Super Final Thesis

CANONICO ANTONIO INSTITUTE
(Congregation of the Disciples of St. Therese of the Child Jesus)

Sitio Nopol, Brgy. Conel, General Santos City
CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
According to Portillas (2006), English language has been considered as
international language for most countries use English as their medium of
instruction and communication. It is said by Crystal (2006), that only 9% of the
global population are native English speakers, but today about one third of it
speaks English. The English language has become not just a medium for global
communication, but it is used worldwide in a variety of fields (Jeraltin &
Ramganesh, 2013).
Gibbons (2003), stated that the need to be proficient in the use of English
among non-native speakers has become a global phenomenon. Today,
educators are faced with the challenge of addressing the needs of the growing
number of students whose not fluent in English. Since the Philippines embraced
the English language from British and American colonizers, according to Cruz
(2004), the Philippines today is the fifth largest English-speaking country in the
world and second in the continent of Asia .
According to Short & Fritzsimmons (2007), low language proficiency has
been considered a barrier to learning and academic success at the post-
secondary level, where students seeking admission are often required to obtain a
score on English language proficiency tests indicating that they have enough
English proficiency to be academically successful. The implementation of the
English language is very useful to all Filipino citizens. Also, it is a bridge of
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communication and understanding in spite of many cultures and countries we
had.
This study sought to know and understand the effects of implementing the
English Speaking Policy to the Junior High School students in Canonico Antonio
Institute to know if their English Proficiency affects their grades.
Statement of the Problem
This study aimed to determine the effects of implementing the English
Speaking Policy to the Junior High School students in Canonico Antonio Institute.
Specifically, it sought to answer the following:
1. What are the effects of English Speaking Policy to the Junior High
School students in Canonico Antonio Institute along
a. Academic Performance
b. Social Relations
c. Personal Development?
Significance of the Study
This study is significant to the following:
Students – It will help them to know and understand the effects of implementing
the English Speaking Policy to them.
Parents – It will help them to know the effects of implementing the English
Speaking Policy to their children and encourage their children to study
more so they improve.
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Teachers – It will be a guide to them so they could be aware of the effects of the
English Speaking Policy to the students and they would also improve their
teaching so the students could improve also.
Administrators – This could help them to implement more events or programs
that could be able to help the students in improving their English speaking
skills.
Future Researchers – It can be their reference or source in making their
research that is related to this study.
Scope and Delimitation of the Study
This study focused on the effect of implementing the English Speaking
Policy to the Junior High School students in Canonico Antonio Institute, General
Santos City for school year 2019-2020.
This focused on the analysis of the responses of the Junior High School
students in the effects of English Speaking Policy survey questionnaire.
CHAPTER II
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REVIEW OF RELATED LITERATURE
This chapter presents the conceptual framework and the review of related
literatures of the study.
Conceptual Framework
Figure 1. Conceptual Framework
Figure 1 presents the conceptual framework of the study. The
independent variable is the English Speaking Policy and the dependent variables
are the Academic Performance, Social Relations, and Personal Development.
The English Speaking Policy was the independent variable because the
Academic Performance, Social Relations, and Personal Development of the
students will depend on their English speaking proficiency.
English Proficiency
4
Educators agree that proficiency in the English language is the basis for
success in academic pursuits. Reading, writing, and working with numbers are
tasks that are based on language skills (Global English Corporation, 2014). It is
the interplay between everyday language skills and more advanced
communication skills (J. Cummins, 2011).
Indeed, language proficiency is a key to academic performance. A person
who does not know English, for instance, may not have access to the world’s
known scientific and technological discoveries that are predominantly written in
English (D. Fakeye and Y. Ogunsiji, 2009). This means that students need to be
proficient in English for a better grasp of knowledge in Technology, Science, and
Mathematics.
Language proficiency in English is significantly related to academic
performance. Academic subjects like Science, Mathematics and English often
requires the use of language functions. The language functions play a significant
role in critical and analytical thinking required in science and mathematics
subjects. The more language functions with which students are adept, the more
effective their thinking can be. Thus, the more the students are proficient with the
English language, the more they are likely to perform well in their academic
subjects (J. K. Aina, A. G. Ogundele, et al., 2013).
Relative to the said claim, the Department of Education (DepEd) asserts
that students’ proficiency in Science and Mathematics has a relationship with
their language proficiency in English. Majority of the students had not really
mastered the different learning areas in Mathematics. From the performance of
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Grade VI pupils, it was reflected that their skills in problem solving was only 53%;
analysis, 56%; and computation was 62%. These skills all require proficiency in
English. Likewise, from the results yielded, Science noticeably tailed at fifth rank
with only 56.87% percentile rank. It was noted that the questions given required
comprehension and analytical skills of the learners. Again, English has
something to do with the skills of the learners (National Statistics Coordination
Board, 2006).
According to former Secretary of The Department of Education (DepEd),
Jesli Lapus (2009) that English proficiency is critical in learning as other key
subjects such as Science and Mathematics use English in textbooks and other
reference materials. He also added that Filipinos’ edge in the English language is
also vital as more work opportunities here and abroad place premium on
language skills. DepEd has noted gains in English proficiency of students in
public schools even as the department continues to invest in teacher training to
further improve student performance in English. DepEd notes the continuous
improvement in performance of students in the National Achievement Test (NAT)
within the five-year analysis particularly in English subject.
Fakeye, David O. and Yemi Ogunsiji (2009) in their study entitled, English
Language Proficiency as a Predictor of Academic Achievement among
EFLStudents in Nigeria. The poor performance of Nigerian senior, secondary
school students in various school subjects at public examinations has often been
blamed on their weakness in English language which is the medium through
which knowledge in school subjects is transferred to learners.
6
The intent of this study was to examine the extent to which English
language proficiency of Nigerian senior secondary school students would predict
their overall academic achievement. The study provides an insight into the root
cause of falling standard of secondary education in Nigeria. Findings from this
study will also help to raise the proficiency level of Nigerian secondary school
students in English language as a way of addressing their poor academic
achievement. The curriculum planners and all stakeholders in Education would
also be sensitized about the indispensable position of English language in the
overall knowledge acquisition process in formal education.
Similarly, Ataollah Maleki and Ebrahim Zangani (March, 2007),in a study,
A Survey on the relationship between English Language Proficiency in the
Academic Achievement of Iranian EFL Student showed that the mean of the
language proficiency score of participating students was 9.49, and the standard
deviation was 1.62. This indicates that the language ability of almost all students
was low. This suggests that as English Proficiency increases, so does academic
success. In other words, there is a positive correlation between the two variables.
As Maleki and Zangani (2007) observed, having difficulties in grasping fully the
contents and concepts of the various subjects of the curriculum taught in the
target language (English language) seems to be one of the most serious
problems that English as Foreign Language(EFL) students face in the particular
course of study in Nigeria.
Academic Performance
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The teaching and learning process involves two active participants in the
classroom - the teacher and the learner, and that language learning does not fall
entirely on the teacher. The students must also assume more responsibility for
the learning process (Quist, 2000). For example, Vuzo (2010) reported “It is
through interactions with each other that teachers and students work together to
create intellectual and practical activities that shape both the form and the
content of the target subject. However, such situation is not commonly found in
secondary schools in all subjects due to the fact that lecture method dominates
the teaching and learning process which leads to passive learning” (p.18).
Another recent study reported results of a meta-analysis of 22 studies on

