UNANG BORADOR NG PANANALIKSIK

Mga Epekto ng Social Networking Sites sa mga Mag-aaral ng

Blessed Christian School De Sta. Rosa Inc. sa
Senior High School

Mga Kasapi:
Martinez, Myles
De Castro, Mary
Dominguez, Juri

2023 - 2024

1
 Kabanata 1

KALIGIRAN NG PANANALIKSIK

This chapter included the introduction, background of the study, framework of the study, statement of

the problem, significance of the study, scope and delimitation, and definition of terms.

Panimula

Language, as an essential part of our everyday lives, plays a big role especially when it comes to

communication. All social animals, from bees to whales, have their own ways on communicating with each

other. Only humans developed a more complex language that is more than a set of prearranged signals. But

unlike animals, we don’t have the ability to speak the language right away as soon as we were born. People

acquire the ability to speak by means of studying it. But humans differ in many ways when it comes to learning

the language. Some learns to speak the language for just a short period of time and the others have hard time in

trying to learn it. As people learn the language, they worry if they are fluent enough to be understood by other

people or if they would be laughed at just because of their way of speaking the language. And because of that,

language learning anxiety develops.

Anxiety, (Hilgard, Atkinson & Atkinson 1971 as cited by Horwitz and Dolly in Language

Anxiety1991), is “commonly described by psychologists as a state of apprehension, a vague fear that is only

indirectly associated with an object”. Language anxiety is one of the many different anxieties identified by

psychologists and is widely experienced by many people. It was defined in two different ways. First,“as a

manifestation or transfer of other types of anxiety… in the language learning context” and secondly, “as an

anxiety that is specific to language learning” (Horwitz, Tallon, and Luo, 2010, p. 95). According to Horwitz

2
(2009), foreign language anxiety may be because of the students’ fear of misportraying genuineness or in other

words, students might be afraid of “sounding weird” in front of the class when it comes to speaking using the

second language. Language anxiety is not a new issue in the global context of foreign language learning

(Marwan, 2008). Anxiety concerned with the second language learning had been the focus of second language

researchers for the last three decades (Tran, 2012). In this research, the second language anxiety to be measured

is in the Filipino context. Which means, the second language is the English language, for it is the most widely

used second language being spoken by the Filipino students for the selected time frame. Also, as part of the

current curriculum, English is one of the core subjects being taught by the teachers to the students.

In learning or acquiring English as a second language, there are factors attributed to the difficulties of

the learners in successfully learning the language. Some of them had been long identified such as those which

are learner-caused and environment-caused. (Barabas, 2013). Since the formulation of the Foreign Language

Classroom Anxiety Scale (Horwitz, Horwitz& Cope 1986), a lot of research has been conducted especially in

the western countries. Asian countries also had conducted some research concerning with the foreign language

learning anxiety and the foreign language communication anxiety. But even though a lot of research had been

conducted from outside the country, there is a scarcity of information regarding the second language learning

anxiety in the Philippines. The Philippines is one of the countries with most number of English speaking citizen

especially in Asia but a lot of students are still having second language anxiety. The researchers are not an

exception to this crisis. However, even though second language learning anxiety is very evident in a country

where English is a major requirement especially at school or in work, there are only few research related to the

second language learning anxiety itself. A lot of the resources found by the researchers are based on the foreign

studies made by the other countries especially those non- English speaking countries. As a country where the

English language functions as a second language, there is a necessity in conducting a research for the language

anxiety to be properly addressed.

3
 The Foreign Language Classroom Anxiety Scale (FLCAS) has been the instrument widely used to

research the role of second language learning anxiety to the learning itself. And for these studies, it had

successfully generated useful answers to the unanswered questions regarding foreign language anxiety. As for

the Philippine context, a very few research material could be found. The researchers of this study wanted to

contribute to the scarce information about the second language learning anxiety and also to satisfy the curiosity

about the matter.

