AMUYONG ELEMENTARY SCHOOL INTERMEDIATE PUPILS’ ATTITUDE

TOWARDS THE ENGLISH LANGUAGE SY 2011-2012

INTRODUCTION

English is the leading foreign language and is considered as the second language all over

the world including the Philippines. Though Filipino is the native language in the Philippines,

since 1898 when American teachers arrived in the Philippines and spread their language, more

and more Filipinos became fluent in speaking English language during that time. During the

post-independence era after 1946, English became the official language in government and

education. Filipinos learned English from Filipinos and the seeds of what we call now Philippine

English began (Gonzales, 1997:26-27).

Since English language began, it became one of the official languages and the medium of

instruction in some countries, from the perspective of the learning process, the factors

influencing language learning can be outlined as learning styles and strategies, motivation, and

classroom interaction (Walqui 2000).

The English language has been the only compulsory foreign language in all schools since

around 1970. Until now English is taught in different schools all over the country, as well as in

Amuyong Elementary School. This is the medium of instruction for most subjects. But most of

the pupils in Amuyong Elementary School focus on the other subjects like Mathematics,

Science, History and Filipino and very few want to learn English. Pupils do not want the English

subject and seem to show positive and negative attitude towards it.

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 Amuyong Elementary school is located at the southern part of Alfonso near the boundary

of Batangas and Cavite province. A principal with 8 teachers manage and maintain the quality of

education imparted to all the pupils all year round. The school has a population of 325 pupils.

In other countries, some researcher also studied the problems on the attitude of the pupils

toward second language. Many pupils in non-native English speaking country showed different

responses and find difficulties in learning English language.

The researcher believes that English language is still one of the main problems of the

student today. More students do not want to come into their English classes. They are afraid to

communicate using English language. They are afraid to commit a mistake while speaking, that

is why they cannot improve their fluency in speaking English language.

This prompted the researcher to conduct a study entitled The Attitude of Intermediate

Pupils toward English Language. The study is an attempt to know the attitude of intermediate

pupils in Amuyong Elementary School towards the second language and what kind of difficulties

they encounter in their English subjects.

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Statement of the Problem

Learning a language is closely related to the attitudes towards the languages (Starks &

Paltridge 1996: 218).

This study will focus on the attitude of the students toward the second language.

Specifically, this study aims to answer the following questions:

1. What is the demographic profile of Amuyong Elementary Intermediate Pupils in

terms of age, grade level, and gender?

2. What is the attitude of the intermediate pupils’ toward English language?

3. What are the difficulties or problems encountered by the intermediate pupils toward

the study of English?

4. Is there significant relationship between the attitude of intermediate pupils and the

English Language?

Objectives of the Study

The study has a general objective, which aims to know the attitude of the pupils in

Amuyong Elementary toward the English language.

Further, the study specifically aims to identify the following:

1. Know the demographic profile of the Amuyong Elementary Intermediate Pupils in

terms of age, grade level and gender.

2. Know the attitude of the pupils toward English language.

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 3. To determine the difficulties and problem met by the intermediate pupils in the study

of English.

4. To know if there significant relationship between the attitude of intermediate pupils

and the English Language.

Hypothesis

1. Ho- There is no significant relationship between the attitude of intermediate

pupils and the English Language.

Ha- There is a significant relationship between the attitude of intermediate pupils

and the English Language.

Importance of the Study

The researcher believes that English language is still one of the main problems of the

student today. More students do not want to come into their English classes. They are afraid to

communicate using English language. They are afraid to commit a mistake while speaking, that

is why they cannot improve their fluency in speaking English language.

This prompted the researcher to conduct a study entitled The Attitude of Intermediate

Pupils toward English Language. The study is an attempt to know the attitude of intermediate

pupils in Amuyong Elementary School towards the second language and what kind of difficulties

they encounter in their English subjects.

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 In the end utilizing the results of this study will open favorable avenues where to pick up

ways and means of strengthening the positive attitude of the pupils’ and straightening the

negative attitude towards English Language.

Scope and Limitation

This study will focus on the attitude toward English language of the 100 randomly

selected intermediate pupils in Amuyong Elementary School.

The researcher has only two months to conduct this study; therefore she cannot tackle

other issues regarding English language.