the relationship
between English language proficiency and academic achievement of
international students in U.S.
institutions of higher education (Wongtrirat, 2010). The studies reviewed were
conducted between 1987
and 2009 using TOEFL score as a measure of English proficiency, and GPA and
course completion as
measures for academic performance. Based on the results of the meta-
analysis, it was concluded that
"TOEFL has a small predictive ability on academic achievement of
international students whether
measured by GPA or the course completion" (Wongtrirat, 2010, p. 45).
the relationship
the relationship
8

the relationship
the relationship
Low academic performance has been a problem faced by students with
low Proficiency in English (PiE) as literature has reported through many
researches that have been carried out at school as well as at graduation level in
a several countries around the world. In the United States of America, it is
recorded that schools comprehensively focuses on the various tasks involved in
9
learning English for pupils with low PiE. The transition and preparation of
students academically in moving to a new culture is often lost on the wayside
(Pardeep, 2014).
On the other hand, there are recommendations that schools should
ensure they offer meticulous academic curricular for the students Learning
English with the intentions of making them succeed (Rebecca, 2005). The
instruction language as well as the method used was considered as the only way
ensure that students do not fall behind academically in the process of learning
English. The presence immigrants in the US high schools with low level of
English proficiency, inconsistent preceding schooling becomes a barrier to the
students’ success. The increase in the dropout rate among the Learners of
English may be indicative of the academic disconnect experienced by the
minority and linguistic minority students alike (Gandara, 2002). Proficiency in
English gives confidence to the learners and enables them to interact freely even
with the teachers. This consequently creates an enabling environment for
learning.
In some studies, authors have advanced an argument that students
entering schools having declined academic performance, should be taught in a
simplified remedial manner which also allows those students who are better
prepared to move unhampered by their slow classmates. In some few schools,
students considered weak in English are taught in a very poor way in
consideration of the fact that they are academically weak thus making them
become more weaker 3 in academics (Fortuny & Chaudry 2011). A study carried
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out to assess the academic performance among school students in U.S.
established that the learning of English is neither the sole nor the primary
determinant of the academic achievement of learners’ of English. Availability of
trained as well as prepared teachers also brings all the difference in improving
the academic performance.
Sommai (2008) identified four causes of students’ low academic
achievement as insufficient basic knowledge, parents’ inadequate income,
helping work of family and strict control of parents over studies. In addition, too
much assignment could also affect students’ academic achievement and
students’ inability to adjust to life on their own. Factors like psychological,
economic and environmental factors have been identified by previous studies to
strongly influence students’ academic. However, due to the fact that a great deal
of the rules and principles guiding cataloguing and classification are based on
language rules, the study investigates the influence of proficiency in English
Language on the academic performance of college student in cataloguing and
classification.
Social Relations
The importance of English language for enhancing educational attainment
through improved communicative skills and ability can never be over
emphasized. Students who have so much difficulty with their communication skill
may not function effectively in English. This is also reflected in their academic
performance because of the fact that English language in Kenya today 7 is the
11
language of textbooks and the language of instructions in schools
(Aina,Ogundele, & Olanipekun, 2013).
Williams et al. (2012) in their study investigated the use of English
Language proficiency to predict the future academic success of English learner
(EL) students. Their study revealed that English Language proficiency is a factor
of prediction for future academic success.
In another related study, the relationship between academic achievement
and language proficiency of Iranian college students at Shiraz University in Iran;
they revealed that there is a significant positive relation between language
proficiency and academic achievement (Shahragard et al. 2011). In addition, the
results of a correlational study conducted on Iranian university students majoring
in English Language and literature found that students who are more competent
in English Language are more successful in their classes.
Wille (2006) also examined the relationship between English Language
proficiency and academic achievement of students at secondary level and found
that there is a positive relation between these two variables which affirms the
findings of previous studies. Similarly, in a study conducted by Sivaraman et al.
(2014) on students at a college in Oman, it was reported that the lack of
proficiency in English does affect their performance in engineering courses.
Other research findings at two tertiary institutions in Oman also show a strong,
positive relationship between English Language performance and academic
achievement (Roche and Harrington, 2013).
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Studies from Australia have also reported similar findings. For example, a
study conducted on the impact of IELT scores on performance at an Australian
university has reported a significant and positive relationship between language
proficiency of international university students and their overall academic
