". >elps participate in any oral activities 5. English spea1ing policy enhances writing and listening s1ills 3. >elps me get good grades 0. -pea1ing English enables me to understand other sub=ects with English as the medium of instruction 7. English spea1ing improves my performance in other sub=ects (. English spea1ing enables me to understand written outputs in English. '. English spea1ing helps me in presenting reports in English. &. 6 can convey my ideas before my classmates in English. $#. English -pea1ing helps in enhancing my language proficiency. O)era mean

Mean

3.## 5.07

Standard   .erba De)iatio De#cri"tio n n #.'( Agree #.(5

Agree Agree

5.7(

#.($

5.7(

#.($

5.7(

#.($

Agree Agree

Agree 3.##

#.($ Agree

5.'&

#.&5 Agree

5.07

$.##

5.('

#.7(

Agree Agree

5.7( 5.(3

#.'( Agree

4/

As

shown

vocabulary and

in

table

5,

6tem

grammar, got

a

$,

English -pea1ing

mean of

3.## with a

deviation of #.'(, with a verbal description of Agree.

improves standard 6tem ",

>elps participate in any oral activities, got a mean of 5.07 with a standard deviation of #.(5, with a verbal description of Agree. 6tem 5, English spea1ing policy enhances writing and listening s1ills, got a mean of 5.7( with a standard deviation of #.($, with a verbal description of Agree.

6tem 3, >elps me get good

grades, got a mean of 5.7( with a standard deviation of #.($, with a verbal description of Agree. enables medium

me to understand of

instruction,

other

got

a

6tem 0, -pea1ing English

sub=ects with English mean

of

5.7(

with

a

deviation of #.($, with a verbal description of Agree.

as the standard 6tem 7,

English spea1ing improves my performance in other sub=ects, got a mean of 3.## with a standard deviation of #.($, with a verbal description of Agree.

6tem (, English spea1ing enables me to

understand written outputs in English, got a mean of 5.'& with a standard deviation of #.&5, with a verbal description of Agree. 6tem

',

English

spea1ing

helps

me

in

presenting

reports

in

English, got a mean of 5.07 with a standard deviation of $.##, with a verbal description of Agree. 6tem &, 6 can convey my ideas before my classmates in English, got a

mean of

5.(' with a

standard deviation of #.7(, with a verbal description of Agree.

41

6tem $#, English -pea1ing helps in enhancing my language proficiency, got a mean of 5.7( with a standard deviation of #.'(, with a verbal description of Agree. As a summary, 6tem $, English -pea1ing improves vocabulary and grammar, and item 7, English spea1ing improves my performance in other sub=ects, got the highest mean of 3.## with a standard deviation

of

description

#.'(

and

of Agree.

#.($

6tem ",

respectively,

with

a

verbal

>elps participate in any

oral

activities, and item ', English spea1ing helps me in presenting reports in English, got the lowest mean of 5.07 with standard deviation of #.(5 and $.##, respectively. The perception of the high school respondents about the impact of the English -pea1ing )olicy in terms of their academic performance

got

an

over4all

mean

of

5.(3,

with

a

verbal

description of Agree. Table 3 presents the mean distribution of the perception of the

college

respondents

towards

the

impact

of

the

-pea1ing )olicy in terms of their academic performance.

English

42

Tabe ?  Mean Di#tribution of the Coe'e Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! of St7 9ude Thaddeu# In#titute of Technoo'! a# to the Academic Performance  Academic Performance $. English -pea1ing improves vocabulary and grammar ". >elps participate in any oral activities 5. English spea1ing policy enhances writing and listening s1ills 3. >elps me get good grades 0. -pea1ing English enables me to understand other sub=ects with English as the medium of instruction 7. English spea1ing improves my performance in other sub=ects (. English spea1ing enables me to understand written outputs in English. '. English spea1ing helps me in presenting reports in English. &. 6 can convey my ideas before my classmates in English. $#. English -pea1ing helps in enhancing my language proficiency. O)er*a mean

Mean 3.#7 5.'5

Standard   .erba De)iation De#cri"tion Agree #.&3 #.'&

Agree Agree

5.'7

#.&&

5.'$

$.#(

3.#$

#.''

3.#7

#.(&

Agree Agree

Agree Agree

5.&$

#.&(

5.&7

#.&#

5.(5

#.'$

Agree Agree Agree

3.$5

;7:

#.'& Agree

43

As

shown

vocabulary and

in

table

3,

6tem

grammar, got

a

$,

English -pea1ing

mean of

3.#7 with a

deviation of #.&3, with a verbal description of Agree.

improves standard 6tem ",

>elps participate in any oral activities, got a mean of 5.'5 with a standard deviation of #.'&, with a verbal description of Agree. 6tem 5, English spea1ing policy enhances writing and listening s1ills, got a mean of 5.'7 with a standard deviation of #.&&, with a verbal description of Agree.

6tem 3, >elps me get good

grades, got a mean of 5.'$ with a standard deviation of $.#(, with a verbal description of Agree. enables medium

me to understand of

instruction,

other

got

a

6tem 0, -pea1ing English

sub=ects with English mean

of

3.#$

with

a

deviation of #.'', with a verbal description of Agree.

as the standard 6tem 7,

English spea1ing improves my performance in other sub=ects, got a mean of 3.#7 with a standard deviation of #.(&, with a verbal description of Agree.

6tem (, English spea1ing enables me to

understand written outputs in English, got a mean of 5.'& with a standard deviation of #.&(, with a verbal description of Agree. 6tem

',

English

spea1ing

helps

me

in

presenting

reports

in

English, got a mean of 5.&7 with a standard deviation of #.&#, with a verbal description of Agree. 6tem &, 6 can convey my ideas before my classmates in English, got a

mean of

5.(5 with a

standard deviation of #.'$, with a verbal description of Agree.

44

6tem $#, English -pea1ing helps in enhancing my language proficiency, got a mean of 3.$5 with a standard deviation of #.'&, with a verbal description of Agree. As a summary, 6tem $#, English -pea1ing helps in enhancing my language proficiency, got the highest mean of 3.$5 with a standard deviation of #.'&, with a verbal description of Agree. 6tem &, 6 can convey my ideas before my classmates in English, got the lowest mean of 5.(5 with a standard deviation of #.'$, with a verbal description of Agree. The perception of the college respondents about the impact of

the

English

performance

got

-pea1ing an

)olicy

over4all

in

mean

terms of

of

5.7&,

their with

academic a

verbal

description of Agree. Table 0 presents the mean distribution of the high school respondents about the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in relation to their social relations.

45

Tabe   Mean Di#tribution of the Hi'h Schoo Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! of St7 9ude Thaddeu# In#titute of Technoo'! a# to Socia Reation# Socia Reation# $. Communicate to people both local and foreign ". 6 can spea1 English in front of other people 5. -hares ideas to other people using the English language 3. >elps me to socialize better with other people 0. 6 can understand other people who spea1 English. 7. 6 can translate English language to Filipino or our regional dialect. (. 6 can help others who have difficulty in English spea1ing. '. Through English spea1ing 6 can ma1e new friends and acDuaintances. &. English spea1ing helps me understand concepts conveyed by other people.

Mean

Std7 De)iation

3.$$

#.&5

5.('

#.7(

5.7(

#.($

5.33

#.(5

5.55

#.'(

5.'&

#.&5

 .erba De#cri"tion Agree Agree Agree Agree !oderately Agree Agree

Agree 5.33

$.$5 Agree

5.33

#.'' Agree

5.33

#.(5

46

$#. 6 can become a good acDuaintance to other people. O)er*a mean

As shown in table 0, 6tem $,

3.$$

Agree

$.#0

;7:

Agree

Communicate to people both

local and foreign, got a mean of 3.$$ with a standard deviation of #.&5, with a verbal description of Agree. 6tem ", 6 can spea1 English in front of other people, got a mean of 5.(' with a standard deviation of #.7(, with a verbal description of Agree. 6tem 5, -hares ideas to other people using the English language, got a mean of 5.7( with a standard deviation of #.($, with a verbal description of Agree. 6tem 3, >elps me to socialize better with other people, got a mean of 5.33 with a standard deviation of #.(5, with a verbal description of Agree.

6tem 0,

6

can

understand other people who spea1 English, got a mean of 5.55 with a standard deviation of #.'(, with a verbal description of !oderately Agree. 6tem 7, 6 can translate English language to Filipino or our regional dialect, got a mean of 5.'& with a standard deviation of #.&5, with a verbal description of Agree. 6tem

(,

6

can

help

others

who

have

difficulty

in

English

spea1ing, got a mean of 5.33 with a standard deviation of $.$5, with a

verbal description

of Agree.

