LEVELS OF ENGLISH PROFICIENCY AND SELF-CONFIDENCE OF THE

HUMANITIES AND SOCIAL SCIENCES IN MARIANO PERALTA NATIONAL

HIGH SCHOOL

EZEKIEL KYLL B. RELAMPAGO

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF THE SOUTHERN

PHILIPPINES AGRI – BUSINESS AND MARINE AND AQUATIC SCHOOL OF
TECHNOLOGY, MALITA, DAVAO OCCIDENTAL
IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR
THE DEGREE OF

BACHELOR OF SCIENCE IN AGRICULTURAL AND BIOSYSTEMS

ENGINEERING

JUNE 2021
 Chapter I

THE PROBLEM AND REVIEW AND ITS BACKGROUND

Language is why everybody are expected to use it fluently. There are many
students who still encountered some difficulties in using the language effectively. In
fact, some of them are not confident enough to express their opinions and ideas.

According to the survey results of Education First Proficiency Index (2000),

the adults aged 18-25 have the strongest English Proficiency and self-confidence
worldwide, Women speaks better than men in almost all countries and age-groups.

Meanwhile, the Department of Education (2002) states that, “English

Proficiency is not the reason why students aren’t fluent enough in speaking and
reading capability, it is because of the lacking of confidence and tardiness among
learners.”

In MPNHS, most of the students are often questioned because of the lacking
of vocabularies in English language and Self-confidence.

It is with these situations that the researcher decided to study the level of
English Proficiency and self- confidence of HUMSS students/ strand. It is the fervent
hope of the researcher that the results of the study will contribute to the English
learning vocabularies and enough self-confidence that would contribute to the
HUMSS Students.
 Statement of the Problem

The study will aim to know the level of English proficiency and self-confidence
of the Humanities and Social Sciences - Senior High School students.

Specifically, this will answer the following:

a. What is the level of English proficiency of the senior high school students?
b. What is the level of the self-confidence of senior high school students?
c. What is the significant relationship between the level of English proficiency
and self-confidence?

Significance of the Study

The study is beneficial to the following:

The Students, to inform the students that they must study well to enhance
their confidence.
The Teachers, to encourage students who weren’t proficient enough to study
well and participate more on class.
The Parents, to guide their children and motivate them to improve their critical
thinking skills.

Scope and Limitation

The study will be limited to the English grammar, vocabulary and reading
comprehension and self-confidence on HUMSS strand of the students in Mariano
Peralta National High School. The researcher-made questionnaire and adapted
proficiency test exam will be conducted to the particular sections to answer the
questions related to the study.
 Definition of Terms

English – a language that has been widely used in many varieties

throughout the world

Humanities and Social Sciences – it is an academic track of senior high school in

the Philippines that focuses on oral communication, media and

information, and enhancing your reading and writing skills.

Language – a system of human communication, consisting of words used in

a structured and conventional way and conveyed by speech,

writing or gesture.

Levels of English Proficiency – it is a description of what individuals can do with

language in terms of speaking, writing, listening, and reading in

real–world situations in a spontaneous and non–rehearsed

context.

Self-confidence – it is a person’s belief or trust in their own ability.

 Chapter II

REVIEW OF RELATED LITERATURE

This chapter represents the different related literature about the study, the
level of English Proficiency and Self-Confidence.

English Proficiency

The problems in learning English are the absence of effectiveness and

efficient teaching system throughout the academic education. Akbari (2005)
According to Ama, J. (2019), communication doesn’t have to be grammatically
correct in order to be intelligible, students’ don’t always abide by the rules they
learned in school and therefore, do not get fully educated or pass their tests. The
duration of learning English do affect the level of language anxiety facing by them,
said by Rahman (2016). Students who have so much difficulties with their
communication skill in English language may not function effectively. (Abubakar, B.
2005)

According to Abubakar (2016), it is not only for the employment but also for
the students wishing for higher studies especially in the countries where English is a
native/ official language. In order to be fluent proficient and accurate in a language
like English, one ought to undergo practicing the four language skills since English is
a skill-oriented subject, said by Chandra (2015).