performance as measured by their GPA (Feast, 2002). Along similar lines,
students’ achievement in school also depends upon their level of proficiency in
the language of instruction (Wilkinson and Silliman, 2008).
Research findings from school contexts have been reported. For instance,
the results of a study conducted by Wilson and Komba 2012 at a secondary
school in Tanzania illustrated that the more proficient students are in English the
better they are in academic subjects.
In other related studies, Feast (2002) and Graves (2001) found a
significant and positive relationship between English Language proficiency and
performance at university as measured by Grade Point Average (GPA). Sadeghi
et al. (2013) found that proficiency in English Language could significantly
influence academic achievement of medical students.
Importantly, the socio-cultural and psychological adjustment of
international students might be influenced by their English proficiency, which
might impact their academic success. For example, Yang, Noels, and Saumure
(2006) highlighted the role of English self-confidence in the process of socio-
cultural and psychological adjustment to an English-speaking academic
environment. Further, Trice (2007) reported that weak English language skills
were perceived as one of the reasons why international students were isolated
13
from local students and faculty members. These findings indicate that English
proficiency is indirectly associated with academic performance of international
students through its impact on other factors in the socio-cultural and
psychological dimensions.
the relationship between English language proficiency and academic
achievement of international students in U.S. institutions of higher education
(Wongtrirat, 2010). Based on the results of the meta-analysis, it was concluded
that "TOEFL has a small predictive ability on academic achievement of
international students whether measured by GPA or the course completion"
(Wongtrirat, 2010, p. 45).
In addition to English proficiency, some culture-specific and cross-cultural
issues (e.g., academic culture shock associated with a different education
system, lecture style, and relationships between students and lecturers) have
been identified as factors that contribute to the international students' potential for
academic success (Li et al., 2010).
Personal Development
Although the focus in this chapter is on the development of English
proficiency, it is important to point out that language proficiency is not necessarily
the only or even the most important barrier to academic success among ELs.
Depending on the background of specific children or groups of ELs, their
academic success can be jeopardized by issues related to such factors as
poverty; poor health; trauma linked to immigration and/or preimmigrant
14
experiences; cultural differences between home and school; state, district, and
school policies and practices (including assessment requirements); the quality of
educational materials, instruction, and curriculum; teachers’ attitudes; and
inadequate teacher preparation. Individual ELs can experience a number of
different challenges simultaneously (Suárez-Orozco et al., 2010), with significant
and commensurate effects on their academic outcomes (Lindholm-Leary, 2010).
Of these, socioeconomic status has been shown to be particularly potent
(National Task Force on Early Childhood Education for Hispanics, 2007). For
example, Kieffer (2008), using data from the Early Childhood Longitudinal Study
(ECLS), found smaller differences between ELs and native English-speaking
students who attended low-poverty versus high-poverty schools. As well, and in
contrast to other research on the performance of language minority students,
Lesaux and colleagues (2007) found few significant differences in reading
comprehension between ELs and non-ELs where the ELs were distributed
across the same schools and neighborhoods as the non-ELs. They speculate
that EL status and low socioeconomic status are often confounded in other
studies on ELs and that this may account for the difference in their findings.
Definition of Terms
The following terms are defined to give readers clearer understanding of
the study.
Academic Performance- refers to the grade of the Junior High School.
Effect- a change which is a result or consequence of an action or other
cause.
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English- is a West Germanic language that was first spoken in early
medieval England and eventually became a global lingua franca.
English Speaking Policy- it is the policy to encourage individuals to speak
in English inside the school premises.
Personal Development- is a lifelong process. It is a way for people to
assess their skills and qualities, consider their aims in life and set goals in order
to realize and maximize their potential.
Social Relations- is any relationship between two or more individuals.
CHAPTER III
METHODOLOGY
This chapter presents and describes the methodology used in this study.
It includes the research design, sources of data, sample and sampling
techniques, research instruments, data gathering procedures, and data analysis.
Research Design
The study used a Descriptive Research Design. The researcher used
survey questionnaires to determine the effects of implementing the English
Speaking Policy to the Junior High School students.
Locale of the Study
The study was conducted in Canonico Antonio Institute (CAI) which is
owned and managed by the Disciples of St. Therese of the Child Jesus (DST). It
is located at Sitio Nopol corner Mabuhay Road, Brgy. Conel, City of General
Santos. It is presently operating complete Basic Education Program and Senior
16
High School. It is also a member of Notre Dame Education Association (NDEA)
and Catholic Education of the Philippines (CEAP).
Respondents of the Study
The study was conducted to the 80 Junior High School students in
Canonico Antonio Institute, General Santos City, during the school year 2019-
2020. The researcher chose the respondents through the use of simple random
sampling particularly the fish ball.
Table 1. Respondents of the study

