1

Chapter 1

Introduction

Rationale

Academic settings abound with achievement emotions such as

enjoyment of learning, hope, pride, anger, anxiety, shame, hope less ness, or

boredom. These emotions are critically important for students' motivation,

learning, performance, identity development, and health. Accordingly,

theoretically grounded measurement instruments are needed to analyze their

functions and origins, and to assess these emotions in educational practice.

To date, there is a lack of such instruments, with the single exception of test

anxiety questionnaires. In response to this deficit, we developed a self-report

instrument measuring various achievement emotions that students commonly

experience in academic settings. (Schutz & Pekrlln, 2007)

Emotions are an integral and inseparable part of education, and there

are at least two reasons for that. The first one is that learning and academic

achievements are of great importance for the future of students, and therefore

represent an important source of students’ emotions. The second one is that

academic context represents grounds for experiencing a wide range of

emotions influencing teaching, but also learning. Research showed that

emotions impact motivation the use of learning strategies, self-regulated

learning and academic success. Additionally, students’ emotional experiences

directly affect their subjective well-being. In previous research on emotions in

education, the main emotion explored was test anxiety. However, since the
 2

1990s, research started to explore other negative, but also positive emotions

in education (Pekrun & Linnenbrink-Garcia, 2014).

Factors affecting school students' language learning achievement has

been the concern of socio-linguists and educationist since the last quarter of

the twentieth century. Urban school students produced more descriptions and

speech acts. The issue has gained more interest with the beginning of the

twenty first century. They examined some factors affecting the motivation

level of the preparatory school students in using a web-based computer-

assisted language-learning course. The only variable found to be statistically

significant was the degree of importance of learning English for the

participants; more than half the participants possess moderately high

motivation level. It examined the effect of two factors on achievement test

scores in English as a foreign language for specific purposes in higher

education: preexisting linguistic competence and frequency of use of

language learner strategies. Among the constructs of language learner

strategies, however, the only construct having a statistically significant effect

on achievement test scores was metacognitive strategies. Students studying

English utilizing online role-playing games showed higher scores in areas of

listening, reading, and writing than those who attended face-to-face instruction

classes. It was also found that prior knowledge, motivation for learning, and

network speed were factors affecting achievement in English learning. (Suh et

al, 2010)

It is an need to conduct this study regarding the observed of negative

attitude towards English, teachers should create an encouraging atmosphere

in the English classes to promote the students’ positive attitudes towards

 3

English. They should also motivate the students to learn English, highlighting

its importance. This can be achieved by implementing the appropriate

methods and activities of teaching English effectively. Furthermore, they

should integrate up-to-date materials and supplementary resources in addition

to the English text books. This can help them capture students’ attention to

learn English successfully. Moreover, the EFL teachers should consider the

role of gender perspective in language learning, exposing various approaches

to improve the students’ attitudes, motivation and language performance as

well. (Fakeye, 2010)

Research Objectives

The study aimed to determine the domain of attitudes towards English

language that best influence the achievement emotion of the SHS students

specifically it seeks to answer the following objectives.

1. To determine the level of attitudes towards English language learning in

terms of

1.1. Cognitive aspect

1.2. Behavioral aspect

1.3. Emotional aspect

2. To determine the level of achievement emotion of SHS students in terms

of

2.1. Class Related emotion

2.2. Learning related emotion

 4

2.3. Test related emotion

3. To determine the significant relationship between student attainment and

attitude towards English language learning of SHS student.

4. To determine the domain of attitudes towards English language learning

that influence the achievement emotion of SHS students in ANHS.

Hypothesis

1. There is no significant relationship between the attitudes toward

English language learning and achievement emotion of SHS students.

2. There is no domain on attitudes towards English language learning

that influence achievement emotion of SHS students.