6tem

',

Through English

spea1ing 6 can ma1e new friends and acDuaintances, got a mean of 5.33 with a standard deviation of #.'', with a verbal description of Agree. 6tem &, English spea1ing helps me understand concepts

47

conveyed by other people, got a mean of 5.33 with a standard deviation of #.(5, with a verbal description of Agree. 6tem $#, 6 can become a good acDuaintance to other people, got a mean of 3.$$ with a standard deviation of $.#0, with a verbal description of Agree. As a summary, 6tem $#, 6 can become a good acDuaintance to other people, and item $, Communicate to people both local and foreign got the highest mean of 3.$$ with a standard deviation of $.#0 and #.&5 respectively, with a verbal description of Agree. 6tem 0, 6 can understand other people who spea1 English, got the lowest mean of 5.55 with a standard deviation of #.'(, with a verbal description of !oderately Agree. The perception of the high school respondents about the impact of the English -pea1ing )olicy in terms of their social relations got an over4all mean of 5.7(, with a verbal description of Agree. Table

7

respondents;

presents perception

the

mean

towards

distribution the

impact

of of

the

college

the

English

-pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their social relations.

48

Tabe   Mean Di#tribution of the Coe'e Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! of St7 9ude Thaddeu# In#titute of Technoo'! a# to Socia Reation# Socia Reation# Mean Std7  .erba De)iation De#cri"tion $. Communicate to people both Agree 5.&$ #.&' local and foreign ". 6 can spea1 English in front Agree 5.77 #.&& of other people 5. -hares ideas to other people Agree 5.'7 #.'7 using the English language 3. >elps me to socialize better Agree 5.(( #.&7 with other people 0. 6 can understand other people Agree 5.(& $.$7 who spea1 English. 7. 6 can translate English language to Filipino or our Agree 5.75 $.#3 regional dialect. (. 6 can help others who have Agree difficulty in English 5.3' $.#( spea1ing. '. Through English spea1ing 6 can !oderately ma1e new friends and Agree 5.57 $.## acDuaintances. &. English spea1ing helps me Agree understand concepts conveyed 5.7( $.#0 by other people. $#. 6 can become a good Agree 5.(( #.&5

49

acDuaintance to other people. O)er*a mean

As shown in table 7, 6tem $,

;74

Agree

Communicate to people both

local and foreign, got a mean of 5.&$ with a standard deviation of #.&', with a verbal description of Agree. 6tem ", 6 can spea1 English in front of other people, got a mean of 5.7( with a standard deviation of #.&&, with a verbal description of Agree. 6tem 5, -hares ideas to other people using the English language, got a mean of 5.'7 with a standard deviation of #.'7, with a verbal description of Agree. 6tem 3, >elps me to socialize better with other people, got a mean of 5.(( with a standard deviation of #.&7, with a verbal description of Agree.

6tem 0,

6

can

understand other people who spea1 English, got a mean of 5.(& with a standard deviation of $.$7, with a verbal description of Agree. 6tem 7, 6 can translate English language to Filipino or our

regional

dialect,

got

a

mean

of

5.75

with

a

deviation of $.#5, with a verbal description of Agree.

standard 6tem (, 6

can help others who have difficulty in English spea1ing, got a mean of 5.3' with a standard deviation of $.#', with a verbal description of Agree. 6tem ', Through English spea1ing 6 can ma1e new friends and acDuaintances, got a mean of 5.57 with a standard deviation of $.##, with a verbal description of !oderately Agree. 6tem &, English spea1ing helps me understand concepts conveyed by

5/

other people, got a mean of 5.7' with a standard deviation of $.#7, with a verbal description of Agree. 6tem $#, 6 can become a good acDuaintance to other people, got a mean of 5.(( with a standard deviation of #.&7, with a verbal description of Agree. As a summary, 6tem $, Communicate to people both local and foreign got the highest mean of 5.&$ with a standard deviation of #.&' and with a verbal description of Agree.

6tem ', Through

English spea1ing 6 can ma1e new friends and acDuaintances, got the lowest mean of 5.57 with a standard deviation of $.##, with a verbal description of !oderately Agree. The perception of the college respondents about the impact of the English -pea1ing )olicy in terms of their social relations got an over4all mean of 5.7&, with a verbal description of Agree. Table ( presents the mean distribution of the high school respondents;

perception

about

impact

of

the

English -pea1ing

)olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their personal development.

51

Tabe :  Mean Di#tribution of the Hi'h Schoo Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! of St7 9ude Thaddeu# In#titute of Technoo'! a# to Per#ona De)eo"ment Per#ona De)eo"ment $. -pea1ing English develops my self confidence. ". 6 can spea1 English without hesitation. 5. 6 don;t experience stage fright or resentment because of spea1ing English. 3. 6 can spea1 English with a neutralized accent. 0. English spea1ing helps develop my self4esteem. 7. English spea1ing helps me become a better person. (. 6 can reflect on principlesKnorms that are spo1en or written in English. '. English spea1ing helps me study efficiently. &. 6 can ma1e my ideas organized through English. $#. English spea1ing develops my self4efficacy. O)er*a mean

Mean

Std7 De)iation

3.##

#.'(

5.$$

#.7#

5.55

#.($

".''

#.55

5.55

$.##

5.33

$.#$

5.##

$.5"

5.$$

$.#0

5.33

#.(5

5.('

#.&(

;7;?

 .erba De#cri"tion Agree !oderately Agree !oderately Agree !oderately Agree !oderately Agree Agree !oderately Agree !oderately Agree Agree Agree !oderately Agree

52

As shown in table (, 6tem $, -pea1ing English develops my self confidence, got a mean of 3.## with a standard deviation of #.'(, with a verbal description of Agree.

6tem ", 6 can spea1

English without hesitation, got a mean of 5.$$ with a standard deviation of #.7#, with a verbal description of !oderately Agree. 6tem 5, 6 don;t experience stage fright or resentment because of spea1ing English, got a mean of 5.55 with a standard deviation of #.($, with a verbal description of !oderately Agree.

6tem 3, 6

can spea1 English with a neutralized accent, got a mean of ".'' with a standard deviation of #.55, with a verbal description of !oderately Agree. 6tem 0, English spea1ing helps develop my self4 esteem, got a mean of 5.55 with a standard deviation of $.##, with a verbal description of !oderately Agree.

6tem 7, English

spea1ing helps me become a better person, got a mean of 5.33 with a standard deviation of $.#$, with a verbal description of Agree. 6tem (, 6 can reflect on principlesKnorms that are spo1en or written in English, got a mean of 5.## with a standard deviation of $.5", with a verbal description of !oderately Agree.

6tem ',

English spea1ing helps me study efficiently, got a mean of 5.$$ with a standard deviation of $.#0, with a verbal description of !oderately

Agree.

6tem

&,

6

can

organize

my

ideas

through

English, got a mean of 5.33 with a standard deviation of #.(5,

53

with a verbal description of Agree.

6tem $#, English spea1ing

develops my self4efficacy, got a mean of 5.(' with a standard deviation of #.&(, with a verbal description of Agree. As a

summary, 6tem $,

confidence,

got

the

-pea1ing English develops my self

highest

mean

of

3.##

with

a

deviation of #.'(, with a verbal description of Agree.

standard 6tem 3, 6

can spea1 English with a neutralized accent, got the lowest mean of

".''

with

a

standard

deviation

of

#.55,

with

a

verbal

description of !oderately Agree. The perception of the high school respondents about the impact of the English -pea1ing )olicy in terms of their personal development

got

an

over4all

mean

of

5.53,

with

a

verbal

description of !oderately Agree. Table ' presents the mean distribution of the perception of the college respondents about the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their personal development.

54

Tabe 8  Mean Di#tribution of the Coe'e Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! of St7 9ude Thaddeu# In#titute of Technoo'! a# to Per#ona De)eo"ment Per#ona De)eo"ment $. -pea1ing English develops my self confidence. ". 6 can spea1 English without hesitation. 5. 6 don;t experience stage fright or resentment because of spea1ing English. 3. 6 can spea1 English with a neutralized accent. 0. English spea1ing helps develop my self4esteem. 7. English spea1ing helps me become a better person. (. 6 can reflect on principlesKnorms that are spo1en or written in English. '. English spea1ing helps me study efficiently. &. 6 can ma1e my ideas organized through English. $#. English spea1ing develops my self4efficacy. O)er*a mean

Mean

Std7 De)iation

3.#&

$.#(

5.05

#.'7

5.5#

#.&"

5.30

#.'7

5.'&

#.&&

5.&0

#.&'

 .erba De#cri"tion Agree Agree !oderately Agree Agree Agree Agree Agree

5.7#

#.&'

5.70

$.#5

5.(#

#.&3

5.&$

#.'(

;7:1

Agree Agree Agree Agree

55

As shown in table ', 6tem $, -pea1ing English develops my self confidence, got a mean of 3.#& with a standard deviation of $.#(, with a verbal description of Agree.