Grade Level and Section Frequency
Grade 7 – St. Therese 10
Grade 7 – St. Cecilia 10
Grade 8 – St. Louis Martin 10
Grade 8 – St. Zelie Guerin 10
Grade 9 – St. Vincent de Paul 10
Grade 9 – St. Anthony de Padua 10
Grade 10 – St. Joseph the Worker 20
Total 80
Research Instrument
The survey questionnaire for the effects of English Speaking Policy were
adapted from Donnard Lastimosa and Andres Malunas (2008) to gather
information from Junior High School students.
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Data Gathering Procedures
The researcher did the following procedures: The researcher sought
permission from the school principal of Canonico Antonio Institute, on gathering
the data. After obtaining the approval, the researcher personally administered the
survey questionnaires, gathered the data and analyzed.
Statistical Treatment
In this study, the weighted mean was used to determine the effects of
implementing the English Speaking Policy to the Junior High School students in
Canonico Antonio Institute.
The rating scale was used to determine the effects of implementing the
English Speaking Policy to the students.
The Effects of Implementing the English Speaking Policy
Scale Statistical Limit Description Interpretation

4 3.26 - 4.00 Strongly Agree Strongly Affect
3 2.51 - 3.25 Agree Moderately Affect
2 1.76 - 2.50 Disagree Slightly Affect
1 1.00 - 1.75 Strongly Disagree Do Not Affect
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter shows the presentation, analysis and interpretation of data
gathered out the instruments and procedures used in the study. The data are
presented according to the sequence of the specific questions.
Table 1
The Effects of the English Speaking Policy to the Junior High School Students of
Canonico Antonio Institute
Academic Performance Mean Interpretation