Review of Related Literature

Attitudes towards English Language (IV)

Learning process is regarded as a positive change in the individual’s

personality in terms of the emotional, psychomotor (behavioral) as well as

cognitive domains, since when one has learned a specific subject, he/she is

supposed to think and behave in a different manner and one’s beliefs have

been distinguished. Furthermore, learning process has social as well as

psychological aspects besides the cognitive approach. Attitude concept can

be viewed from these three dimensions. Each one of these dimensions has

different features to bring out language attitude results. Accordingly, the

 5

attitude concept has three components i.e., behavioral, cognitive and

affective. These three attitudinal aspects are based on the three theoretical

approaches of behaviorism, cognitivism and humanism respectively. In the

following, the three aspects of attitude concept i.e., behavioral, cognitive, and

emotional aspects are briefly described. (Kara, 2009)

Besides the intellectual perspective, the nature of language learning has

psychological and social aspects and depends primarily on the learners’

motivation and attitude to learn the target language. The ability of the students

to master a second language is not only influenced by the mental competence

or, language skills, but also on the students’ attitudes and perceptions

towards the target language. They also advocated that attitude concept could

enhance the process of language learning, influencing the nature of student’s

behaviors and beliefs towards the other language, its culture and community,

and this will identify their tendency to acquire that language. (Padwick, 2010)

Moreover, students speaking proficiency is affected by their insufficient

vocabulary, hesitation, and the worry to be judged by the others. (Urrutia &

Vega, 2010)

Adding to that, there are a lot of factors that cause difficulties in speaking

English amongst EFL learners, a few of these factors are connected to the

learners themselves, the teaching techniques, the curriculum and the

environment. To exemplify, many learners stand in need of the necessary

terminology to convey their meaning, therefore; they can’t maintain the

interaction going. (Rababa'h, 2009)

 6

Moreover, English, being the main subject acts as the primary source of

language learning, since students don’t get the chance to practice English

outside. Oral language skills are obtained naturally as a child grows, but it

doesn’t necessarily mean that it will lead to mastering that language. EFL

learners encounter a number of obstacles in speaking English. To exemplify,

students tend to use another language rather than English when

communicating with each other in the classroom, in addition to the lack of

target language practice, and the absence of vocabulary knowledge in the

target language. (Al- Hosni, 2014)

Students encountered many difficulties that caused the existence of

these factors, such as anxiety, lack of motivation, lack of encouragement, fear

of criticism by peers and the intense use of English language in class. Oral

and written proficiency are considered of the most difficult Elements in

Language learning. Verbal language is the way in which a new Language is

expressed, comprehended and practiced. To be able to acknowledge in

English is very important since it’s a world widely Acknowledged means of

communication in terms of Business, Sciences, And Technology. Moreover, in

the age of globalism that we live in, and in The interdependence of countries

creates an urge for a global language, and No language corroborates for this

better than English. (Kara, 2009)

On the other hand, the attitudes, another variable in this study, of

students come to the fore as they reflect upon the language that they learn in

English as a subject. Consciously or unconsciously, their attitudes play a

crucial role in language’s “growth or decay, restoration or destruction. (Baker,

2010)
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One of the most successful language learning experiences took place

towards the end of the Second World War when the American military needed

to train their personnel in the languages of the countries they would have to

administer and/or deal with. In short intensive courses, the students learnt

amazingly fast. Similarly, in Britain, Air Force personnel were taken to

Cambridge and taught Russian with enormous success. Whatever the

teaching methods used- or the reasons for the language learning-the teachers

and students in these cases had a number of things in favor of them. They

were highly motivated, they really wanted to learn and they had strong

reasons for doing so with a fear of failure. The desire to learn can come from

many causes. Perhaps the students love the subject or are simply interested

to see what it is like. On the other hand, they may have a practical reason for

their study: learn English so they can watch American TV or work with English

people or a proficient with English language can offer them a better chance at

the job market. (Choy & Troudi, 2012)

Achievement Emotion (DV)

From a measurement perspective, the multi component conception of

emotions adopted in the control value theory implies that emotions are best

modeled as hierarchically organized structures, with the components

comprising an emotion being first order factors and the emotion itself being

represented by a second order factor. For example, test anxiety would be

conceived as being represented by one second order factor for the emotion

test anxiety, and four primary factors for the affective, cognitive, motivational,

and physiological components of test anxiety that are nested within the

second order factor. Empirically, such hierarchical factor models should prove
 8

superior to single factor models postulating just one factor representing the

emotion. (Hodapp & Benson, 2009)

Achievement emotions occur in different academic settings, such as

attending class, studying, and taking tests and exams. These settings differ in

relation to their functions and social structures. By implication, emotions can

vary across these settings as well. For example, enjoyment of classroom

instruction may be different from enjoying the challenge of an exam some

students may be excited when going to class, others when writing exams.