Time and Place of the Study

This study will be conducted in Amuyong Elementary School from January 2012 to

March 2012.

Definition of Terms

English Language- is the leading foreign language in different countries all over the world.

Attitude- this show how the students feel about English language like if they show positive or

negative attitude on this.

Medium of Instruction- language use in teaching

Non-native English Speaker- these are the persons where English is not their official language.

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Official Language- the native language used by one country.

Positive Attitude- the students show his/her willingness to learn English language.

Negative Attitude- the students is not in favor studying English language.

American teacher- they are persons that spread English language in the Philippines.

Communicate- this is the process of dealing with other people orally.

Speaking- delivering words verbally.

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Conceptual Framework

Attitude is a hypothetical adopted state that reflects the like or dislike of an event, person

or item. This means that when something is not going one’s way, one is prone to develop a

pessimistic view, a negative attitude.

In this research, attitude deals with how the students respond in English language like if

pupil shows interest in his/her English classes or speak English language often, the student seems

to have positive attitude toward English. Negative attitude appears when student is uninterested

in dealing with English language and others think that learning English is non-sense.

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 Positive attitude is the outcome when people think and perform things in an optimistic

manner. In dealing with language, positive attitude appears when a person shows his/her

willingness to learn second language.

Negative attitude is opposite of positive attitude. It is shows when a person is unwilling to

learn and act upon things. In learning language, a person with negative attitude shows that he/she

is not interested in learning English language.

REVIEW OF RELATED LITERATURE

English Language in the Philippines

The status of English in Southeast Asia can be classified into two groups: as a second

language and as a foreign language. The former consists of countries that were once colonies or

protectorates of an English-speaking power (Britain in the case of Malaysia, and Singapore; the

US in the case of the Philippines); and the latter contain some countries such as Thailand,

Cambodia, Indonesia, and Vietnam (McArthur, 1998). Despite its status type, according to

McArthur (1998), English plays very important roles as an Asian and international lingua franca,

the means of communication in tourism, a reading language for technical subjects, and a token of

modernity. In addition, in societies such as Malaysia, Singapore and the Philippines, which were

earlier the colonies of English-speaking powers, English has developed into new varieties as it

blends with the local languages.

Philippines has preserved its status as one of the two official languages of the Philippines

and been widely spoken among the population. According to Gonzales (1998) 74% of the

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Filipinos are reported to able to understand spoken English. However, there are more people who

use English as a second language than those who speak it as a first language (“Philippine

English”, 2009). Despite the condition, English is still taught in schools as one of the two official

languages of the country, together with Filipino, an official and liberalized form of Tagalog. Not

only is English used for education but it is also employed in, “religious affairs, print and

broadcast media, and business” (“Philippine English”, 2009). English is highly believed to be

able to increase the status of one who speaks it including respectability and marketability

(Espinosa, 1997). Similar to what occurs in Singapore, there is also Philippine English or Taglish

in the Philippines. This variety of English is employed as the medium of communication of the

media and the vast majority of educated Filipinos (“Philippine English”, 2009). As is the case for

Singlish in Singapore, some educated Filipinos consider Taglish as an inferior form of English

while others recommend its promotion, at least as a source of social cohesion (Lambert, 2005).

According to Malvar (1996), English has been regarded as the second language of the

Filipinos. The Americans introduced the language during their occupation through high school

and college curricula. The language, Malvar said, was easily adopted by the Filipinos; as a matter

of fact, many Filipino writers excel in their field with English language as their medium.

In the Philippine schools, English is the language of learning not only in the English

classes but also beyond the English curriculum. Layosa (1995) said that educators agree that it is

of paramount importance in teaching other subjects most especially in Science and Mathematics

which are taught in English. With English being in the forefront of global education, there is

now, as in the years before, an urgent need for the Filipino youth to deal with the complexities of

the present society.

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 There is at present an impending dilemma about dealing with the English language in the

country. First, the crisis lies on the students’ negative and positive attitude concerning English as

subjects in school and as a medium of instruction. Malvar (1996) supposed that due to its

seeming complexity namely: conjugation of pronoun and antecedent, etc., English is both feared

and loved. With this a dilemma is established in the minds of the learners. The result is the most

students may consider English mere likely as a burden than as an inspiration in attaining their

aspirations.