1. English Speaking improves vocabulary and grammar. 3.70 Strongly Affect
2. Helps participate in any oral activities. 3.60 Strongly Affect
3. English speaking policy enhances writing and listening skills. 3.59 Strongly Affect
4. Helps get good grades. 3.55 Strongly Affect
5. Speaking English enables the students to understand other subjects
3.50 Strongly Affect
with English as the medium of instruction.
6. English speaking improves the performance of students in other
subjects.
7. English speaking enables the students to understand written outputs in
English.
8. English speaking helps the students in presenting reports in English. 3.53 Strongly Affect
9. The students can convey their ideas before their classmates in English. 3.34 Strongly Affect
10.English Speaking helps the students in enhancing their language 3.55 Strongly Affect
19
proficiency.
Overall Mean 3.54 Strongly Affect
Social Relations
1. Communicate to people both local and foreign. 3.51 Strongly Affect
2. Can speak English in front of other people. 3.31 Strongly Affect
3. Shares ideas to other people using the English language. 3.38 Strongly Affect
4. Helps the students to socialize better with other people. 3.29 Strongly Affect
5. Can understand other people who speak English. 3.36 Strongly Affect
6. Can translate English language to Filipino or our regional dialect. 3.31 Strongly Affect
7. Can help others who have difficulty in English speaking. 3.35 Strongly Affect
8. Through English speaking the students can make new friends and 3.43 Strongly Affect
acquaintances.
9. English speaking helps helps the students to understand concepts 3.46 Strongly Affect
conveyed by other people.
10. Can become a good acquaintance to other people. 3.50 Strongly Affect
1. Speaking English develops the students self-confidence. 3.56 Strongly Affect
2. Can speak English without hesitation. 3.19 Moderately Affect
3. Don’t experience stage fright or resentment because of speaking 3.19 Moderately Affect
English.
4. Can speak English with a neutralized accent. 3.23 Moderately Affect
5. English speaking helps develop students’ self-esteem. 3.36 Strongly Affect
6. English speaking helps the students to become a better person. 3.40 Strongly Affect
7. Can reflect on principles/norms that are spoken or written in English. 3.30 Strongly Affect
8. English speaking helps the students to study efficiently. 3.45 Strongly Affect
9. Can make my ideas organized through English. 3.26 Strongly Affect
10. English speaking develops students’ self-efficacy. 3.35 Strongly Affect
OVERALL MEAN 3.42 Strongly Affect
Legend: 3.26 - 4.00 Strongly Affect
2.51 - 3.25 Moderately Affect
1.76 - 2.50 Slightly Affect
1.00 - 1.75 No Affect
Table 1 shows the effects of the English Speaking Policy to the Junior
High School students in Canonico Antonio Institute. The data presents that the
Junior High School students in Canonico Antonio Institute generally responded
that the English Speaking Policy strongly affects the Academic Performance
and is evident with an average mean of 3.54. English speaking strongly improves
20
and affect vocabulary and grammar; strongly affects their participation in any oral
activities; and strongly enhances and affects their writing and listening skills with
the means of 3.70, 3.60, and 3.59 respectively. English speaking strongly affects
the conveying of ideas before the student’s classmates in English; speaking
English strongly enables the students to understand other subjects with English
as the medium of instruction; and English speaking strongly improves and affects
the students performance in other subjects with the means of 3.34, 3.50, and
3.51 respectively.
The table also presents that the Junior High School students in Canonico
Antonio Institute generally responded that the English Speaking Policy strongly
affects their Social Relation and is evident with an average mean of 3.39.
English Speaking strongly affects the communication to people both local and
foreign; English speaking strongly affects in becoming a good acquaintance to
other people; and English speaking strongly helps and affects in understanding
concepts conveyed by other people with the means of 3.51, 3.50, and 3.46
respectively. English speaking strongly helps and affects the students in
socializing with other people; English speaking strongly affects their speaking in
English in front of other people; and English speaking strongly affects their
translation from English language to Filipino or our regional dialect with the
means of 3.29, 3.31, and 3.31 respectively.
The table also presents that the Junior High School students in Canonico
Antonio Institute generally responded that the English Speaking Policy strongly
affects their Personal Development and is evident with an average mean of
21
3.33. Speaking English strongly develops and affects the student’s self-
confidence; English speaking strongly helps and affects the study efficiently, and
English speaking strongly helps and affects the students in becoming a better
person with the means of 3.56, 3.45, and 3.40 respectively. English Speaking