Therefore, measures of achievement emotions should distinguish between

emotions experienced in these different settings. (Feng & Chen, 2011)

According to the control value theory, achievement emotions can

profoundly affect students' learning and performance. Several mediating

mechanisms are posited to be responsible for these effects, including

students' motivation, strategy use, and regulation of learning. Emotions are

thought to influence students' intrinsic motivation to learn which is based on

interest and curiosity in learning, as well as their extrinsic motivation related to

the attainment of positive outcomes (e.g., good grades) or to the prevention of

negative outcomes (e.g., poor grades). Furthermore, emotions are expected

to facilitate use of different learning strategies, including flexible strategies

such as elaboration of learning material as well as rigid strategies such as

simple rehearsal. In addition, emotions can promote different styles of

regulation including students' self-regulation versus external regulation of

learning. (Pekrun, 2006)

In addition, control-value theory guide predictions about how

achievement emotions affect motivation, learning, and performance

 9

outcomes. Specifically, the theory predicts that achievement emotions

influence cognitive resources, motivation, use of strategies, and self-

regulation vs. external regulation of learning (Pekrun et al. 2007, p. 16).

Further, the effects that emotions have on achievement are thought to be

mediated by these cognitive, motivational, and behavioral processes.

Positive activating emotions such as enjoyment, hope, and pride are

thought to promote both intrinsic and extrinsic motivation, facilitate use of

flexible learning strategies, and support self-regulation, thus positively

affecting academic performance under most conditions. Conversely, negative

deactivating emotions, such as hopelessness and boredom, are posited to

uniformly reduce motivation and the effortful processing of information,

implying negative effects on performance. For positive deactivating and

negative activating emotions, such as relief, anger, anxiety, and shame, the

relationships are presumed to be more complex. Specifically, anger anxiety,

and shame can undermine intrinsic motivation, but can induce strong extrinsic

motivation to invest effort to avoid failure, implying that the effects on students'

overall motivation to learn and invest effort need not be negative.

Furthermore, these emotions are expected to promote use of more rigid

learning strategies like rehearsal. As a consequence, negative activating

emotions can have variable effects on students' learning although negative

effects on overall academic performance likely outweigh any beneficial

consequences for most students (Pekrun, 2006).

In addition, in keeping with emotions more generally, achievement

emotions can be conceptualized in trait like or state like ways. The defining

characteristic of the trait versus state distinction is the temporal generality of

 10

the emotion under consideration. For example, habitual test anxiety as

measured by test anxiety scales is regarded as a trait emotion anxiety

experienced an hour before a specific exam would be viewed as a state

emotion and emotions typically experienced by a student in a specific

semester long course over a lengthy period of time would be located in

between trait and state emotions on a conceptual continuum representing

emotional traits versus states. (Zeidner, 2008)

Correlation between Measure

Attitudes are important to us because they cannot be neatly separated

from study” as declared. Attitude is considered as an essential factor

influencing language performance. Achievement in a target language relies

not only on intellectual capacity, but also on the learner’s attitudes towards

language learning. This means that learning language should be approached

primarily as a social and psychological phenomenon rather than as a purely

academic one. Negative attitude towards English is the most affective and

psychological factor that results in the students’ poor performance in English

among the secondary schools. (Visser, 2008)

Individual differences in academic performance have been linked to

differences in intelligence and personality. Students with higher mental ability

as demonstrated by IQ tests and those who are higher in conscientiousness

(linked to effort and achievement motivation) tend to achieve highly in

academic settings. A recent meta-analysis suggested that mental curiosity (as

measured by typical intellectual engagement) has an important influence on

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academic achievement in addition to intelligence and conscientiousness

(Stumm, 2009)

There are generally factors which affect achievement positively or

negatively. Realizing these factors and the relationship they have with the

achievement might facilitate understanding, and help identifying what

problems the achievement faces, so that solutions could be found and

improvements be developed. English has always been a major problem that

many Jordanian learners of English encounter. Some students would skip

school because of their poor achievement in English. Sometimes they hinder

the teaching-learning process in the classroom which usually ends in hating

the English teacher and may be the whole school. English language teaching

and learning process is affected by many factors and variables, mainly

socioeconomic, extracurricular, and attitudinal. For example, it is widely

believed that families first born children receive more attention and care from

their parents; children whose parents are good at or speak English are usually

good learners of English; and those who live in their own houses have a

sense of stability and social security which help them learn better. Therefore,

these issues need investigation since few studies focused on factors affecting

students' achievement in English language learning (El-Omari, 2005).