6tem ", 6 can spea1

English without hesitation, got a mean of 5.05 with a standard deviation of #.'7, with a verbal description of Agree.

6tem 5, 6

don;t experience stage fright or resentment because of spea1ing English, got a mean of 5.5# with a standard deviation of #.&", with a verbal description of !oderately Agree.

6tem 3, 6 can

spea1 English with a neutralized accent, got a mean of 5.30 with a standard deviation of #.'7, with a verbal description of Agree. 6tem 0, English spea1ing helps develop my self4esteem, got a mean of

5.'&

with

a

standard

deviation

of

#.&&,

with

a

verbal

description of Agree. 6tem 7, English spea1ing helps me become a better person, got a mean of 5.&0 with a standard deviation of #.&', with a verbal description of Agree. 6tem (, 6 can reflect on principlesKnorms that are spo1en or written in English, got a mean of 5.7# with a standard deviation of #.&', with a verbal description of Agree.

6tem ', English spea1ing helps me study

efficiently, got a mean of 5.70 with a standard deviation of $.#5, with a verbal description of Agree. 6tem &, 6 can organize my ideas through English, got a mean of 5.(# with a standard deviation of #.&3, with a verbal description of Agree.

6tem $#,

English spea1ing develops my self4efficacy, got a mean of 5.&$

56

with a standard deviation of #.'(, with a verbal description of Agree. As a summary, 6tem $, confidence,

got

the

-pea1ing English develops my self

highest

mean

of

3.#&

with

a

standard

deviation of $.#(, with a verbal description of Agree.

6tem 5, 6

don;t experience stage fright or resentment because of spea1ing English, got the lowest mean of 5.5# with a standard deviation of #.&", with a verbal description of !oderately Agree. The perception of the college respondents about the impact of

the

English

development

got

-pea1ing an

)olicy

over4all

in

mean

terms of

of

5.($,

their with

personal a

verbal

description of Agree. Table & presents the tests of significant difference of the high

school

respondents

towards

the

impact

of

the

English

-pea1ing )olicy when grouped according to age.

Tabe 4 The Te#t of Si'nificant Difference on the Hi'h Schoo Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! /hen +rou"ed Accordin' A'e De"endent $ "*)aue Deci#ion Concu#ion  .ariabe# on HO Academic #.3#5 #.7'0 Accept /ot )erformanc -ignifican e t -ocial $.#"" #.3$0 Accept /ot ?elations -ignifican t )ersonal #.3"' #.7(# Accept /ot

57

evelopmen t Psignificant at #.#0

-ignifican t


-pea1ing

Technology

in

)olicy

relation

of to

-t.

their

ude

Thaddeus

academic

6nstitute

performance,

of

social

relations, and personal development, the p values were #.7'0, #.3$0, and #.7(#, 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

-pea1ing

)olicy

of

-t.

ude

Thaddeus

6nstitute

of

Technology when grouped according to age. Table $# presents the test of significant difference on the perception of the high school respondents on the impact of the English -pea1ing )olicy when grouped according to sex.

Tabe 13 The Te#t of Si'nificant Difference on the Hi'h Schoo Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! /hen +rou"ed Accordin' Se@ De"endent $ "*)aue Deci#ion Concu#ion  .ariabe on HO Academic #.$53 #.("0 Accept /ot )erformanc -ignifican e t -ocial #.$0 #. Accept /ot ?elations -ignifican t )ersonal $."'' #."&3 Accept /ot evelopmen -ignifican t t Psignificant at #.#0

58


respondents;

perception

on

the

impact

of

the

English

-pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms

of

their

academic

performance,

social

relations,

and

personal development, the p values were #.("0, #., #."&3, 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 -pea1ing )olicy when grouped according to sex. As to the

language spo1en at home,

the

null hypothesis

cannot be tested because the high school respondents only spea1 one language at home which is -urigaonon. Table $$ presents the test of significant difference on the perception of the high school respondents on the impact of the English

-pea1ing

)olicy

when

grouped

according

to

area

of

residence.

Tabe 11 The Te#t of Si'nificant Difference on the Hi'h Schoo Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! /hen +rou"ed Accordin' to the  Area of Re#idence De"endent $ "*)aue Deci#ion on Concu#ion  .ariabe HO Academic #.$53 #.("0 Accept /ot )erformance -ignificant -ocial #.$0 #. Accept /ot ?elations -ignificant )ersonal $."'' #."&3 Accept /ot evelopment -ignificant Psignificant at #.#0

59


in

terms

of

their

academic

performance,

social

relations, and personal development, the p values were #.("0, #., #."&3, respectively, led the researchers to accept the null hypothesis. >ence, there is no significant difference in the perception of the high school respondents on the impact of the English -pea1ing )olicy when grouped according to the area of residence. Table $" presents the test of significant difference on the perception of the high school respondents on the impact of the English -pea1ing )olicy when grouped according to the elementary school graduated from

Tabe 1The Te#t of Si'nificant Difference on the Hi'h Schoo Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! /hen +rou"ed Accordin' to the Eementar! Schoo +raduated $rom  De"endent $ "*)aue Deci#ion Concu#ion  .ariabe on HO Academic #.#3# #.'(3 Accept /ot )erformance -ignificant -ocial #.$$7 #.(33 Accept /ot ?elations -ignificant )ersonal #.5#0 #.0&' Accept /ot evelopment -ignificant Psignificant at #.#0

6/


null

hypothesis.

Therefore,

there

is

no

significant

difference in the perception of the high school respondents on the impact of the English -pea1ing )olicy when grouped according to elementary school graduated from. Table $5 presents the test of significant difference on the high school respondents; perception on the impact of the English -pea1ing )olicy when grouped according to grade level.

Tabe 1; The Te#t of Si'nificant Difference on the Hi'h Schoo Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! %hen +rou"ed Accordin' To +rade Le)e De"endent $ "*)aue Deci#ion Concu#ion  .ariabe on HO Academic #.$53 #.("0 Accept /ot )erformanc -ignifican e t -ocial #.$0 #. Accept /ot ?elations -ignifican t )ersonal $."'' #."&3 Accept /ot evelopmen -ignifican t t Psignificant at #.#0

61


-pea1ing

Technology

in

)olicy

terms

of

of

-t.

their

ude

Thaddeus

academic

6nstitute

performance,

of

social

relations, and personal development, the p values were #.'3(, #.(33,

#.0&',

hypothesis.

respectively,

Thus,

there

is

led no

to

acceptance

significant

of

the

difference

null

in

the

perception of the high school respondents on the impact of the English -pea1ing )olicy when grouped according to grade level. Table $3 presents the test of significant difference of the perception English

of

the

-pea1ing

college )olicy

of

respondents -t.

ude

on

the

Thaddeus

impact

of

6nstitute

Technology when grouped according to age.

Tabe 1? The Te#t of Si'nificant Difference on the Coe'e Re#"ondent# Perce"tion on the Im"act Of The En'i#h S"ea&in' Poic! /hen +rou"ed Accordin' To A'e De"endent $ "*)aue Deci#ion Concu#ion  .ariabe# on HO Academic #.'$3 #.0$& Accept /ot )erformanc -ignifican e t -ocial $.75' #.$7' Accept /ot ?elations -ignifican t )ersonal #.&'' #.3$7 Accept /ot evelopmen -ignifican t t

the of

62


-pea1ing

Technology

in

)olicy

relation

of to

-t.

their

ude

Thaddeus

academic

6nstitute

performance,

of

social

relations, and personal development, the p values were #.0$&, #.$7', and #.3$7, respectively, led the researchers to accept the null hypothesis. >ence, there is no significant difference on the perception English

of

the

-pea1ing

college )olicy

of

respondents -t.

ude

on

the

Thaddeus

impact

of

the

6nstitute

of

Technology when grouped according to age. Table $0 presents the test of significant difference of the perception English

of

the

-pea1ing

college )olicy

of

respondents -t.

ude

on

the

Thaddeus

impact

of

the

6nstitute

Technology when grouped according to sex.