Kaligirang Kasaysayan

Since the elementary years, the teaching of the English language to pupils had been a part of the core

subjects in the curriculum for their knowledge development. It is ironic to think that through all those lessons

taught by all the teachers from elementary to high school, students in the secondary level still finds it hard to

express their feelings through the English language. And with the existence of language anxiety, the learning of

the students has become a great concern in second and foreign language learning research over the last three

decades, and is a topic that triggers significant differences of opinions. Anxiety is considered as one of the most

affective factors that really affect the second language learning of the students (Go, 2011 as cited from Nain,

2007).

Language anxiety, specifically associated with the second language (L2) can emerge from different sorts

of sources (Go, 2011 as cited from Ohara, 2005). Anxiety with the English language affects the performance of

the students. There are many factors of having an anxiety using the second language (L2) and these factors are

great hindrance for the students to learn new things that they need to know with the second language learning

competency.

4
 In order to address the issues regarding the language anxiety, the present study intended to examine the

level of the second language learning anxiety of public high school students in City of Santa Rosa, Laguna.

Balangkas Teoretikal

Relating the theory in the study, students have the language anxiety in using the second language (L2) if

they are worrying about using the language especially when grammatical rules are applied by their teacher.

The Theory of Second Language Acquisition by Stephen Krashen, language acquisition does not

require extensive use of some grammatical rules, and does not tedious drill. Acquisition here requires

meaningful interaction on the target language which is the natural communication. In some anxiety situations,

the students want to hear the information that is not totally presented via use of the second language but situated

in the moment that the students are ready.

According to him, there are two independent systems of second language performance: “the acquired

system” and “the learned system”. The product of a subconscious process very similar to the process children

undergo when they acquire their first language is called the “acquired system” or “acquisition”. On the other

hand, the “learned system” or “learning” is the product of formal instruction and it comprises a conscious

process which results in conscious knowledge 'about' the language.

In the Theory of Foreign Language Anxiety by Horwitz et al., it posits that a distinct complex

construct of self-perceptions, beliefs, feelings, and behaviours related to classroom language learning arising

from the uniqueness of language learning process.

5
 Horwitz, together with his colleagues defined foreign language anxiety as a distinct complex of self-

perceptions, beliefs, feelings, and behaviours related to classroom learning arising from the uniqueness of the

language learning process. They also found that foreign language anxiety can be related to the following:

communication apprehension (the fear of communicating with other people), test anxiety (fear of exams,

quizzes, and other activities used to evaluate one’s competence) and fear of negative evaluation (the worry

about how others view the speaker) (Horwitz et al. 1986 as cited by Go 2011).

With the connection to this study, students are afraid on how they will use a language especially when

the language is English. Different factors also affect how they will learn inside their class like when the teacher

calls anyone that will answer a question during recitation. Anxiety is revealed through the acquisition of foreign

language of the students so; they are not ready to use the language.

6
 Figure 1

Figure 1 showed the theoretical model for Foreign Language Anxiety (Kim 2002, p. 106). According to

Luo Han (2013), Kim’s theoretical model for Horwitz’ Theory of Foreign Language Anxiety should be given

commendations. But despite its usefulness, there were still some holes to be filled in. He said that the

Production Anxiety, Literacy Anxiety and the Evaluative Apprehension could not be differentiated from each

other. The rectangles on both sides, the Teacher-Induced Anxiety and anxiety due to cultural differences, both

represent the main causes of the language anxiety itself which is present inside the foreign language classroom

environment.

Konseptwal na Balangkas

7
 This conceptual framework showed the concepts presented in the study.

Input Process Output

Respondents Profile

Grade Level
Slovin’s formula
Language learning Identified Level of
anxiety of the students Proportional
Allocation Second Language
in terms of:
Learning Anxiety of
English class Percentage Selected High School
performance Distribution Students in the City of
anxiety Santa Rosa, Laguna
Weighted Mean
Self-
Arbitrary Scale
confidence in
English Chi-Square
Fear of Degree of Freedom
ambiguity in
English class

Feedback

Figure 2
The Conceptual Framework of the Study

Figure 2 showed the conceptual framework of the study. The grade level was included in the Input

phase, and the second language learning anxiety level was determined through the use of standardized

8
questionnaire which was the Foreign Language Classroom Anxiety Scale (Horwitz, 1986) in terms of English

class performance anxiety, Self-confidence in English, Fear of ambiguity in English class. They also looked for

the significant differences between the students’ second language learning anxiety according to their profile.