Regarding the gender variable, the correlation between attitude and

achievement in English among 400 senior secondary students selected

randomly from five secondary schools. The findings revealed that there was a

significant relationship between attitude and achievement. Additionally, it was

explored that students’ attitude is not gender-related. Thus, there was not a
 12

statistically significant difference in the attitudes of male and female students.

(Rad, 2010)

Many studies have been conducted to explore the nature of students’

attitudes towards learning foreign language in general and EFL in particular,

compared with the studies concerning the attitudes of ESL learners during the

past three decades. For instance, study attempting to investigate students’

attitudes, motivation and anxiety towards the learning of English. The findings

underlined that the students had affirmative attitudes and high enthusiasm

towards English. This also highlighted that most of them showed positive

attitudes towards English language and its learning which, in turn,

emphasized the value of English language efficiency in the daily life. (Shams,

2008)

Conceptual Framework

Figure 1 illustrate the conceptual model of the study. The independent

variable of this study is the attitudes of the students. On the other hand, the

dependent variable of this study was the achievement emotion of SHS school

students.
 13

Independent Variable Dependent Variable

English Language Achievement Emotion

Learning

 Class related
 Cognitive Aspect
emotion

 Behavioral  Learning related

Aspect emotion

 Test related
 Emotional
emotion
Aspect
 14

Figure 1. Conceptual Framework of the Study

Theoretical Framework

Control-value theory, a comprehensive, integrative approach to

understanding emotions in education. Control-value theory groups

achievement emotions by their valence (positive vs. negative, or pleasant vs.

unpleasant); degree of activation (activating vs. deactivating); and object

focus, as described above. Using these three dimensions – valence,

activation, and object focus – control-value theory proposes a three-

dimensional taxonomy of achievement emotions. For instance, the boredom

experienced during a dull lecture would be considered a negative,

deactivating, activity-related achievement emotion; whereas the pride

associated with arriving at a correct diagnosis with a challenging patient

presentation would be considered a positive, activating, outcome-related

achievement emotion. (Pekrun et al, 2010)

The control value theory posits that achievement emotions are induced

when the individual feels in control of, or out of control of, activities and

outcomes that are subjectively important implying that appraisals of control

and value are the proximal determinants of these emotions. The theory
 15

proposes that enjoyment of achievement activities is instigated when these

activities are experienced as both controllable and valuable.

Significance of the study

Student’s negative attitude towards English may lead to conclude that

they are not well aware of the importance of English and learn it as a

compulsory subject. Briefly, attitude concept is considered as an essential

component in language learning. So, a positive attitude should be the

umbrella of language learning. English curriculum and classroom activities

should involve affective aims according to the students’ needs and their

individual differences to build up positive attitudes towards English. It is so

important to study learners’ personalities. Cognitive performance can be

achieved if the EFL learners possess positive attitudes and enjoy acquiring

the target language. For that reason, the affective perspective, especially

attitude, should be considered in language research. Putting this self-concept

in the aspect of language learning, much could be done to properly utilize it.

Enhancing self-efficacy in learning any difficult linguistic components can

pave ways for improving students’ performance in learning as well as their

language application.

Definition of Terms

Attitudes towards English language. Expressions of positive or negative

feelings towards a language reflect impressions of linguistic difficulty or

simplicity, ease or 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. The measurement of language attitudes

 16

provides information which is useful in language teaching and language

learning

Achievement Emotion. Defined achievement emotions as emotions tied

directly to achievement activities or achievement out comes. ( Pekrun, 2006)

Chapter 2

METHOD

Included in this chapter are the research design, research locale,

population and sample, research Instrument, data collection, and statistical

tools following the assessment of economically challenge students.