According to Collins (2017), students can, comprehend and evaluate complex

texts across a range of types and disciplines, and they can construct effective
arguments and convey intricate or multifaceted information. According to Koosha,
Ketabi, and Kassaian (2013), students’ should demonstrate not only fluency but
accuracy as well, and that can be considered as educational achievement.
 According to Utama et al, (2013) There are two aspects to be success in the
speaking skill; linguistics aspect and non-linguistics aspect. Grammar, word order,
pronunciation, comprehension of utterance, vocabulary, and fluency are the
linguistic aspect. And non-linguistics aspect involves personality dimension, such as
self-esteem, extroversion, motivation, intergroup climate, and self-confidence.
English language proficiency is the ability of an individual to communicate effectively
in English. In today’s world, where the medium of instruction in almost every
university is English, this is a necessary skill. Thus, almost every institution requires
non –native English speaking students to undergo either the TOEFL or IELETS test
to assess the level of their English proficiency as students who have difficulty in the
English language skills may not function well in academics and communication.

Self-confidence

Collins (2017) states that the people with self-beliefs of confidence have been
shown to attribute failure to lack of effort; people with low self-beliefs of confidence
ascribe their failures to lack of ability. According to Bandura, Erickson, Harter, and
Nicholas (2016) one’s perception of ability of self-confidence is the central mediating
construct of achievement strivings. A growing body of evidence suggests that one’s
perception of ability or self-confidence is the central mediating construct of
achievement strivings.

“Self-confidence is one of the factors which play the important role in

determining the learners’ willingness to communicate of the speaking skill.” (Utama
et al, 2013 and Dornyei et al as cited in Park & Lee, n.d.). Self-Confidence is the
crucial part in the speaking skill, because that can give enthusiasm, brave and
stimulation to the learners. Because that if the learners have high self-confidence,
they will be achieve the best performance in speaking skill fluently. Self-esteem is
defined as “an attitude of self-acceptance, self-approval, and self-respect” (Corsini,
2015). According to Rosenberg (2019), self-esteem as a positive or negative attitude
towards a person’s self. A person with high self-esteem is “an individual who
respects himself and considers himself worthy”.

Relationship between English Proficiency and Self-confidence

According to the study of Koosha, Ketabi and Kassaian (2014), the speaking
skills of the participants were measured their self-esteem, as well .The results
demonstrated a remarkable relationship between self-esteem and speaking
proficiency. There is a positive result which shows the noteworthy connection
between general self-esteem and academic success. said by Al-Hebaish (2015).

Therefore, English can be a problem for a huge population of non-native

English students, especially those who study at international universities. In
communication play, self-confidence has an important role, exactly in the learners’
willingness to communicate. Because that, self-confident give an effect to their
abilities; high self-confidence can be positively correlated with oral performance.
Therefore, student who has higher self-confidence than the other students can
communicate well. So, they have the speaking ability in English are better than the
other students. That can be supported by the statement that situational self-
confidence in communication plays an important role in determining the learners’
willingness to communicate. (Lee and park, 2019).

A study by Al-Hebaish, (2015) studied the relationship between students’ self-

esteem and their academic performance in the oral presentation course; the results
of which showed that there is a positive, noteworthy connection between general
self-esteem and academic success. The students who scored high in General Self-
Confidence Questionnaire also had high scores in the oral test. The study also
recommended language instructors to encourage and improve their students’ self-
esteem in order to help them improve their oral presentation skills.

Base on the study of Venugopalan (2018), inspected the correlation between

personality and academic achievement of non-native English Language learners.
The results showed a relative connection between personality and students’
proficiency in reading, writing, speaking, and listening skills, on the one hand and the
extroversion /introversion variable and ESL subject proficiency, on the other. The
study also tested the impact of other variables such as gender, native language, and
academic environment on the correlation between the personality and ESL subject
proficiency. The findings revealed that it is difficult sometimes to characterize ESL
learners as either “extroverted" or “introverted”.

Another study by Koosha, Ketabi, and Kassaian (2014) went for examining
the relationship between self-confidence and other variables such as age and
gender .The study evaluated the speaking skills of the participants and measured
their self-esteem, as well .The results demonstrated a remarkable relationship
between self-esteem and speaking proficiency. There was also a converse
relationship between age and speaking skills. Concerning the relationship between
gender and speaking skills, no statistically considerable relationship was found.

“When students have a low self-esteem, they can suffer from a range of
psychological difficulties such as loneliness, academic failure, criticism, rejection and
depression. Low self-esteem can negatively affect language learning, and they
especially appear in oral communication,” stated by Juyandegan (2016). Struggling
with self esteem builds adverse effects on all areas of a student’s life from social to
academic (Sinha & Imam, 2016). In line with Ahour and Hassanzadeh (2015)
described that When a person has low self-esteem, it brings lack of self-confidence,
concern, social distance and other negative circumstances.
 Hypotheses

The following are the Hypotheses of the study:

H0: There is no significant relationship between English Proficiency and self-
confidence.
H1: There is a significant relationship between English Proficiency and self-
confidence.