Tabe 1 The Te#t of Si'nificant Difference on the Hi'h Schoo Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! /hen +rou"ed   Accordin' to Se@ Academic $.57( #."33 Accept /ot )erformanc -ignifican e t -ocial $.(#5 #.$&3 Accept /ot ?elations -ignifican t )ersonal $.77( #.$&& Accept /ot evelopmen -ignifican t t

of

63

Psignificant at #.#0
of

their

academic

performance,

social

relations,

and

personal development, the p values were #."33, #.$&3, #.$&&, 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 -pea1ing )olicy when grouped according to sex. Table $7 presents the test of significant difference of the perception English

of

the

-pea1ing

college )olicy

of

respondents -t.

ude

on

the

Thaddeus

impact

of

6nstitute

the of

Technology when grouped according to language spo1en at home.

Tabe 1 The Te#t of Si'nificant Difference of the Perce"tion of the Coe'e Re#"ondent# on the Im"act of the En'i#h S"ea&in' Poic! /hen +rou"ed Accordin' to Lan'ua'e S"o&en at Home De"endent $ "*)aue Deci#ion Concu#ion  .ariabe on HO Academic 7.73# #.#$$ ?e=ect -ignificant )erformance -ocial 0.'(' #.#$( ?e=ect -ignificant ?elations )ersonal 0."5" #.#"3 ?e=ect -ignificant evelopment

64

Psignificant at #.#0
college

respondents;

perception

about

the

impact

of

the

English -pea1ing )olicy when grouped according to the language spo1en at home. Table $( presents the test of significant difference of the perception English

of

the

-pea1ing

college )olicy

of

respondents -t.

ude

on

the

Thaddeus

impact

of

6nstitute

Technology when grouped according to area of residence.

Tabe 1: The Te#t of Si'nificant Difference on the Coe'e Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! /hen +rou"ed  Accordin' to Area of Re#idence De"endent $ "*)aue Deci#ion Concu#ion  .ariabe on HO Academic #.0## #.3'$ Accept /ot )erformanc -ignifican e t -ocial #.&"3 #.55' Accept /ot ?elations -ignifican

the of

65

)ersonal #.775 evelopmen t Psignificant at #.#0

#.3$(

t /ot -ignifican t

Accept


in

terms

of

their

academic

performance,

social

relations, and personal development, the p values were #.3'$, #.55', #.3$(, respectively, led to the acceptance of the null hypothesis. perception

Thus, of

the

there

is

college

no

significant

respondents

on

difference the

impact

in

the

of

the

English -pea1ing )olicy when grouped according to the area of residence. Table $' presents the test of significant difference of the perception English

of

the

-pea1ing

college )olicy

of

respondents -t.

ude

on

the

Thaddeus

impact

of

6nstitute

the of

Technology when grouped according to the high school graduated from.

Tabe 18 The Te#t of Si'nificant Difference on the Coe'e Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! /hen +rou"ed   Accordin' to the Hi'h Schoo +raduated $rom  ependent F p4value ecision Conclusion Jariable on >

66

Academic )erformanc e -ocial ?elations

".$(#

#.$35

Accept

$.7"$

#."#0

Accept

)ersonal #.3$" evelopmen t Psignificant at #.#0

#.0""

Accept

/ot -ignifican t /ot -ignifican t /ot -ignifican t


in

terms

of

their

academic

performance,

social

relations, and personal development, the p values were #.$35, #."#0, #.0"", respectively, led the researchers to accept the null hypothesis. Thus, there is no significant difference in the perception

of

the

college

respondents

on

the

impact

of

the

English -pea1ing )olicy when grouped according to high school graduated from. Table $& presents the test of significant difference of the perception English

of

the

-pea1ing

college )olicy

of

respondents -t.

ude

on

the

Thaddeus

impact

of

6nstitute

Technology when grouped according to course.

Tabe 14 The Te#t of Si'nificant Difference on the Coe'e

the of

67

Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! /hen +rou"ed   Accordin' to Cour#e De"endent $ "*)aue Deci#ion Concu#ion  .ariabe on HO Academic #.'$" #.035 Accept /ot )erformanc -ignifican e t -ocial $.3"" #.""# Accept /ot ?elations -ignifican t )ersonal $.''5 #.$#$ Accept /ot evelopmen -ignifican t t Psignificant at #.#0
of

their

academic

performance,

social

relations,

and

personal development, the p values were #.035, #.""#, #.$#$, respectively, led to acceptance of the null hypothesis. Thus, there

is no significant difference in the

perception of the

college respondents on the impact of the English -pea1ing )olicy when grouped according to course. Table "# presents the test of significant difference of the perception English

of

the

-pea1ing

college )olicy

of

respondents -t.

ude

on

the

Thaddeus

Technology when grouped according to year level.

impact

of

6nstitute

the of

68

Tabe -3 The Te#t of Si'nificant Difference on the Coe'e Re#"ondent# Perce"tion on the Im"act of the En'i#h S"ea&in' Poic! /hen +rou"ed   Accordin' to the  Academic #.$3$ #.(#' Accept /ot )erformanc -ignifican e t -ocial #.$"7 #.("5 Accept /ot ?elations -ignifican t )ersonal #."73 #.7#' Accept /ot evelopmen -ignifican t t
of

thei their r

acad academ emic ic

perf perfor orma manc nce, e,

soci social al

rela relati tion ons, s,

and and

pers person onal al devel develop opme ment nt, , the the p value values s were were #.(# #.(#', ', #.("5 #.("5, , #.7# #.7#', ', respectively, respectively, led the researchers researchers to accept the null hypothesis. hypothesis. Thus, there is no significant difference in the perception of the college college respondents on the impact of the English English -pea1ing )olicy when grouped according to course.

69

CHAPTER  S0MMAR< O$ $INDIN+S2 CONCL0SIONS2 AND RECOMMENDATIONS This chapter summarizes the findings of the study. 6t also drafts conclusions and recommendations based on the findings.

Summar! This This stud study y aimed aimed to dete determ rmin ine e the the impac impact t of the the Engl English ish -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology to the First ear and -econd ear College and Grade -even and Grade Eight >igh -chool students of the institution. To accomplish the goal of the study, the researchers researchers made a Duestionnaire

to

determine

the

perception

of

the

cho chosen

respondents towards the impacts of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute 6nstitute of Technology. Technology. The first part of the Duestionnaire was the profile of the respondents. The second part was the research Duestionnaire which enumerates the impacts of the

English

-pea1ing

)olicy

in

terms

of

their

academic

performance, social relations and personal development. After the form formul ulat atio ion n

of

the the

Dues Duesti tion onna naire ire

whic which h

was was

vali valida dated ted

by

the the

research research experts, a survey was conducted conducted to the sample, then the data were collected and tallied.

7/

To

treat

the

data ata,

the

following

methods

were

used8

FreDuency Count and )ercentage was used to analyze the profile of the respondents. respondents. Arithmetic !ean and -tandard -tandard eviation was used to

anal analyz yze e

the the

perc percep epti tion on

of

the the

resp respon onde dent nts. s.

Anal Analys ysis is

of

Jariance A/JA% was used to determine whether the respondents; perception about the impacts of the English -pea1ing )olicy is affected by their demographic profiles.

$indin'# The following are the findings of the research study. $. Table $ showed showed that there were were & high school responden respondents. ts. 5 or 55.5O% were in the age $5 years old, 0 or 00.7O% were in the age $0 years old, $ or$$.$O% was in the age $0 years old As to sex, 0 or 00.7O% were males and 3 or 33.3O% were were fema female les. s. As to the the $## $##.# .#O% O%

spea spea1 1

-uri -uriga gaon onon on

lang langua uage ge spo1 spo1en en at home home, , at

home home. .