Research Design

In this study the researcher used the quantitative non-experimental

quantitative research design employing the correlational technique. The

researcher needs to consider possible alternative explanations, to jointly

analyze several variables, and to present conclusions without making

definitive causal statements. This includes published studies that will be

incorporated into the discussion to facilitate understanding (Belli, 2008)

In addition, by using this method researcher cannot control or

manipulate the variables either because the variables already occurred or

 17

because it is not possible for it to be influenced. Non experimental research

design includes descriptive, comparative, correlation and causal-comparative

research (McMillan, 2004).

Non-experimental quantitative research is an important area of

research for educators because there are so many important but non

manipulable independent variables needing further study in the field of

education, (Johnson, 2001). This is appropriate for the present study for it

deals with the effect of attitudes towards English language learning in the

achievement emotion of senior high school students in Asuncion National

High School. Its purpose is to describe existing characteristics such as

achievement, attitudes, behavior, and relationship.

Research Locale

The study is conducted in Asuncion National High School, Davao del

Norte for the school year 2019-2020. Since this study is made to known if the

behavior of students can affect their willingness to learn English Language.

Research Respondents

The respondents of the study are the students of Asuncion National

High School for the school year 2019-2020.

Population and Sample

The study was conducted in Asuncion National High School. The

population of the study will be the total population of senior high school

students of S.Y. 2019-2020.

TABLE 1
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Population of Respondents

Population Sample Percentage

Charity 48 42 87.50%

Chastity 38 34 89.47%

Diligence 44 39 88.63%

Honesty 24 22 91.66%

Humility 42 38 90.47%

Integrity 39 35 89.74%

Kindness 40 36 90.00%

Temperance 25 23 92.00%

Total 300 171 57.00%

The researcher shall use a researcher-made questionnaires. The

questionnaires shall be content-validated by the panel members. The

questionnaire on the independent variable is the first part of the instrument,

while the second part is composed of the dependent variable.

To determine the level of economic status, the following parameters of

limits shall be employed.

Range of Descriptive Description

Means Equivalent

4.20 – 5.00 Very High This indicates that item

embodied is

always manifested.
 19

3.40 – 4.19 High This indicates that item

embodied is often manifested.

2.60 – 3.39 Moderate This indicates that item

embodied is sometimes

manifested

1.80 – 2.59 Low This indicates that item

embodied is seldom

manifested.

1.00 – 1.79 Very Low This indicates that item

embodied is not manifested at

all.

Range of Descriptive Description

Means Equivalent

4.20 – 5.00 Very High This indicates that item

embodied is

always manifested.
 20

3.40 – 4.19 High This indicates that item

embodied is often manifested.

2.60 – 3.39 Moderate This indicates that item

embodied is sometimes

manifested

1.80 – 2.59 Low This indicates that item

embodied is seldom

manifested.

1.00 – 1.79 Very Low This indicates that item

embodied is not manifested at

all.

Data Collection

After the validation of questionnaire by the school panel members, the

researchers shall seek the permission of the school head for them to be given

the permission to conduct the study. After the approval, the researchers shall

have distributed to the respondents personally. The collection data will be

tabulated and submitted to the statistician for the treatment of data

Statistical Tools
 21

The data gathered through the questionnaires were tallied and treated

using the following statistical tools:

Mean. This was used to describe the level of economic status and academic

performance of the students.

Pearson-r. This was used to determine the significant relationship between

economic status and academic performance of students.

Regression Analysis. This was used to determine which domain of

economic status significantly influence the academic performance of students.

 22

Chapter 3

RESULTS

This chapter presents the results of the study. They are presented

based on the problems raised in the previous chapter. The discussion is

arranged from highest to lowest in terms of the average means of the

indicators, which are presented both in textual and tabular forms.

Level of Attitude towards English Language

Table 1 shows the data on the level of Attitudes towards English

Language in terms of Behavioral Aspect, Cognitive Aspect and Emotional

Aspect. It can be gleaned that the overall mean is 3.45, with a descriptive

equivalent of high. This means that Attitude towards English language is hig

Table 2

Attitudes towards English Language

______________________________________________________________

INDICATOR Mean Description

Behavioral Aspect 3.35 Moderate

 23

Cognitive Aspect 3.47 High

Emotional Aspect 3.52 High

Overall 3.45 High

______________________________________________________________

Among the three (3) indicators, the highest is the Emotional Aspect

posted that highest mean of 3.52 with descriptive equivalent of high followed

by Behavioral Aspect with a mean of 3.47 with a descriptive equivalent of high

and Cognitive Aspect which posted a mean of 3.35 with a descriptive

equivalent of moderate. This means that the level of Attitudes towards English

Language in terms of Behavioral Aspect, Cognitive Aspect and Emotional

Aspect is high.