Conceptual Framework

Dependent Variable Independent Variable

English Proficiency
Self-confidence
 English Grammar  Speaking
 English Vocabulary  Reading
 Reading  Writing
Comprehension
Figure 1. Schematic diagram showing the relationship of English Proficiency and
Self-Confidence.

The figure shows that the self-confidence on speaking, reading and writing
are the independent variable of the study while the dependent variable is the English
Proficiency of English grammar, vocabulary and reading comprehension.
 Chapter III

METHODS

This chapter presents the research methods and procedure used. It includes
the research design, research locale, sampling designs and techniques,
respondents of the study, research instrument, data analysis and data gathering
procedure.

Research Design

The study will use the Correlational research design. According to Pelham B,
IV. (2005), a correlational research explores the relationship between the variables
using statistical analysis. This study aims to know the significant relationship
between English Proficiency and Self-Confidence.

Research Locale

The study will be conducted at Mariano Peralta National High School to the
selected HUMSS students of Senior High School Department. There were 2 year
levels of Senior High School Department in Humanities and Social Sciences.

Sampling Design and Techniques

The study will employ the simple random sampling technique wherein the
researcher prepares an exhaustive list of all members of the population of interest.
From the list, the sample will be draw so that each respondent has an equal chance
of being chosen during each selection round. Samples will be drawn with or without
replacement. To draw a simple random sample without introducing research bias,
computerized sampling programs and random number tables will be used to
impartially select the members of the population to be sampled.

Respondents of the Study

The respondents of this study will be the students of Grade 11- HUMSS 1, 2 ,
3 ,4 and Grade 12 - HUMSS 1, 2, 3 in Mariano Peralta National High School –
Senior High School Department.

Sample Size of
Name of Strands
GRADE 11 - HUMSS 1
GRADE 11 - HUMSS 2
GRADE 11 - HUMSS 3
GRADE 11 - HUMSS 4
GRADE 12 - HUMSS 1
GRADE 12 - HUMSS 2
GRADE 12 - HUMSS 3
TOTAL
Students Total Respondents
4 4
4 4
4 4
4 4
4 4
6 6
4 4
30 30

Research Instrument

In determining and analyzing the level of English Proficiency in HUMSS

students, the researcher will make a survey questionnaire and adapt a proficiency
test exam. The survey questionnaire will evaluate the level of Self- confidence while
the proficiency test exam will be the level of English Proficiency. The parts of the
questionnaire will be the proficiency test exam of English Proficiency containing:
English Grammar, English Vocabulary, Reading Comprehension to scale the fluency
of the students. The parts of the questionnaire will be the survey test exam of self-
confidence by scaling the confidence of students in speaking, reading and writing.
The survey questionnaire will be validated by selected panel of experts using the
validation sheet for research instrument attached. The corrections, comments and
suggestion given by the different experts will be incorporated in the final revision of
the questionnaire. The panel of experts will sign the certification of validity as proof
of validation.

Data Analysis

In order to determine the mean range of the results of the study, the
researcher will prepare a data analysis table to scale the perception of the level of
self-confidence.

Table 1. Mean Range of Qualitative Interpretation

Respondents Perception
Mean on the Level of Self-
Range confidence Qualitative Interpretation

The respondents strongly disagree on the

1.00 - 1.99 Strongly Disagree given statement.
The respondents disagree on the given
2.00 - 2.99 Disagree statement.
The respondents agree on the given
3.00 - 3.99 Agree statement.
The respondents strongly agree on the
4 Strongly Agree given statement.
 In order to know the proficiency of the respondents, the researcher will
prepare a table of English proficiency table to scale the fluency of the respondents.

Table 2. English Proficiency Scale

Level of Scores (20
Proficiency items) Qualitative Interpretation
The students' level of English Proficiency is
Superior 18 and above in the superior stage.
The students' level of English Proficiency is
Advanced 16 – 17 in the advanced stage.
The students' level of English Proficiency is
Intermediate 15 in the intermediate stage.
The students' level of English Proficiency is
Novice 14 and below in the novice stage.

In order to know the strength of the relationship of the two variables, the
researcher will use the table of Coefficient Correlation Descriptive Equivalent.