As

to

the the

&

or

area area

of

residence, residence, 3 or 33.3O% lived lived in the urban area, while 0 or 00.7O% lived in the rural area. As to the elementary school graduated graduated from, 0 or 00.7O% graduated in )ublic Elementary Elementary -chools

while

or

3

or

33.3O%

graduated

in

)rivate

Elementary -chools. Furthermore, the table also shows that 0 or 00. 00.7O 7O% %

of the the

resp respon onde dent nts s

were were Grad Grade e

(

whil while e

3

or

33.3O% of them were Grade '. ". Table " showed showed that there were were $3" college responde respondents. nts. ' or 0.7 0.7O% O% out out of $3" $3" were were in the the age age $7 year years s old, old, 35 or

71

5#.5O% respondents were in the age $( years old, 5' or "7.'O% of them were in the age $' years old, 50 or "3.7O% of them were in the age $& years old and $' or $".(O% of them were in the age "# years old 4above As to sex, 0& or 3$.0O% were males and '5 or 0'.0O% were females As to the language spo1en at home, $$7 or '$.(O% spea1 -urigaonon at home while "7 or $'.5O% spea1 Jisaya As to the area of residence, $$0 or '$O% lived in the urban area, while "( or$&O%

lived

in the

rural

are As to the

high school

graduated from, $"0 or ''.#O% graduated from )ublic >igh -chools -chools.

while $( or $".#O% graduated from )rivate >igh Furthermore,

the

table

also

showed

that

"$

or

$3.'O% of the respondents were ta1ing 2EE, 07 or 5&.3O% were ta1ing 2-Crim, 3$ or "'.&O% were ta1ing 2-CA, $7 or $$.5O% were ta1ing 2-2A, 7 or 3."O% were ta1ing 2-6T, and " or $.3O% were ta1ing 2-E. And also, (' or 03.&O% were First

ear -tudents and

-tudents. 5. As shown in

table

5,

73 or 30.$O%

6tem

$,

were -econd ear

English -pea1ing

improves

vocabulary and grammar, got a mean of 3.## with a standard deviation of #.'(, with a verbal description of Agree. 6tem ", >elps participate in any oral activities, got a mean of 5.07

with

description

a

standard of

Agree.

deviation 6tem

5,

of

#.(5,

English

with

a

verbal

spea1ing

policy

72

enhances writing and listening s1ills, got a mean of 5.7( with a standard deviation of #.($, with a verbal description of Agree. 6tem 3, >elps me get good grades, got a mean of 5.7(

with

a

standard

deviation

of

#.($,

with

a

verbal

description of Agree. 6tem 0, -pea1ing English enables me to understand other sub=ects with English as the medium of instruction, got a mean of 5.7( with a standard deviation of #.($, with a verbal description of Agree.

6tem 7, English

spea1ing improves my performance in other sub=ects, got a mean of 3.## with a standard deviation of #.($, with a verbal

description

of

Agree.

6tem

(,

English

spea1ing

enables me to understand written outputs in English, got a mean of 5.'& with a standard deviation of #.&5, with a verbal description of Agree. 6tem ', English spea1ing helps me in presenting reports in English, got a mean of 5.07 with a standard deviation of $.##, with a verbal description of Agree. 6tem &, 6 can convey my ideas before my classmates in English, got a mean of 5.(' with a standard deviation of #.7(, with a verbal description of Agree. 6tem $#, English -pea1ing helps in enhancing my language proficiency, got a mean of 5.7( with a standard deviation of #.'(, with a verbal description of Agree. As a summary, 6tem $, English -pea1ing

improves

vocabulary

and

grammar,

and

item

7,

English spea1ing improves my performance in other sub=ects,

73

got the highest mean of 3.## with a standard deviation of #.'( and #.($ respectively, with a verbal description of Agree. 6tem ", >elps participate in any oral activities, and item ', English spea1ing helps me in presenting reports in English, got the lowest mean of 5.07 with standard deviation of #.(5 and $.##,respectively. The perception of the high school respondents about the impact of the English -pea1ing )olicy in terms of their academic performance got an over4 all mean of 5.(3, with a verbal description of Agree. 3. As shown in table 3, 6tem $, English -pea1ing improves vocabulary and grammar, got a mean of 3.#7 with a standard deviation of #.&3, with a verbal description of Agree. 6tem ", >elps participate in any oral activities, got a mean of 5.'5

with

a

description

standard of

Agree.

deviation 6tem

5,

of

#.'&,

English

with

a

verbal

spea1ing

policy

enhances writing and listening s1ills, got a mean of 5.'7 with a standard deviation of #.&&, with a verbal description of Agree. 6tem 3, >elps me get good grades, got a mean of 5.'$

with

a

standard

deviation

of

$.#(,

with

a

verbal

description of Agree. 6tem 0, -pea1ing English enables me to understand other sub=ects with English as the medium of instruction, got a mean of 3.#$ with a standard deviation of #.'', with a verbal description of Agree.

6tem 7, English

spea1ing improves my performance in other sub=ects, got a

74

mean of 3.#7 with a standard deviation of #.(&, with a verbal

description

of

Agree.

6tem

(,

English

spea1ing

enables me to understand written outputs in English, got a mean of 5.'& with a standard deviation of #.&(, with a verbal description of Agree. 6tem ', English spea1ing helps me in presenting reports in English, got a mean of 5.&7 with a standard deviation of #.&#, with a verbal description of Agree. 6tem &, 6 can convey my ideas before my classmates in English, got a mean of 5.(5 with a standard deviation of #.'$, with a verbal description of Agree. 6tem $#, English -pea1ing helps in enhancing my language proficiency, got a mean of 3.$5 with a standard deviation of #.'&, with a verbal description of Agree. As a summary, 6tem $#, English -pea1ing helps in enhancing my language proficiency, got the highest mean of 3.$5 with a standard deviation of #.'&, with a verbal description of Agree. 6tem &, 6 can convey my ideas before my classmates in English, got the lowest mean of 5.(5 with a standard deviation of #.'$, with a verbal description of Agree. The perception of the college respondents about the impact of the English -pea1ing )olicy in terms of their academic performance got an over4all mean of 5.7&, with a verbal description of Agree. 0. As shown in table 0, 6tem $, local

and

foreign, got

a

Communicate to people both

mean of

3.$$ with a

standard

75

deviation of #.&5, with a verbal description of Agree. 6tem ", 6 can spea1 English in front of other people, got a mean of 5.(' with a standard deviation of #.7(, with a verbal description of Agree. 6tem 5, -hares ideas to other people using

the

English

language,

got

a

mean of

5.7( with a

standard deviation of #.($, with a verbal description of Agree.

6tem

3,

>elps

me to socialize better with other

people, got a mean of 5.33 with a standard deviation of #.(5, with a verbal description of Agree.

6tem 0, 6 can

understand other people who spea1 English, got a mean of 5.55

with

a

standard

deviation

description of !oderately Agree.

of

#.'(,

with

a

verbal

6tem 7, 6 can translate

English language to Filipino or our regional dialect, got a mean of 5.'& with a standard deviation of #.&5, with a verbal description of Agree. 6tem (, 6 can help others who have difficulty in English spea1ing, got a mean of 5.33 with a standard deviation of $.$5, with a verbal description of Agree. friends

6tem and

',

Through

English

acDuaintances,

got

spea1ing a

mean

6 of

can ma1e new 5.33

with

a

standard deviation of #.'', with a verbal description of Agree. 6tem &, English spea1ing helps me understand concepts conveyed by other people, got a mean of 5.33 with a standard deviation of #.(5, with a verbal description of Agree. 6tem $#, 6 can become a good acDuaintance to other people, got a

76

mean of 3.$$ with a standard deviation of $.#0, with a verbal description of Agree. As a summary, 6tem $#, 6 can become a good acDuaintance to other people, and item $, Communicate to people both local and foreign got the highest mean of 3.$$ with a standard deviation of $.#0 and #.&5 respectively, with a verbal description of Agree. 6tem 0, 6 can

understand

other

people

who

spea1

English,

got

the

lowest mean of 5.55 with a standard deviation of #.'(, with a verbal description of !oderately Agree. The perception of the high school respondents about the impact of the English -pea1ing )olicy in terms of their social relations got an over4all mean of 5.7(, with a verbal description of Agree. 7. As shown in table 7, 6tem $, Communicate to people both local

and

foreign, got

a

mean of

5.&$ with a

standard

deviation of #.&', with a verbal description of Agree. 6tem ", 6 can spea1 English in front of other people, got a mean of 5.7( with a standard deviation of #.&&, with a verbal description of Agree. 6tem 5, -hares ideas to other people using

the

English

language,

got

a

mean of

5.'7 with a

standard deviation of #.'7, with a verbal description of Agree.

6tem

3,

>elps

me to socialize better with other

people, got a mean of 5.(( with a standard deviation of #.&7, with a verbal description of Agree.

6tem 0, 6 can

understand other people who spea1 English, got a mean of

77

5.(&

with

a

description

standard of

deviation

Agree.

6tem

7,

of 6

$.$7, can

with

a

translate

verbal English

language to Filipino or our regional dialect, got a mean of 5.75

with

a

standard

deviation

of

$.#5,

with

a

verbal

description of Agree. 6tem (, 6 can help others who have difficulty in English spea1ing, got a mean of 5.3' with a standard deviation of $.#', with a verbal description of Agree.

6tem

friends

',

and

Through

English

acDuaintances,

got

spea1ing a

mean

6

can ma1e new

of

5.57

with

a

standard deviation of $.##, with a verbal description of !oderately

Agree.

6tem

&,

English

spea1ing

helps

me

understand concepts conveyed by other people, got a mean of 5.7'

with

a

description

standard of

deviation

Agree.