Learning process is regarded as a positive change in the individual’s

personality in terms of the emotional, psychomotor (behavioral) as well as

cognitive domains, since when one has learned a specific subject, he/she is

supposed to think and behave in a different manner and one’s beliefs have

been distinguished. Furthermore, learning process has social as well as

psychological aspects besides the cognitive approach. Attitude concept can

be viewed from these three dimensions. Each one of these dimensions has

different features to bring out language attitude results. Accordingly, the

attitude concept has three components i.e., behavioral, cognitive and

affective. These three attitudinal aspects are based on the three theoretical

approaches of behaviorism, cognitivism and humanism respectively. In the

following, the three aspects of attitude concept i.e., behavioral, cognitive, and

emotional aspects are briefly described. (Kara, 2009)

 24

Besides the intellectual perspective, the nature of language learning

has psychological and social aspects and depends primarily on the learners’

motivation and attitude to learn the target language. The ability of the students

to master a second language is not only influenced by the mental competence

or, language skills, but also on the students’ attitudes and perceptions

towards the target language. They also advocated that attitude concept could

enhance the process of language learning, influencing the nature of student’s

behaviors and beliefs towards the other language, its culture and community,

and this will identify their tendency to acquire that language. (Padwick, 2010)

Shown in the Appended Table 1.1 are the items of the indicators

which is the highest mean is posted to Emotional Aspect. The result reveal

the following items arranged from highest to lowest as “I felt proud on

studying English” got the highest mean of 3.77 and a descriptive of high. The

second highest item “ I felt excited when I communicate in English by others”

which got a mean of 3.64 and a descriptive of high. And it is followed by the

third highest item ,”studying English makes me have good emotion” which got

mean of 3.61 and a descriptive of high. And followed by the three lowest item

in the first indicator. It shows that the item “ I prefer studying in my mother

tongue than any other language “ which posted by the mean of 3.32 and a

descriptive of moderate. It is followed by second lowest item “ studying

English and it helps me to improved my personality” which got the mean of

3.39 and a descriptive of moderate. And the third lowest item “I am not

satisfied with my performance in English subject “ which got the mean of 3.43

and a descriptive of high.

 25

Shown also on the Appended Table 1.2 are the items of the second

indicator which is Behavioral Aspect. The specific results of the items are

arranged from highest to lowest as to “studying English makes me have more

confidence in expressing myself” with a mean of 3.67 and a descriptive of

high. Followed by “studying English helps me to improve my personality” with

a mean of 3.53 . and a descriptive of high Followed by the three lowest item in

the second indicator. It shows that “ do not pay any attention when my

teacher is explaining the lesson” with a mean of 3.03 and a descriptive of

moderate. And the second one “never asked my friends or teachers for the

homework on what what has been taught when I miss the class” which got the

mean of 3.19 and a descriptive of moderate. Followed by the third item “do

not feel enthusiastic to come to class when the English is being taught” with

the mean of 3.22 and a descriptive of moderate.

Shown also on the Appended Table 1.3 are the items of third

indicator which is Cognitive Aspect. It shows that the item “studying English

is important because it will make more educated” with the highest mean of

3.77 and a descriptive of high. Followed by the item “being good at English

will help me study other subjects well” with the mean of 3.64 and a descriptive

of high. It is followed by the three lowest item in the third indicator. The first

item “I am not satisfied with my performance in English subject” with the mean

of 3.46 and a descriptive of high. Then, item “studying English makes me able

to create English effectively “with the mean of 3.40 and a descriptive of high.

Followed by the item “I cannot apply the knowledge from English subject in

my real life” with the mean of 3.23 and a descriptive of high.

Level of Achievement Emotion

 26

Presented in the Table 3 is the level of Achievement Emotion of the

senior high school students in terms of Class Related Emotion, Learning

Related Emotion and Test Related Emotion. The over all mean is 3.5 with a

descriptive equivalent of moderate. This mean that the level of Achievement

Emotion is sometimes manifested by the students.