The Process phase included the distribution of the standardized questionnaire and the data gathered were

tabulated and interpreted through the use statistical tools such as Slovin’s formula, Proportional Allocation,

Percentage Distribution, Weighted Mean, Arbitrary Scale, Chi-Square and Degree of Freedom. This was the

way that identified the second language anxiety level of the selected high school students in the City of Santa

Rosa, Laguna.

Pagpapahayag ng Suliranin

This study aimed to determine the level of second language learning anxiety of selected public high

school students in City of Santa, Laguna using Foreign Language Classroom Anxiety Scale. Specifically, it

aimed to find out the answers to the following questions.

1. What is the profile of the respondents in terms of grade level?

2. What is the level of the second language learning anxiety of the students inside the classroom in

terms of:

a. English Class Anxiety Performance

b. Lack of Self-confidence in English

c. Fear of Ambiguity in English

3. Is there any significant difference between the students’ second language learning anxiety when they

are grouped according to their grade level?

9
Haypotesis

There is no significant difference between the students’ second language learning anxiety when they are

grouped according to their grade level.

Kahalagahan ng Pag-aaral

The main rationale of this study was to determine the second language learning anxiety level by

providing data about the issues regarding the existence of the language anxiety of the high school students

whenever they are in a class.

This study will benefit the following:

● The Students - This study will help them to overcome the fear of using the English as second language

(L2). It will also help them to express their emotions, opinions and insight about a certain topic and at

the same time, once they gain confidence, it really a great opportunity for them to excel in the class and

to be competitive.

● Teachers- To help them to communicate and to interact better to their students. Because of this

interaction, the effective learning of the learners is really possible.

● The Researchers - As future teachers, they can use the findings and conclusions in developing and

enhancing the English communication skills of our future students. Also, they can apply the solutions on

improving our teaching methods inside the class.

Saklaw at Delimitasyon

The study was conducted to find out the level of the second language learning anxiety of selected public

high school students using of the FLCAS (Foreign Language Classroom Anxiety Scale). The participating
10
school chosen to participate in this study were the students from Southville 4 National High School, Balibago

National High School, Aplaya National High School and Aplaya National High School Annex (APEX). The

said schools were chosen mainly because of their geographical locations, focused on selected public high

school. The students were limited to Grade 7, 8, 9, and 10. The time frame of the study was in the school year

2015-2016 and the research instrument to be used in this study was the FLCAS (Foreign Language Classroom

Anxiety Scale) questionnaire made by Horwitz et al.

Definisyon ng Terminolohiya

The following terms were conceptually and operationally defined for easy understanding of the treatise.

Anxiety is the feeling of nervousness or uneasiness of a person on a certain thing or event.

Anxious

Communication is the act or process of using words, sounds, signs or behaviors to express or exchange

information or to express your ideas, thoughts, feelings, etc., to someone else.

Language it refers to the system of communication that consists of words, sounds, grammar etc.

Language Anxiety is the feeling of unease, worry, nervousness and apprehension experienced when learning or

using a second or foreign language.

11
Language Learning refers to the process of developing the language capability of a person.

Second Language also known as L2. A language learned by a person after his or her native language,

especially as a resident of an area where it is in general use.

Kabanata 2

MGA KAUGNAY NA PAG-AARAL AT LITERATURA

This chapter contained the literature from both local and foreign and studies conducted from both local

and foreign related to this study.