6tem

of

$#,

6

$.#7, can

with become

a

verbal a

good

acDuaintance to other people, got a mean of 5.(( with a standard deviation of #.&7, with a verbal description of Agree. As a local

and

summary, 6tem $,

foreign

got

the

Communicate to people both

highest

mean of

5.&$ with a

standard deviation of #.&' and with a verbal description of Agree.

6tem

',

Through

English

spea1ing

6

can ma1e new

friends and acDuaintances, got the lowest mean of 5.57 with a standard deviation of $.##, with a verbal description of !oderately Agree. The perception of the college respondents about the impact of the English -pea1ing )olicy in terms of

78

their social relations got an over4all mean of 5.7&, with a verbal description of Agree. (. As shown in table (, 6tem $, -pea1ing English develops my self

confidence,

got

a

mean

of

3.##

with

a

standard

deviation of #.'(, with a verbal description of Agree. 6tem ", 6 can spea1 English without hesitation, got a mean of 5.$$

with

a

standard

deviation

of

#.7#,

with

a

verbal

description of !oderately Agree. 6tem 5, 6 don;t experience stage fright or resentment because of spea1ing English, got a mean of 5.55 with a standard deviation of #.($, with a verbal description of !oderately Agree. 6tem 3, 6 can spea1 English with a neutralized accent, got a mean of ".'' with a standard deviation of #.55, with a verbal description of !oderately Agree. 6tem 0, English spea1ing helps develop my self4esteem, got a mean of 5.55 with a standard deviation of $.##, with a verbal description of !oderately Agree. 6tem 7, English spea1ing helps me become a better person, got a mean of 5.33 with a standard deviation of $.#$, with a verbal description

of

Agree.

6tem

(,

6

can

reflect

on

principlesKnorms that are spo1en or written in English, got a mean of 5.## with a standard deviation of $.5", with a verbal

description

of

!oderately

Agree.

6tem

',

English

spea1ing helps me study efficiently, got a mean of 5.$$ with a standard deviation of $.#0, with a verbal description of

79

!oderately Agree. 6tem &, 6 can organize my ideas through English, got a mean of 5.33 with a standard deviation of #.(5, with a verbal description of Agree. 6tem $#, English spea1ing develops my self4efficacy, got a mean of 5.(' with a standard deviation of #.&(, with a verbal description of Agree. As a summary, 6tem $, -pea1ing English develops my self

confidence,

got

the

highest

mean

of

3.##

with

a

standard deviation of #.'(, with a verbal description of Agree. accent,

6tem got

3,

6

the

can

spea1

lowest

English

mean

of

with

".''

a

with

neutralized a

standard

deviation of #.55, with a verbal description of !oderately Agree. The perception of the high school respondents about the impact of the English -pea1ing )olicy in terms of their personal development got an over4all mean of 5.53, with a verbal description of !oderately Agree. '. As shown in table ', 6tem $, -pea1ing English develops my self

confidence,

got

a

mean

of

3.#&

with

a

standard

deviation of $.#(, with a verbal description of Agree. 6tem ", 6 can spea1 English without hesitation, got a mean of 5.05

with

description

a

standard of

Agree.

deviation 6tem

5,

of 6

#.'7,

don;t

with

a

experience

verbal stage

fright or resentment because of spea1ing English, got a mean of 5.5# with a standard deviation of #.&", with a verbal description of !oderately Agree. 6tem 3, 6 can spea1 English

8/

with

a

neutralized

accent,

got

a

mean

of

5.30

with

a

standard deviation of #.'7, with a verbal description of Agree.

6tem

0,

English

spea1ing

helps

develop

my

self4

esteem, got a mean of 5.'& with a standard deviation of #.&&, with a verbal description of Agree.

6tem 7, English

spea1ing helps me become a better person, got a mean of 5.&0 with a standard deviation of #.&', with a verbal description of Agree. 6tem (, 6 can reflect on principlesKnorms that are spo1en or written in English, got a mean of 5.7# with a standard deviation of #.&', with a verbal description of Agree. 6tem ', English spea1ing helps me study efficiently, got a mean of 5.70 with a standard deviation of $.#5, with a verbal description of Agree. 6tem &, 6 can organize my ideas through

English,

got

a

mean

of

5.(#

with

a

standard

deviation of #.&3, with a verbal description of Agree. 6tem $#, English spea1ing develops my self4efficacy, got a mean of 5.&$ with a standard deviation of #.'(, with a verbal description of Agree. As a summary, 6tem $, -pea1ing English develops my self confidence, got the highest mean of 3.#& with a standard deviation of $.#(, with a verbal description of

Agree.

6tem

5,

6

don;t

experience

stage

fright

or

resentment because of spea1ing English, got the lowest mean of 5.5# with a standard deviation of #.&", with a verbal description

of

!oderately

Agree.

The

perception

of

the

81

college respondents about the impact of the English -pea1ing )olicy in terms of their personal development got an over4 all mean of 5.($, with a verbal description of Agree. &. As shown in table &, when the respondents were grouped according

to

age,

the

perception

of

the

high

school

respondents about the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in relation to their academic performance, social relations, and personal development, the p values were #.7'0, #.3$0, and #.7(#, 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 -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology when grouped according to age. $#.
and

personal

development,

the

p

values

were

#.("0, #., #."&3, 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 -pea1ing )olicy when grouped according to sex.

82

$$.

As to the language spo1en at home, the null hypothesis

cannot be tested because the high school respondents only spea1 one language at home which is -urigaonon. $". As shown in table $$, when the respondents were grouped according

to

respondents;

the

area

of

residence,

perception

on

the

the

impact

of

high the

school English

-pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their academic performance, social relations, and personal development, the p values were #.("0, #., #."&3, respectively, led the researchers to accept the null hypothesis. >ence, there is no significant difference in the perception of the high school respondents on the impact of the English -pea1ing )olicy when grouped according to the area of residence. $5. As shown in table $",
elementary

school

graduated

from,

the

high

school respondents; perception on the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their academic performance, social relations, and personal development, the p values were #.("0, #., #."&3, 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 -pea1ing )olicy when grouped according to elementary school graduated from.

83

$3.

As shown in table $5, when the respondents were grouped

according

to

grade

level,

the

high

school

respondents;

perception on the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their academic

performance,

social

relations,

development,

the

p

values

were

respectively,

led

to

acceptance

#.'3(,

of

the

and

personal

#.(33,

null

#.0&',

hypothesis.

Thus, there is no significant difference in the perception of the high school respondents on the impact of the English -pea1ing )olicy when grouped according to grade level. $0. As shown in table $3, when the respondents were grouped according to age, the perception of the college respondents about the impact of the English -pea1ing )olicy of -t. ude Thaddeus academic

6nstitute

of

performance,

Technology social

in

relation

relations,

and

to

their

personal

development, the p values were #.0$&, #.$7', and #.3$7, respectively,

led

the

researchers

to

accept

the

null

hypothesis. >ence, there is no significant difference on the perception of the college respondents on the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology when grouped according to age. $7. As shown in table $0, when the respondents were grouped according to sex, the college respondents; perception on the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute

of

Technology

in

terms

of

their

academic

84

performance, social relations, and personal development, the p values were #."33, #.$&3, #.$&&, respectively, led to the acceptance

of

significant

the

null

difference

hypothesis.

in

Thus,

the perception

there

of

the

is

no

college

respondents on the impact of the English -pea1ing )olicy when grouped according to sex. $(. As shown in table $7, when the respondents were grouped according to the language spo1en at home, the perception of the college respondents about the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their academic performance, social relations, and personal development, the p values were #.#$$, #.#$(, #.#"3, respectively, led the researchers to re=ect the null hypothesis. Thus there is a significant difference on the college

respondents;

English

-pea1ing

perception

)olicy

when

about grouped

the

impact

according

of

the

to

the

language spo1en at home. $'. As shown in table $(, when the respondents were grouped according to the area of residence, the college respondents; perception on the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their academic

performance,

development,

the

p

social values

relations,

were

#.3'$,

and #.55',

personal #.3$(,

respectively, led to the acceptance of the null hypothesis. Thus, there is no significant difference in the perception

85

of the college respondents on the impact of the English -pea1ing

)olicy

when

grouped

according

to

the

area

of

residence. $&. As shown in table $', when the respondents were grouped according

to

respondents;

high

school

perception

graduated

on

the

from,

impact

of

the

college

the

English

-pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their academic performance, social relations, and personal development, the p values were #.$35, #."#0, #.0"", respectively, led the researchers to accept the null hypothesis. Thus, there is no significant difference in the perception of the college respondents on the impact of the English

-pea1ing

)olicy

when

grouped

according

to

high

school graduated from. "#. As shown in table $&, when the respondents were grouped according to course, the college respondents; perception on the

impact

of

the

English

-pea1ing

)olicy

of

-t.

ude

Thaddeus 6nstitute of Technology in terms of their academic performance, social relations, and personal development, the p values were #.035, #.""#, #.$#$, respectively, led to acceptance significant

of

the

null

difference

in

hypothesis.