Table 3

Level of Achievement Emotion

Indicator Mean Description

Class Related Emotion 3.56 High

Learning Related Emotion 3.57 High

Test Related Emotion 3.43 High

Overall 3.5 High

This supported according to the control value theory (Pekrun,

2006) that achievement emotions can profoundly affect students' learning and

performance. Several mediating mechanisms are posited to be responsible

for these effects, including students' motivation, strategy use, and regulation

of learning. Emotions are thought to influence students' intrinsic motivation to

learn which is based on interest and curiosity in learning, as well as their

extrinsic motivation related to the attainment of positive outcomes (e.g., good

grades) or to the prevention of negative outcomes (e.g., poor grades).

 27

In addition, control-value theory guide predictions about how

achievement emotions affect motivation, learning, and performance

outcomes. Specifically, the theory predicts that achievement emotions

influence cognitive resources, motivation, use of strategies, and self-

regulation vs. external regulation of learning (Pekrun et al. 2007, p. 16).

Further, the effects that emotions have on achievement are thought to be

mediated by these cognitive, motivational, and behavioral processes

Shown on the Appended table 2.1 is the first indicator which is Class

Related Emotion with the mean of 3.56 and a descriptive of high. It shows the

three highest item and three lowest item. First it shows that the item “enjoying

in class” with the mean 3.95 and a descriptive of high. Second item is “I am

proud of myself “ with the mean of 3.93 and a descriptive of high. Followed by

the last highest item “I am confident when I go to class” wit the mean of 3.75

and a descriptive of high . Followed by the lowest item of the first indicator.

First item “ I get embarrassed “ with the mean of 3.35 and a descriptive of

moderate. Followed by the item “I got bored” with the mean of 3.32 and a

descriptive of moderate. And the last item “I am angry” with the mean of 3.17

and a descriptive of moderate.

Shown on the Appended Table 2.2 is the second indicator which is

Learning Related Emotion with the mean of 3.51 and a descriptive of high.

First item “enjoy acquiring new knowledge “ with the mean of 3.92 and a

descriptive of high. Second item is “I felt ashamed that I can’t absorb the

simplest details” with the mean of 3.75 and a descriptive of high. And followed

by the third item “I have an optimistic view toward studying” with the mean

3.65 and a descriptive of high. And also followed by the three lowest items.
 28

First item “Studying makes me irritated” with the mean 3.31 and a descriptive

of moderate. Followed by second item “I get tensed and nervous while

studying “ with the mean of 3.26 and a descriptive of moderate. And the last

item “ the materials bores me to death” with the mean of 3.24 and a

descriptive of moderate..

Shown also on the Appended Table 2.3 is the third indicator which is

Test Related Emotion with the mean of 3.43 and a descriptive of moderate.

First item “the test for me is a challenge that is enjoyable “ with the mean of

3.61 and a descriptive of high. Followed by the second item “I feel very

relieved “ with the mean of 3.58 and a descriptive of high. And third highest

item “I am proud of how well, I mastered the exam” with the mean of 3.53 and

a descriptive of high. It is also followed by three lowest items in the third

indicator. First item “I feel ashamed” with the mean of 3.33 and a descriptive

of moderate. Followed by the item “I am annoyed” with the mean of 3.28 and

a descriptive of moderate. And lastly, the item “I felt panicky when writing

exam” with the mean of 3.26 and a descriptive of moderate.

Relationship between the Attitude towards English language and

Achievement Emotion of SHS in ANHS

Table 4 presents the relationship between the level of Attitudes

towards English Language and Achievement Emotion of the students. The

overall r-value of the independent variable is 0.024. This means that there is

sufficient evidence that supports the null hypothesis. Thus, it implies that there

is a significant relationship between the Attitudes towards English Language

and Achievement Emotion of SHS Students.