Banyagang Literatura

According to Horwitz et al., anxiety is a chief obstacle to overcome difficulties in learning the second

language. Community language learning, suggestopedia and other recent approaches to foreign language

teaching are clearly focused at reducing learner anxiety. Symptoms and consequences of second language

anxiety should be identified for those concerned with language teaching and learning. People who are

competent in using their native language might feel reduced to a childlike state when asked to use their second

language (Horwitz et al.). In line with that, foreign language learners are often exposed to threats to their

discernment in foreign language classroom setting. They had concluded three factors can be associated with

foreign language anxiety: a fear of negative evaluation, test anxiety, and communication apprehension.

12
 Young categorized language anxiety into three categories namely: sources associated with the learner,

the teacher and the institution. Anxieties related to the learner themselves eventually cause anxiety which

includes low self-esteem, less competitiveness, self-perceived low level of ability, communication

apprehension, lack of group participation and negative attitudes and beliefs towards language learning (Young

1994 as cited by Go et al. 2011).

As the foreign language anxiety arises, Dornyei (2005) stated that foreign language anxiety is associated

with distinctiveness of the L2 classrooms and L2 learning contexts, the fact is that FLA is definitely used by

some research studies without indicating the sort of anxiety to be measured. He also noted that motivating skills

of the teachers for their language learners should be the centre for the effectiveness of the teaching process.

That is, the teacher must be one of the factors that contribute to learning of the language.

In relation to the existence of the language anxiety, Ellis (2008) specified that language anxiety mainly

focuses on the three mainly issues: 1.) Reasons for the language anxiety. This issue focuses on the reasons of

the language anxiety of some learners. 2.) How language anxiety and language learning are related. Language

learning has its five major components: teachers, students, and teaching approaches, teaching materials and

evaluation. Relating to the language anxiety, learning the foreign language, for most students, is full of

challenges; and 3.) How anxiety affects language learning.Anxiety manifests in the learning of the students

because of the factors and other kinds of anxiety like the state anxiety (the fear of being in different situations

that are perceived as dangerous) and the trait anxiety (the general level of stress related to the personality of the

individual).

13
 In the “Language in Cognition and Affect”, Von Worde claimed that having low-esteem can be

identified a source of language anxiety which can be disadvantageous to learning. The other factor that is

favourable to language anxiety and can be associated with low self-esteem is the fear of negative evaluation

“associated with being evaluated unfavourably while anticipating or participating with the social situation”.

Individuals with low self-esteem hider by fear because of this, they cannot cope up and learn with negative

experience such as negative evaluation.(EwaPiechurska-Kuciel, Elżbieta 2013).

Lokal na Literatura

In the article entitled “Pursuing English Language Proficiency Among Filipino Students”, Sherry Lyn C.

Suelto stated that there are different ways in order to pursue the improvement of the students especially in using

the English language. (1) to pursue the students to speak English language regularly in their school. She also

emphasized that “Schools have been promoting the ‘English Speaking Campaign’ wherein students are obliged

to speak in English whenever they are inside the classroom.” (2) The progress of a child depends on his oneself.

He should also practice and self-study his English speaking skills. (3) She also suggested that the students who

are watching English films and listening to English music can improve their English communication skills.(4)

Exposing to internet is another helpful factor of acquiring an effective English communication. Through reading

different kind of articles, visiting websites and discussing the topic, students gain enough confidence using the

English language. (5) Motivating the students is the most important way to pursue to use English as a key for

effective communication skills.

In the article of “The Return of Mother Tongue” of Randy David in Philippine Daily Inquirer (2012),

DepEd stated that local and international studies have shown that the language used at home (mother tongue)

and inside the classroom during mother tongue, the learners’ early years of schooling produces better and faster

learners who can easily adapt to learn a second (Filipino) and third (English) language. Teachers at the

14
University of the Philippines Integrated School documented this insight. But it has taken a while for it to gain

traction in an educational system that remains bonded to the English language.