Thus,

the perception

of

there the

is

no

college

respondents on the impact of the English -pea1ing )olicy when grouped according to course.

86

"$.

As shown in table "#, when the respondents were grouped

according to year level, the college respondents; perception on the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute of Technology in terms of their academic performance, social relations, and personal development, the p values were #.(#', #.("5, #.7#', respectively, led the researchers to accept the null hypothesis. Thus, there is no significant

difference

in

the perception

of

the

college

respondents on the impact of the English -pea1ing )olicy when grouped according to course.

Concu#ion# 2ased on the findings presented, the following conclusions have been derived8 $. All

or

$##O%

of

the

high

school

respondents

spea1

-urigaonon !a=ority or '$.(O% of the College ?espondents spea1 -urigaonon. ". As to the high school respondents; academic performance, 6tem $, English -pea1ing improves vocabulary and grammar, and item 7, English spea1ing improves my performance in other sub=ects, got the highest mean of 3.## with a standard deviation

of

#.'(

and

#.($

respectively,

with

a

verbal

description of Agree. 6tem ", >elps participate in any oral activities,

and

item

',

English

spea1ing

helps

me

in

presenting reports in English, got the lowest mean of 5.07

87

with standard deviation of #.(5 and $.##, respectively. The perception of the high school respondents about the impact of the English -pea1ing )olicy in terms of their academic performance got an over4all mean of 5.(3, with a verbal description of Agree. 5. As to the college respondents; academic performance, $#,

English

-pea1ing

helps

in

enhancing

my

6tem

language

proficiency, got the highest mean of 3.$5 with a standard deviation of #.'&, with a verbal description of Agree. 6tem &, 6 can convey my ideas before my classmates in English, got the lowest mean of 5.(5 with a standard deviation of #.'$, with a verbal description of Agree. The perception of the college respondents about the impact of the English -pea1ing )olicy in terms of their academic performance got an over4all mean of 5.7&,

with a

verbal description

Agree. 3. As to the high school respondents; social relations,

of

6tem

$#, 6 can become a good acDuaintance to other people, and item $, Communicate to people both local and foreign got the highest mean of 3.$$ with a standard deviation of $.#0 and #.&5 respectively, with a verbal description of Agree. 6tem 0, 6 can understand other people who spea1 English, got the lowest mean of 5.55 with a standard deviation of #.'(, with a verbal description of !oderately Agree. The perception of the high school respondents about the impact of the English

88

-pea1ing )olicy in terms of their social relations got an over4all mean of 5.7(, with a verbal description of Agree. 0. As to the college respondents; social relations, 6tem $, Communicate to people both local and foreign got the highest mean of 5.&$ with a standard deviation of #.&' and with a verbal

description

of

Agree.

6tem

',

Through

English

spea1ing 6 can ma1e new friends and acDuaintances, got the lowest mean of 5.57 with a standard deviation of $.##, with a verbal description of !oderately Agree. The perception of the college respondents about the impact of the English -pea1ing )olicy in terms of their social relations got an over4all mean of 5.7&, with a verbal description of Agree. 7. As to the high school respondents; personal development, English -pea1ing )olicy has great impact in developing their self confidence, while it has less impact in enabling them to spea1 with a neutralized accent. (. As to the college respondents; personal development, 6tem $, -pea1ing

English

develops

my

self

confidence,

got

the

highest mean of 3.## with a standard deviation of #.'(, with a verbal description of Agree. 6tem 3, 6 can spea1 English with a neutralized accent, got the lowest mean of ".'' with a standard deviation of #.55, with a verbal description of !oderately

Agree.

The

perception

of

the

high

school

respondents about the impact of the English -pea1ing )olicy

89

in terms of their personal development got an over4all mean of 5.53, with a verbal description of !oderately Agree. '. As to the high school respondents; age, sex, area residence,

elementary

school

graduated

from,

and

of

grade

level the high school respondents have the same perception on the impact of the English -pea1ing )olicy. &. As to the high school respondents; language spo1en at home, the significant difference cannot be determined because the high school respondents spea1 -urigaonon at home. $#. As to the college respondents; perception on the impact of

the

Englihs

according

to

graduated

from,

significant according

spea1ing

age,

sex,

area

course,

difference

to

policy

age,

and

when

sex,

of

when

residence,

year the

area

of

they

level,

are

grouped

high

school

there

respondents residence,

are

is

no

grouped

high

school

graduated from, course, and year level $$. As to the college respondents; perception when they are grouped according to their language spo1en at home, there is a

significant

difference

on

the

college

respondents;

perception about the impact of the English -pea1ing )olicy when grouped according to the language spo1en at home.

Recommendation# 2ased

on

the

findings

and

recommendations have been suggested.

conclusions,

the

following

9/

$. As to the high school respondents; academic performance, the high school students are

encouraged to spea1 English in

presenting reports, answers and the li1e. ". As to the high school respondents; academic performance, teachers should encourage their students to spea1 English during oral participation. 5. As to the college respondents; academic performance, college instructors should let the students convey their ideas in English during class discussion. 3. As to the high school respondents;

social

relations,

students are encouraged to read articles, boo1s and other reading materials to improve their vocabulary and grammar s1ills, and view English movies so that the level of their understanding of the English language would increase. 0. As to the college respondents; social relations, when they ma1e new friends and acDuaintances, students should spea1 English in starting conversations. 7. 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. (. As to the college respondents; personal development, events, such as EC9)KEnglish
opportunity

to =oin these

spea1ing in front of others.

events to expose them in

91

Pro"o#ed Enhancement Pro'ram  This proposed Enhancement )rogram is designed to heighten the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute

of

administration,

Technology. faculty

This

and

is

staff

recommended of

the

to

the

aforementioned

institution.

Rationae The Enhancement )rogram on the English -pea1ing )olicy of -t.

ude

Thaddeus

6nstitute

of

Technology

will

help

the

administration, faculty, and staff of -t. ude Thaddeus 6nstitute of Technology in terms of increasing the impact of the English -pea1ing

)olicy

to

the

students

of

the

aforementioned

institution.

Obecti)e# This proposed Enhancement )rogram aims to8 $. )rovide

avenues

for

English

9anguage

proficiency

among

students. ". )romote English spea1ing inside the campus.

Pan De#cri"tion The

Enhancement

activities8

)rogram

consists

of

the

following

92

•

esignate students to act as monitors to have wider

•

scope of the policy implementation. Conduct activities, such as EC9)KEnglish ayK
•

promote English spea1ing. Conduct film showingKreading

•

vocabulary and grammar. Evaluate current policy guidelines

•

implementation. Analyze the result of the enhancement program for more

activities

to

improve

to ensure better

improvements.

E)auation The proposed enhancement program will be evaluated in the following year after its implementation. An instrument will be used to assist its evaluation.

93

 An Enhancement Pro'ram on the En'i#h S"ea&in' Poic! of St7 9ude Thaddeu# In#titute of Technoo'!2 Suri'ao Cit!  Area# of Obecti)e# Strate'! Re#"on#ibe Re#ource# Concern De#i'nation of Student  Monitor#

Orientation of Student  Monitor#

 /ee&! $im Sho%in'F Readin'  Acti)it!

To assign students to act as monitors to implement the policy. To orient the designated student monitors of their responsibi4 lities. To conduct wee1ly film showingKread ing activeties to improve vocabu4lary and grammar.

Evaluation and

Per#on E9C) irector

-election of

E9C) irector

-tudent !onitors rientationK-e minar

E9C) irector

EC9) irector

Film -howing, ?eading 2ooster, Jocabulary ournal, -pelling 2ooster

English 6nstructors, EC9) 6nstructors

English 6nstructo rs, EC9) 6nstructo rs

94

Or'ani,ation of E)ent# that "romote En'i#h S"ea&in'

To organize events that promote English spea1ing

EC9)KEnglish ayK
Student to #tudent interaction for Learnin' En'i#h

To promote student to student interaction to learn the English language

)eer Teaching

EC9) irectorKEngli sh Club Adviser

EC9) irectorK English Club Adviser

English 6nstructors, )eer Tutor

English 6nstructo rs, )eer Tutor

BIBLIO+RAPH< Boo&# I#abe Pefianco Martin8 iffusion and directions8 English language policy in the )hilippines "#$"% La% $3th Congress of the ?epublic of the )hilippines. "##'. An Act Establishing a !ulti4lingual Education and 9iteracy )rogram >ouse 2ill 5($&% .Onine

Source#

Arroyo, G. "##5. Establishing the )olicy to -trengthen the se of the English 9anguage as a !edium of 6nstruction in the Educational -ystem. Executive rder /o. "$#, $( !ay "##5. Qhttp8KKelibrary.=udiciary.gov.phKindex$#.phpB doctypeRExecutiveSrdersIdocidRa303(0 a$$ec("b'35d(3&0&b7#fd(bd730f(5##57&$a3 $$ !ay "#$$%.