With this viewpoint, many Filipino students today argue that there is no need to study or

learn English since they are Filipinos anyway (Manarpiis, ) . However Dr. Felicidad Robles in

her book, “Developing English Proficiency in College” (1998) contradicted this popular

argument by explaining that English makes the world’s knowledge available and accessible.

According to Albior (1997), the decline in English comprehension reflects the quality of

education during the past decades absorbs one million Filipino students every school year, this

implies that 10 million Filipinos had acquired an inferior kind of education during past decade.

Most members of the language teaching profession realize that their student's learning

potential increases when attitudes are positive and motivation runs high. Although it is important

to understand that many variables are involved because we are dealing with complex social and

psychological aspects of human behavior. For example, student's ability to learn a second

language can be influenced by their attitudes towards the target language, the target language

speakers and their culture, the social value of learning the second language, and also the student's

attitudes towards themselves as members of their own culture (Ellis, 1994)

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Students’ attitude toward English Language

According to Frank (1993), students’ attitude toward their studies plays an important role

to develop an appreciable study habit. This was illustrated by his study where out of 240 students

taken as sample; those with positive attitude had good study habits and also had a definite time to

work on their schools.

Almond (1991) related that students with positive attitudes are normally looking forward

for a good occupation in the future. For this reason, students oblige themselves to study hard in

order to achieve their goal that they occupy good work positions when they graduate.

According to the examinations in English, Mathematics, and Science given selected

students from Asia, the Philippines ranked to the third to the last (Imbestigador Channel 7,

2004). It can then be said that at present, the Filipino students are intellectually poor in language.

Perhaps, one of the factors why English is deteriorating in the Philippines is the disinterest

shown by the students.

Malvar (1996) showed the relationship between the college students’ attitude towards

English and their performance in Basic English subjects. He depicted that the reason why

English is not acceptable to students is due to their negative attitude towards the language.

In the English study of Carmona (1992), the attitude of the students was a dominant

factor that influenced their academic performance. In her study involving 300 learners taken

from six sections showed 231 or 77 percent of gthe students with good attitude in their studies

had higher ratings in their academic subjects.

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 Gardner (1985: 10) sees attitudes as components of motivation in language learning.

According to him, ‘motivation ... refers to the combination of effort plus desire to achieve the

goal of learning the language plus favorable attitudes toward learning the language’. He believes

the motivation to learn a foreign language is determined by basic predispositions and personality

characteristics such as the learner’s attitudes towards foreign people in general, and the target

group and language in particular, motives for learning, and generalized attitudes (Gardner 1985).

Wenden (1991) sees attitudes as including three components: First, attitudes tend to have a

cognitive component. This could involve beliefs or perceptions about the objects or situations

related to the attitude. Second, attitudes have an evaluative component. This means that the

objects or situations related to the attitude may generate like or dislike. Third, attitudes have a

behavioral component, i.e. certain attitudes tend to prompt learners to adopt particular learning

behaviors.

Attitudes and motivation According to Gardner (1985, 10) attitudes are a component of

motivation, which "refers to the combination of effort plus desire to achieve the goal of learning

plus favorable attitudes towards learning the language.

According to Brown (2000, 181), is "that second language learners benefit from positive

attitudes and that negative attitudes may lead to decreased motivation and, in all likelihood,

because of decreased input and interaction, to unsuccessful attainment of proficiency."

As with the research that finds a correlation between positive attitudes and successful

language learning, studies like (Yashima, 2002) find that motivated students have greater self-

confidence in their second language, resulting in a greater willingness to communicate;

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 Different aspects of language attitudes have also been studied such as the relation

between attitudes and motivation (Donitsa-Schmidt et al. 2004, Bernaus et al. 2004, Williams et

al. 2002), the relationship between attitudes and learning strategies (Gan 2004), the relationship

between attitudes and level of achievement (Graham 2004), beliefs and attitudes about target

language use, first language use and anxiety (Levine 2003), attitudes to language and language

learning at secondary and tertiary levels (Yang and Lau 2003), attitudes towards English-

language usage among peers (White 2002), the relationship between negative attitudes towards

non-native speakers and poor comprehension of those speakers (Lindemann 2002), attitudes

towards debatable usages between teachers and their students (Lee 2001a), attitudes of native

speaker teachers and non-native speaker teachers towards disputable usages (Lee 2001b), the

relationship between attitudes towards ideology, culture, people, language and factors affecting

attitude (Flaitz 1988).