moderately affects the students in speaking English without hesitation; English
speaking moderately affects the experiences such as stage fright or resentment
because of speaking English; and English speaking moderately affects the
speaking of the students in English with a neutralized accent with the means of
3.19, 3.19, and 3.23 respectively.
Generally, the English Speaking Policy strongly affects the Junior High
School students in Canonico Antonio Institute and is evident with an average
mean of 3.42.
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CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
In this chapter, the whole study is summarized, generalizations in the form
of conclusions are presented, and the solutions to the problems are offered in the
form of recommendations.
Summary
This study aimed to determine the effects of implementing the English
Speaking Policy to the Junior High School students in Canonico Antonio Institute.
Specifically, it sought to answer the following:
1. What are the effects of English Speaking Policy to the Junior High
School students in Canonico Antonio Institute along
a. Academic Performance
b. Social Relations
c. Personal Development?
23
The study utilized descriptive research for identifying the effects of the
English Speaking Policy to the Junior High School students in Canonico Antonio
Institute, General Santos City, during the school year 2019-2020.
The research instrument Donnard Lastimosa and Andres Malunas (2008)
(Appendices) was intended to determine the effects of the English Speaking
Policy to the Junior High School students.
Findings
On the basis of the data gathered and analyzed by the researcher, the
following are the findings of the study:
1. The English Speaking strongly affects the Academic Performance of
the Junior High School students (3.54). English speaking strongly
improves and affect vocabulary and grammar (3.70); English
speaking strongly affects their participation in any oral activities
(3.60); and English speaking strongly enhances and affects their
writing and listening skills (3.59).
2. The English Speaking Policy strongly affects the Social Relations of
the Junior High School students (3.39); English Speaking strongly
affects the communication to people both local and foreign (3.51);
English speaking strongly affects in becoming a good acquaintance to
other people (3.50); and English speaking strongly helps and affects
in understanding concepts conveyed by other people (3.46).
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3. The English Speaking strongly affects the Personal Development of
the Junior High School students (3.33). Speaking English strongly
develops and affects the student’s self-confidence (3.56); English
speaking strongly helps and affects the study efficiently, and English
speaking strongly helps and affects the students in becoming a better
person (3.40).
4. The English Speaking strongly affects the Junior High School
students (3.42).
Conclusion
In view of the findings drawn from the data and the information presented,
the following can be concluded:
The implementation of the English Speaking Policy in school strongly
helps and affects the students in terms of their academic performance. Also, in
terms of social relations the English Speaking Policy strongly helped and affects
the students in improving and making their socialization and communication
more open. The English Speaking Policy strongly affects the Personal
Development of the Junior High School students in Canonico Antonio which
means that through the English Speaking Policy in school, they were able to
build up their self-confidence.
Overall, the English Speaking Policy strongly helps and affects the the
Junior High School students in Canonico Antonio Institute.
Recommendation
25
The following recommendations are offered by the researcher:
1. Teachers from different grade level should continue to inspire and
encourage the students to use English in school and follow the
English Speaking Policy so they could improve their proficiency. This
policy is not just applicable for the students but also for the teachers,
they must also use and follow the policy so the students will follow.
2. Parents should continue enhancing the students’ proficiency and
loyalty in following the policy. They should be given full support
towards their studies so they would be inspired to strive harder.
3. Students must learn to speak English and follow the policy for them
to improve their proficiency of the said language and also for them so
enhance and develop in terms of academic performance, social
relations, and personal development.
4. Administrators should monitor the academic performance of the
students in Canonico Antonio Institute. Also, they must continue the
implementation of the English Speaking Policy for the betterment and
benefits of the students, teachers, and staffs.
26
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APPENDICES
31
Appendix A
August 08,2019
SR. MARYNOR A. CABRAL, DST