Another article entitled “Fearing English in the Philippines” by Isabel Pefianco Martin (2008) stated that

the language most feared by Filipinos is English. Fear of English is manifested in predictions that the country is

approaching an English-deprived future; in House bills that seek to make English the only medium of

instruction in schools; and in courses or training programs that is centred only on developing grammatical

accuracy. Many research studies verify that learning a language becomes more effective when emotional

barriers are eliminated. The formula for success in learning a language is painfully simple: the lesser the

feelings of fear (low affective filter), the higher the chances of learning.

The article entitled “Inclusiveness with Language” by Randy David (2013) explained that today, attitude

of the Filipinos is slowly changing. More people now recognize that basic concepts are best taught in the

mother tongue, not with the second language. Some Filipinos give up something else when they rely on the

resources of a borrowed language to be able to communicate with one another. They give up the chance to

develop a national consciousness—that is to say, a view of the world that reflects the shared experience and

aspirations as a people. This consciousness is what cognitively bonds us and compels us to develop a

language. It is what permits us not only to imagine a common past but also to make deal with a difference.

Several articles have proved that Philippines is the third largest English speaking country. But does it

mean that the Filipinos have a deep knowledge in English or it is just enough to get by?. In the article, “Never

Fear English”, Dan Remoto (2010) concluded that students in their early years learn better when they were

taught in the native language. The foundation of the students in learning a foreign language has been prepared at

that time.

English is the most feared language in the country. The students’ anxiety in English classes are higher

because they are afraid to mispronounce a word or to be laugh at by their colleagues. Dan Remoto (2010) said

15
that we stop fearing somebody if we look at them as a friend. The “affective filters”, as Stephen Krashen call,

should be eliminated. The affective filter is the emotional barrier that prevents a person from liking, loving a

language. Therefore, a person can like/love a language when these filters were gone.

Banyagang Pag-aaral

In the study, “Language Anxiety and English Speaking Proficiency”, Chia- Hui Cheng investigated the

correlation of English speaking proficiency among the English major students of the Department of Applied

English in Ming Chua University and their language anxiety. He used the Foreign Language Classroom Anxiety

Scale (Horwitz et al.) to utilize the collection of data. He found out that “speaking anxiety had a negative

influence on English speaking proficiency of the freshman students”. They also conducted the same

investigation on sophomores, juniors and seniors which they found out that the relationship of speaking anxiety

and English speaking proficiency were not significant among them. Regarding on the investigation on the

different anxiety group, significant differences were found. He concluded that “there is a mildly significant

correlation between English speaking proficiency and speaking anxiety”.

On the other hand, Mohammed Bagher Shabani conducted a research entitled “Levels and Sources of

Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners” (November 2012), which

aimed to examine the level and sources of the language anxiety and its relationship with the negative evaluation.

He found out that the students suffer from both foreign language classroom anxiety and fear of negative

evaluation. The study showed that females are more anxious than males in terms of each kind of language

16
anxiety according to its mean and standard mean. But there is no significant difference between male and

female as the result of independent sample T-test. The study found out those negative evaluations is a great

source of language anxiety among students. It is also because of the fear of failing class, unpreparedness to the

teacher’s questions and fear of forgetting words and structure imply the negative evaluations of teachers and

other people. The study also showed that senior students are more anxious than freshmen and sophomore

students.

As cited on the study, “Levels and Sources of Language Anxiety and Fear of Negative Evaluation

among Iranian EFL Learners”, Nain (2007) conducted her survey to 115 Chinese high school students which

she found out that these learners have the high anxiety in learning the English language. She also found out that

“males have the higher anxiety in learning English than the female counterpart”.

In the study “Students Perceptions of Language Anxiety in Speaking Classes”, Mustafa Naci Kayaoglu

and Hasan Saglamel aimed to explore the perceptions of the learners regarding to the language anxiety in

speaking classes in north-eastern university of Turkey. By using the purposive sampling procedure, they found

out that ” linguistic difficulties (vocabulary, grammar and pronunciation), cognitive challenges (fear of failure

in front of others, fear of exams, fear of failure in communication, lack of self-esteem, fear of making mistakes),

the role of the teachers, competitiveness and lack of information were considered to be correlates of language

anxiety.”