Periodica# and 9ourna# Arroyo, G. "##$. -tate of the /ation Address at the pening of Congress, 2atasang )ambansa, Uuezon City on "5 uly "##$.

95

Arroyo, G. "##7. -tate of the /ation Address at the pening of Congress, 2atasang )ambansa, Uuezon City on "3 uly "##7. Arroyo, G. "##(. -tate of the /ation Address at the pening of Congress, 2atasang )ambansa, Uuezon City on "5 uly "##(.

0n"ubi#hed /or&# Estio1o, 9. $&&3. >istory of Education8 A Filipino )erspective. !anila8 -ociety of ivine ow, >ow the Carabao8 Tales of Teaching English in the )hilippines, 6.). !artin ed%, "$H"3. Uuezon City8 Ateneo de !anila niversity 9oyola -chools. Gonzales, A. $&&7. 9anguage and nationalism in the )hilippines8 An update. 6n ?eadings in )hilippine -ociolinguistics, !.9.-. 2autista ed%, ""'H"5&. !anila8 9- )ress.

GAPPENDI A St7 9ude Thaddeu# In#titute of Technoo'! -urigao City February $(, "#$0

 MA
96

our approval will contribute to the accomplishment of this study. Than1 you.

?espectfully,

DONNARD T7 LASTIMOSA  ?esearch Group 9eader Approved by8

 MA
GAPPENDI B Re#earch >ue#tionnaire  A Stud! on the Im"act of the En'i#h S"ea&in' Poic! of St7 9ude Thaddeu# In#titute of Technoo'! A# Percei)ed b! the $ir#t
6.

)rofile of the ?espondents /ame8 VVVVVVVVVVVVVVVVVVVVV optional%

+rade Le)e Hi'h Schoo5J  % Grade -even  % Grade Eight


97

 A'eHi'h Schoo5J     

% % % % %

$$ $" $5 $3 $0

years years years years years

Lan'ua'e S"o&en at HomeJ

old old old old old

   

 A'e Coe'e5J     

% % % % %

% % % %

-urigaonon Tagalog Jisayan English

Cour#e8  % 2EE  % 2-E  % 2-Crim  % 2-CA  % 2-2A  % 2-6T

$7 years old $( years old $' years old $& years old "#4 above

Se@J

T!"e of Eementar!FHi'h Schoo Schoo +raduated $romJ

 % !ale  % Female

 % )ublic  % )rivate

 Area of Re#idenceJ  % rban  % ?ural

66.

?esearch Uuestionnaire

irection8 ?ate the following 6mpact of English -pea1ing )olicy using the scale below. )ut a chec1 on the rating. 0 3 5 " $

H H H H H

-trongly Agree Agree !oderately Agree isagree -trongly isagree

6!)ACT F E/G96-> -)EA@6/G )96C  Academic Performance $$. English -pea1ing improves vocabulary and grammar $". >elps participate in any oral activities $5. English spea1ing policy enhances writing and listening s1ills $3. >elps me get good grades

0

3

5

"

$

98 $0.

-pea1ing English enables me to understand other sub=ects with English as the medium of instruction

$7.

English spea1ing improves my performance in other sub=ects $(. English spea1ing enables me to understand written outputs in English. $'. English spea1ing helps me in presenting reports in English. $&. 6 can convey my ideas before my classmates in English. "#. English -pea1ing helps in enhancing my language proficiency. Socia Reation# $$. Communicate to people both local and foreign $". 6 can spea1 English in front of other people $5. -hares ideas to other people using the English language $3. >elps me to socialize better with other people $0. 6 can understand other people who spea1 English. $7.

6 can translate English language to Filipino or our regional dialect. $(. 6 can help others who have difficulty in English spea1ing. $'. Through English spea1ing 6 can ma1e new friends and acDuaintances. $&. English spea1ing helps me understand concepts conveyed by other people. "#. 6 can become a good acDuaintance to other people. Per#ona De)eo"ment $$. -pea1ing English develops my self confidence. $". 6 can spea1 English without hesitation. $5. 6 don;t experience stage fright or resentment because of spea1ing English. $3. 6 can spea1 English with a neutralized accent. $0. English spea1ing helps develop my self4esteem. $7. English spea1ing helps me become a better person. $(. 6 can reflect on principlesKnorms that are spo1en or written in English. $'. English spea1ing helps me study efficiently. $&. 6 can ma1e my ideas organized through English. "#. English spea1ing develops my self4efficacy.

99

GAPPENDI C

ENHANCEMENT

1//

PRO+RAM 

Pro"o#ed Enhancement Pro'ram  This proposed Enhancement )rogram is designed to heighten the impact of the English -pea1ing )olicy of -t. ude Thaddeus 6nstitute

of

administration,

Technology. faculty

and

This

is

staff

recommended of

the

to

the

aforementioned

institution.

Rationae The Enhancement )rogram on the English -pea1ing )olicy of -t.

ude

Thaddeus

6nstitute

of

Technology

will

help

the

administration, faculty, and staff of -t. ude Thaddeus 6nstitute

1/1

of Technology in terms of increasing the impact of the English -pea1ing

)olicy

to

the

students

of

the

aforementioned

institution.

Obecti)e# This proposed Enhancement )rogram aims to8 $. )rovide

avenues

for

English

9anguage

proficiency

among

students. ". )romote English spea1ing inside the campus.

Pan De#cri"tion The

Enhancement

)rogram

consists

of

the

following

activities8

•

esignate students to act as monitors to have wider

•

scope of the policy implementation. Conduct activities, such as EC9)KEnglish ayK
•

promote English spea1ing. Conduct film showingKreading

•

vocabulary and grammar. Evaluate current policy guidelines

•

implementation. Analyze the result of the enhancement program for more improvements.

E)auation

activities

to

improve

to ensure better

1/2

The proposed enhancement program will be evaluated in the following year after its implementation. An instrument will be used to assist its evaluation.

 An Enhancement Pro'ram for the En'i#h S"ea&in' Poic! of St7 9ude Thaddeu# In#titute of Technoo'!2 Suri'ao Cit!  Area# of Obecti)e# Strate'! Re#"on#ibe Re#ource# Concern De#i'nation of Student  Monitor#

Orientation of Student  Monitor#

To assign students to act as monitors to implement the policy. To orient the designated student monitors of their responsibi4 lities.

Evaluation and

Per#on E9C) irector

-election of

General Fund

-tudent !onitors rientationK-e minar

E9C) irector

General Fund

1/3

 /ee&! $im Sho%in'F Readin'  Acti)it!

To conduct wee1ly film showingKread ing activeties to improve vocabu4lary and grammar.

Film -howing, ?eading 2ooster, Jocabulary ournal, -pelling 2ooster

Or'ani,ation of E)ent# that "romote En'i#h S"ea&in'

To organize events that promote English spea1ing

EC9)KEnglish ayK
Student to #tudent interaction for Learnin' En'i#h

To promote student to student interaction to learn the English language

)eer Teaching

English 6nstructors, EC9) 6nstructors

General Fund

EC9) irectorKEngli sh Club Adviser

General Fund

English 6nstructors, )eer Tutor

General Fund

C0RRIC0L0M .ITAE  NAME

J DONNARD TI+BAS LASTIMOSA 

DATE O$ BIRTH

J APRIL 12 144?

PLACE O$ BIRTH

J S0RI+AO PRO.INCIAL HOSPITAL

 ADDRESS $ATHERS NAME  MOTHERS NAME

J NA.ARRO ST72 S0RI+AO CIT< J 9OE< A7 LASTIMOSA   J ROSEL
$ATHERS OCC0PATION J DANCE INSTR0CTOR   MOTHERS OCC0PATION J PRO$ESSIONAL TEACHER 

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C0RRIC0L0M .ITAE  NAME

J ANDRES S7 MAL0AS2 9R7

DATE O$ BIRTH

J

PLACE O$ BIRTH

J

 ADDRESS

J

$ATHERS NAME

J

 MOTHERS NAME

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