Directress Principal
Canonico Antonio Institute
Conel, General Santos City
Dear Sister:
Praised be Jesus Christ and Mary!
I am HONEYLETTE VALDUEZA, a Grade 12 Student of Canonico Antonio

Institute, Currently doing a research entitled THE EFFECTS OF
IMPLEMENTING THE ENGLISH SPEAKING POLICY TO THE JUNIOR HIGH
SCHOOL STUDENTS OF CANONICO ANTONIO INSTITUTE as a partial
fulfillment of the subject Practical Research 2.
In this connection, the researcher would like to ask permission from your good
office to conduct the said research in your institution.
May this letter merit your approval and support. Thank you very much and may
God bless in our ministry.
Respectfully yours,
HONEYLETTE VALDUEZA
Researcher
Noted by:
32
RAYMARK M. FAROFALDANE
Thesis Adviser
Approved by:
SR. MARYNOR A. CABRAL, DST

Directress Principal
Appendix B
QUESTIONNAIRE
Academic Performance 4 3 2 1
1. English Speaking improves vocabulary and grammar
2. Helps participate in any oral activities
3. English speaking policy enhances writing and listening skills
4. Helps me get good grades
5. Speaking English enables me to understand other subjects with
English as the medium of instruction
6. English speaking improves my performance in other subjects
7. English speaking enables me to understand written outputs in English.
8. English speaking helps me in presenting reports in English.
9. I can convey my ideas before my classmates in English.
10. English Speaking helps in enhancing my language proficiency.
Social Relations
2. Communicate to people both local and foreign
3. I can speak English in front of other people
4. Shares ideas to other people using the English language
5. Helps me to socialize better with other people
6. I can understand other people who speak English.
7. I can translate English language to Filipino or our regional dialect.
8. I can help others who have difficulty in English speaking.
9. Through English speaking I can make new friends and acquaintances.
10. English speaking helps me understand concepts conveyed by other
people.
11. I can become a good acquaintance to other people.
11. Speaking English develops my self-confidence.
12. I can speak English without hesitation.
13. I don’t experience stage fright or resentment because of speaking
English.
14. I can speak English with a neutralized accent.
15. English speaking helps develop my self-esteem.
16. English speaking helps me become a better person.
17. I can reflect on principles/norms that are spoken or written in English.
18. English speaking helps me study efficiently.
33
19. I can make my ideas organized through English.