Table 3. Coefficient Correlation Descriptive Equivalent

Coefficient of Correlation (r) Descriptive Equivalent

+1.00 Denotes perfect linear relationship
+(0.71- 0.99) Denotes very strong relationship
+(0.51-0.70) Denotes strong relationship
+(0.31-0.50) Denotes moderate relationship
+(0.01-0.30) Denotes weak relationship
0.00 Denotes no relationship

Data Gathering Procedure

In gathering the data of the study, the following steps will serve as guide of
the researcher.
 The researcher will make a request letter as a permission to give them
questionnaires and proficiency test exam to the particular sections to gather data
and information. Upon approval, the researcher-made questionnaire and adapted
proficiency test exam will be conducted to the particular sections to answer the
questions related to the study. During the survey, the researcher will gather the data;
the data will be gathered with the use of survey form questionnaire and proficiency
test exam during the actual study. During the proper survey, the researcher will
observe a friendly approach to the respondent to get accurate data. The questions
are in the checklist will understand it easily by the respondents. After the survey, the
researcher will arrange the gathered data and organize the details well.
 SURVEY QUESTIONNAIRE

“Self-Confidence Survey test”

Name: Age:

Year and Section: Date:

Direction: Read each sentence and put a check on your chosen answer. The
following scale will determine the numbers of your answer.

Self-Confidence on Speaking
Strongly Disagree Strongly
Statement Agree (4) Agree (3) (2) Disagree (1)
1. I'm confident enough to
express myself publicly.        
2. I have confidence to speak
with other people.        
3. I'm afraid to be judged by
other people whenever I
speak.        
4. I feel so disappointed when
someone laughs at my
accent.        
5. I prefer to speak it on my
own than to share it with
other people.        
 Self-Confidence on Reading
Statement Strongly Agree (3) Disagree Strongly
Agree (4) (2) Disagree (1)
1. Reading textbooks makes        
me feel even more
comfortable.

2. The more I read, the more        

I boost my confidence.

3. I have trust issues when it        

comes on reading.

4. I feel that I have good        

qualities especially in
reading.
5. I take positive approaches        
when someone judges my
reading skills.

Self-Confidence on Writing
Statement Strongly Agree (3) Disagree Strongly
Agree (4) (2) Disagree (1)
1. Writing is the only way        
where I can express myself.
2. Writing makes me feel even        
more private.
3. I prefer to write than doing        
other activities.
4. I don't any pressure when it        
comes on writing.
5. I don't have any confidence        
in asking people to read my
writing outputs.
 “English Proficiency Test”
Direction: Read each sentence and encircle the correct answer for each questions.

Part I: English Grammar

1. Juan___________ in the library this morning.

A. is study
B. studying
C. is studying
D. are studying

2. Alicia, __________ the windows please. It's too hot in here.

A. opens
B. open
C. opened
D. will opened

3. The movie was __________ the book.

A. as
B. as good
C. good as
D. as good as

4. Eli's hobbies include jogging, swimming, and __________.

A. to climb mountains
B. climb mountains
C. to climb
D. climbing mountains

5. Mr. Hawkins requests that someone _________ the data by fax

immediately.
A. sent
B. sends
C. send
D. to send
Part II: English Grammar

1. The majority to the news is about violence or scandal.

A. The
B. to
C. news
D. violence

2. Takeshi swimmed one hundred laps in the pool yesterday.

A. Swimmed
B. Hundred
C. In
D. Yesterday

3. When our vacation, we plan to spend three days scuba diving.

A. When
B. plan
C. days
D. diving

4. Mr. Feinauer does not take critical of his work very well.
A. does
B. critica
C. his
D. well

5. Yvette and Rinaldo send e-mail messages to other often.

A. and
B. send
C. other
D. often
Part III. English Vocabulary

1. The rate of ___________ has been fluctuating wildly this week.

A. money
B. bills
C. coins
D. exchange

2. The bus ___________ arrives late during bad weather.

A. every week
B. later
C. yesterday
D. always

3. Do you ____________ where the nearest grocery store is?

A. know
B. no
C. now
D. not

4. Jerry Seinfeld, the popular American comedian, has his audiences

___________.
A. putting too many irons in the fire
B. keeping their noses out of someone’s business
C. rolling in the aisles
D. going to bat for someone

5. The chairperson will ____________ members to the subcommittee.

A. appoint
B. disappoint
C. appointment
D. disappointed

Part IV. English Reading Comprehension

 Directions to Erik's house

Leave Interstate 25 at exit 7S. Follow that road (Elm Street) for two miles.
After one mile, you will pass a small shopping center on your left. At the next set of
traffic lights, turn right onto Maple Drive. Erik's house is the third house on your left.
It's number 33, and it's white with green trim.

1. What is Erik's address?

A. Interstate 25
B. 2 Elm Street
C. 13 Erika Street
D. 33 Maple Drive
2. Which is closest to Erik's house?
A. the traffic lights
B. the shopping centre
C. exit 7S
D. a greenhouse

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