 29

Attitudes are important because they cannot be neatly separated from

study as declared. Attitude is considered as an essential factor influencing

language performance. Achievement in a target language relies not only on

intellectual capacity, but also on the learner’s attitudes towards language

learning. This means that learning language should be approached primarily

as a social and psychological phenomenon rather than as a purely academic

one. Negative attitude towards English is the most affective and psychological

factor that results in the students’ poor performance in English among the

secondary schools. (Visser, 2008)

Table 4

Significant Relationship between Attitudes towards English Language

and Achievement Emotion of the SHS Students

Indicator r-value Description Decision

Behavioral Aspect 0.793 Moderate Rejected

Cognitive Aspect 0.867 Moderate Rejected

Emotional Aspect 0.866 Moderate Rejected

Overall 0.024 Very Weak Not Rejected

Regression Analysis on the Attitudes towards English Language and

Achievement Emotion of SHS Students

Table 5 shows the regression analysis on the Attitudes towards English

Language and Achievement Emotion of the SHS students. The table show the
 30

f=value of 1.35 and a p=value of .0000* which is less than 0.05 level of

significance. This is allowing the researchers to not reject the null hypothesis

if it is treated as whole and otherwise reject it as it is not treated as whole

which stated that there is no domain of Attitudes towards English Language

and Achievement Emotion of SHS students in ANHS. This result that there is

an overall significance.

Results conform by positive activating emotions such as enjoyment,

hope, and pride are thought to promote both intrinsic and extrinsic motivation,

facilitate use of flexible learning strategies, and support self-regulation, thus

positively affecting academic performance under most conditions. Conversely,

negative deactivating emotions, such as hopelessness and boredom, are

posited to uniformly reduce motivation and the effortful processing of

information, implying negative effects on performance. For positive

deactivating and negative activating emotions, such as relief, anger, anxiety,

and shame, the relationships are presumed to be more complex. Specifically,

anger anxiety, and shame can undermine intrinsic motivation, but can induce

strong extrinsic motivation to invest effort to avoid failure, implying that the

effects on students' overall motivation to learn and invest effort need not be

negative. Furthermore, these emotions are expected to promote use of more

rigid learning strategies like rehearsal. As a consequence, negative activating

emotions can have variable effects on students' learning although negative

effects on overall academic performance likely outweigh any beneficial

consequences for most students (Pekrun, 2006).

Table 5
 31

Regression Analysis on the Attitudes towards English Language and

Achievement Emotion of SHS Students

Coefficient

s t p- Decision at

variables B SE value a=0.05

0.0000

Intercept 3.1001 0.2681 11.562 * Not Rejected

IND 1 0.0812 0.0917 0.885 .3774 Not Rejected

IND 2 0.0136 0.1260 0.108 .9143 Not Rejected

IND 3 0.2041 0.1268 1.610 .1094 Not Rejected

Dependent Variable: Achievement Emotion

R²=0.024
F-value = 1.35 0.0000*

*p< 0.05
 32

Chapter 4

DISCUSSION

The purpose of the study is to see how can Attitudes towards English

Language may affect and give impact to the achievement emotion of

students. As the result of the study it tells that there is an indirect relationship

between attitudes towards English language and achievement emotion if you

treat it as a whole. This means that the attitudes of students towards English

language can affect the willingness to learn English language.

This part of the summary showed and explained the relationship of the

attitudes towards English language. As the data gathered this is sufficient to

prove that there is a correlation. The following provides the summary. In the

Behavioral Aspect as a result it matters to the eagerness of them to learn.

Next is the Cognitive Aspect it tells that studying English language can

enhance their skills and knowledge for more understanding and learning.

Then as the last one Emotional Aspects showed that their emotion can affect

their learnings towards English language. And also this Class Related
 33

Emotion, Learning Related Emotion and Test related Emotion gives

consideration in terms of learning towards English Language.

CONCLUSION

This conclusion is the result and our findings from the studies and the

following are drawn:

1. The level of attitudes towards English language in terms of Behavioral

Aspect and emotional Aspect are moderate and the Cognitive Aspect is

high as it results.

2. The level of achievement emotion in terms of Class Related Emotion,

Learning Related Emotion and Test Related Emotion is high as it

results.

3. There is a significant relationship between the attitude towards English

language learning and achievement emotion as you treat it as whole.

4. There is no domain on attitude towards English language learning that

influence achievement emotion of SHS students in ANHS.

RECOMMENDATION

This recommendation is based to the result and the conclusion of the

study. This are sees as the overall point of the study. First, the teachers must

guide the students on how they are going to dwell their anxiety of English

language. Second, the students must also cooperate to the teachers in terms

of learning English language for better understanding this subject. And lastly,

to the parents who are guiding their children, they must encourage them to go

to school and participate on what are the activities implemented.

 34

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