20. English speaking develops my self-efficacy.
Directions: Please indicate your level of agreement and disagreement with each of these
statements regarding the effects of English Speaking Policy.
Legend:
4- Strongly Agree 3- Agree 2- Disagree 1- Strongly Disagree
Appendix C
CURRICULUM VITAE
Name: Honeylette Valdueza

Birthdate: May 26, 2002
Birthplace: Diagan Hospital General Santos City
Age: 17 years old
Uson Phase 4 New Mabuhay General
Address:
Santos City
Father’s Name: Patricio V. Alarcon

Occupation: Businessman
Mother’s Name: Shirley T. Valdueza
Occupation: Fish vendor
Uson Phase 4 New Mabuhay General
Address:
Santos City
EDUCATIONAL BACKGROUND
Senior High School: Canonico Antonio Institute

2019-2020
Junior High School Canonico Antonio Institute
2017-2018
Elementary School New Mabuhay Elementary School
New Mabuhay General Santos City
2012-2013
34
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CANONICO ANTONIO INSTITUTE

(Congregation of the Disciples of St. Therese of the Child Jesus)

THE PROBLEM AND ITS SETTING

According to Portillas (2006), English language has been considered as

international language for most countries use English as their medium of

instruction and communication. It is said by Crystal (2006), that only 9% of the

communication, but it is used worldwide in a variety of fields (Jeraltin &

among non-native speakers has become a global phenomenon. Today,

world and second in the continent of Asia .

According to Short & Fritzsimmons (2007), low language proficiency has

been considered a barrier to learning and academic success at the post-

English proficiency to be academically successful. The implementation of the

English language is very useful to all Filipino citizens. Also, it is a bridge of

communication and understanding in spite of many cultures and countries we

Institute to know if their English Proficiency affects their grades.

Statement of the Problem

This study aimed to determine the effects of implementing the English

Specifically, it sought to answer the following:

School students in Canonico Antonio Institute along

Significance of the Study

This study is significant to the following:

the English Speaking Policy to them.

Speaking Policy to their children and encourage their children to study

more so they improve.

teaching so the students could improve also.

Administrators – This could help them to implement more events or programs

Future Researchers – It can be their reference or source in making their

research that is related to this study.

Scope and Delimitation of the Study

This study focused on the effect of implementing the English Speaking

Santos City for school year 2019-2020.

students in the effects of English Speaking Policy survey questionnaire.

REVIEW OF RELATED LITERATURE

literatures of the study.

Figure 1. Conceptual Framework

Figure 1 presents the conceptual framework of the study. The

are the Academic Performance, Social Relations, and Personal Development.

Academic Performance, Social Relations, and Personal Development of the

students will depend on their English speaking proficiency.

the interplay between everyday language skills and more advanced

communication skills (J. Cummins, 2011).

Indeed, language proficiency is a key to academic performance. A person

known scientific and technological discoveries that are predominantly written in

proficient in English for a better grasp of knowledge in Technology, Science, and

Language proficiency in English is significantly related to academic

performance. Academic subjects like Science, Mathematics and English often

role in critical and analytical thinking required in science and mathematics

subjects (J. K. Aina, A. G. Ogundele, et al., 2013).

Relative to the said claim, the Department of Education (DepEd) asserts

that students’ proficiency in Science and Mathematics has a relationship with

mastered the different learning areas in Mathematics. From the performance of

comprehension and analytical skills of the learners. Again, English has

something to do with the skills of the learners (National Statistics Coordination

According to former Secretary of The Department of Education (DepEd),

language skills. DepEd has noted gains in English proficiency of students in

public schools even as the department continues to invest in teacher training to

further improve student performance in English. DepEd notes the continuous

improvement in performance of students in the National Achievement Test (NAT)

within the five-year analysis particularly in English subject.