According to Skehan (1989) and Gardner and MacIntyre (1993), attitudes are one of the

several components of affective variables of language learning. Nevertheless, Ellis (1985)

concludes that this concept is an abstract one. This means that it is not an easy task to reach a

unanimous decision about what this affective variable means. Then, someone.s definition of

language attitudes will have to be adopted or give a new one.

Little research has been carried out on attitudes towards language learning when three

languages are somehow involved (Lasagabaster, 2001). Most studies focus on two languages,

that is why this research study gives current literature on the topic, in my humble opinion, a

potential status other studies may lack.

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 Heaney’s (2005) study on English among the students in Malang, a city in East Java,

Indonesia showed that students in Malang had positive attitudes toward English and English had

a prestigious status among the youths. English was employed as the medium of communication

between the students in informal situation and sometimes it was combined with Indonesian

language.

Shim’s (2002) study in 1995 among Korean university students’ showed that the

participants had a preference for American English. The survey showed that the participants

wanted to learn American English and be identified as a female American’s accent. Moreover,

some students stated that there was no need to understand Indian, Singaporean, or Filipino

English and they could not distinguish these varieties.

Language attitudes and previous language attitude studies

According to Starks and Paltridge (1996), learning a language is closely related to the

attitudes toward the languages. Attitude refers to “a hypothetical construct used to explain the

direction and persistence of human behaviour” (Baker, 1992, p.10). In other words, it can

represent internal thoughts, feelings and tendencies in behaviour across a variety of contexts.

Although an attitude is individual, it has origins in collective behaviour. Moreover, some

characteristics of attitude are: it is learnt, it is not inherited, it is also likely to be relatively stable,

and it has a tendency to persist. Attitudes also play a vital role in language growth or decay,

restoration or destruction. In other words, the status and importance of a language in society and

within an individual can be adopted and learnt (Baker, 1988, p. 112- 115). Crystal (1992) states

that, language attitudes are the feelings people have about their own language or the languages of

others. Moreover, there are five implications of language attitudes, including: 1. it usually entails

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attitude to the speakers of the particular language or dialect. 2. it influences sound change, 3. it

may influence how teachers deal with pupils, 4. it may affect second language learning, 5. it may

affect whether or not varieties are mutually intelligible” (“language attitudes”, 2007). Fasold

(1984) argues that attitudes toward a language are often the reflection of attitudes toward

members of various ethnic groups and people’s reactions to language varieties reveal much of

their perception of the speakers of these varieties (Edwards, 1982). “Speakers of standard

varieties are often valued while speakers of non-standard varieties are often disparaged because

of their speech” (Renoud, 2007). Language attitudes are rarely static and it may change due to

personal introspection experience to or exposure to social influence to benefit humanity (Giles

and Powesland, 1975; Ryan and Giles, 1982 ;

Studies have shown that when studying language attitudes, the concept of motives is

important. In the language learning context, motivation (to learn the language) refers to the

combination of effort plus the desire to achieve the goal of learning the language plus favorable

attitudes toward learning the language (Gardner, 1985).

Since “The study of attitudes is an essential part of a world Englishes approach to

language use” (Friedrich, 2000, p. 216), it is not surprising that currently there have been a

number of research on language attitudes toward English or varieties of Englishes.

In the Longman Dictionary of Applied Linguistics (1992:199) ‘language attitudes’ are

defined as follows:

The attitude which speakers of different languages or language varieties have towards

each others’ languages or to their own language. Expressions of positive or negative feelings

towards a language may reflect impressions of linguistic difficulty or simplicity, ease or

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difficulty of learning, degree of importance, elegance, social status, etc. Attitudes towards a

language may also show what people feel about the speakers of that language.

Studies regarding attitudes towards a certain language are quite numerous. Gardner’s

contribution in the understanding of attitudes and its relation to language teaching and learning,

however, cannot be ignored. Gardner’s studies in language attitudes and motivation have been

cited by professionals and experts in language acquisition (Ellis, 1985; Spolsky, 1989; Romaine,

1995; Cook, 1996; Hashimoto, 2002; and Kamhi-Stein, 2003). Gardner (2001) proposes that the

teacher must have the training, personality characteristics, and ability to teach the fundamentals

of the language to the students. Not only that, teachers must encourage students to learn the

materials and most importantly, use them.

There is a great amount of research on attitudes towards different languages (Marley

2004, Balcazar 2003, Villa 2002, Malallah 2000), towards different varieties of English and

other languages (Karstadt 2002, Zhou 2002, Assaf 2001, Birnie 1998, Al-Kahtany 1995, Dalton-

Puffer and Kaltenböck 1995, Gibb 1999, Starkes & Paltridge 1994, Matsuura et al. 1994, Benson

1991, Shaw 1981, Wyler et al. 1982, Cooper and Fishman 1977, El-Dash and Tucker 1975), on

learners’ beliefs about language learning (Sakui and Gaies 1999).

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 METHODOLOGY

Research Design

The study will use the survey research design; it involves the description of the negative

and positive attitudes of the intermediate pupils toward English language. The study is a survey

in a sense that it determines the attitude of intermediate pupils of Amuyong Elementary School

on SY 2011-2012 . The study will gather data and information through non-standardized

questionnaires.

Locale of the study

This study will be conducted in Amuyong Elementary School. Amuyong Elementary school is

located at the southern part of Alfonso near the boundary of Batangas and Cavite province. A

principal with 8 teachers manage and maintain the quality of education imparted to all the pupils

all year round. The school has a population of 325 pupils.

Description of the Respondents

The intermediate pupils enrolled in SY 2011-2012 in Amuyong Elementary School will

be the centre of the study. The sample of the study will be selected through the fish bowl

technique, wherein the respondents will come from Grade IV to Grade VI pupils. The researcher

will use fish bowl technique to have respondents from each grade. She will get at least 32 each

on Grade IV and Grade VI and 36 on Grade V.

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Instrumentation

The study will use a structured non-standardized questionnaire in gathering the primary

data. This structured non-standardized questionnaire will be validated by Dr. Agnes Nuestro, the

thesis adviser. The pre-testing of the questionnaires will be conducted in Amuyong Elementary

School with ten (10) pupils.

Data gathering Procedure

Primary data will be gathered using the survey questionnaires. The survey will be

conducted from January to March 2012. The study will be designed to collect data from 100

pupils during the data gathering period.

Moreover, the secondary data includes the demographic data of the students, specifically;

name, age, gender, grade level and section will be gathered from the first part of the

questionnaire. The list of respondents will be taken from the Advisers of the pupils.

Statistical Treatment of Data

Different statistical treatments will be used to be able to attain the expected results of the

study.

To be able to identify the respondents for the study, the researcher will be using the

formula f=n/N. Descriptive statistics will be used to answer the research questions. Frequencies,

means, and percentage will be used for the analysis of the data that will be gathered.

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 APPENDIX A

(Letter to the Respondents)

APPENDIX B

(Questionnaire)

24
 Amuyong E/S Intermediate Pupils’ Attitude toward English Language

I’ am conducting a research about the attitude of the pupils toward English language. I

would appreciate it very much if you could extend your time and effort to answer the following

questions.

Thank you for your support and cooperation.

Part 1

Respondents Profile

Name: (Optional) ________________________ Age: ______

Grade Level: _____________________ Gender: ______

Part 2

Questions:

1. Do you think that learning English is necessary for you now?

( ) Yes

( ) No

2. Do you often try to speak in English?

( ) Yes

( ) No

3. Do you often watch TV programs in English?

( ) Yes
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 ( ) No

4. Does anyone influence you to speak in English?

( ) Yes

( ) No

5. Do you read English books like novels, short stories etc.

( ) Yes

( ) No

6. Can you say English is as important as your other subjects like Mathematics, Science and

History?

( ) Yes

( ) No

7. Do you believe the English language can help people to be globally competitive?

( ) Yes

( ) No

8. Do you think you need to study English in school?

( ) Yes

( ) No

9. If you were given a chance to teach, do you want to become a teacher in English?

( ) Yes

( ) No

10. Do you believe that English language has dominated our native language?

( ) Yes

( ) No

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