As discussed in the study of Hakan Aydogan, PH. D. et al., “I Can Understand But Cannot Speak:

Language Anxiety for Oral Communication”, it carried out to investigate why the Bosnian and Turkish EFL

students in a language classroom cannot speak or utilize the English language in English class as experienced

and also as affected by the perspective of the learner and the teacher. It was designed in order to discover the

sources of foreign language anxiety among Turkish and Bosnian students acquiring the English

as a foreign language experience in one of the productive skills which is the speaking. With the use of

17
questionnaires, the data was collected for the problems and suggestions for solving problems. Some factors like

contextual factors, materials and methods, affective and personal factors were related to the study for its better

understanding. The findings of the study offered the teachers and other scholars for evaluating the language

learning in different aspects and also in teaching indifferent ways to inspire themselves and to widen their

language learning teaching skills.

As reviewed from the study of Jovie Pangsiw Edvardsen, “Second Language Learning and Acquisition

Among Filipino Children of 1st Generation Immigrants in their Two Years Stay in Norway”, it discussed about

the second language learners evaluated and finally placed in school after their language proficiency, specifically

Norway children, who have lived in that country for more or less two years and thereby having them into

Language Introduction Policy provided to Linguistic Minorities prior to their replacement into the schools in

Norway. The main question that was discussed in this study was that what are the characteristics of Norwegian

vocabulary that affects the development Filipino who live in their first two years in Norway. The findings of the

study showed that the sample reached the satisfactory mastery of the Norwegian Vocabulary. While the

collection of data was conducted, it was found out that there seem a strong audible likeness between the

Norwegian words and English words. The study ended with some suggestions and recommendations on

repeating the study to some Filipinos with larger population sample unlike from the Norwegian people with

other language minorities.

Lokal na Pag-aaral

In the study of Joel T. Galicano, entitled as “Assessing Second Language Lecture Comprehension

Through the Three Column Re-organized Note-taking System”, it attempted to improve an alternative listening

comprehension tool that would consider the extent of understanding among Filipino college freshman students

18
in an English academic lecture. A questionnaire was administered to identify and add some information about

the listening comprehension problems of the students. The study yielded to sets of data: statistical outputs based

on item coverage and actual scores and qualitative information expressing student's responses and researcher's

observations. Results disclosed no significant differences in the performance of both groups in each of the three

semantic levels and in all three lectures and no significant difference in both methods as well. Study exposed

that no groups did better than the other. On the basis of form and content, the experimental group did better

focusing more on meaning while the control group focused on details. Lack oftime, practice and preparation and

teacher factor compounded student's hard time in sorting, classifying, recognizing, connecting and constructing

ideas and in keeping track of subjects

According to Magno, Carlo. (2009) on his journal “How I Learn to Speak English: Factors involved in

ESL Acquisition among Filipinos”, second language was acquired through a socialization process that occurs

between the learner and external event and influences by the kind of language that is spoken in one’s social

environment. It is also gained when individual engaged in self-regulation activities.

On “A Communication Apprehension and Communicative Competence among Maritime Students in the

Philippines, Rojo-Laurella (2011) stated that when the students are aware of their own weaknesses, they

become more confidence and engaging in a class, making them more relaxed and less apprehensive. Classroom

phenomenon can be explained through resource to the socio-effective dimensions of communication learning.

The type of learning is also facilitated by the “real” audience and not just feedback coming from the teacher.

Asuncion (2010) cited on “Filipino College Freshmen Students’ Oral Compensatory Strategies” that

teachers face some problems regarding the use of English as the students’ medium of communication both

language and content area. The second language learners attempt to use a language which is not their own. It

also notes that learners exhibit limitations in oral communication.

19
 Cabaya and Baetiong stated that the transferee students have a higher anxiety level since they feel that

they do not belong to the class. They are also being criticized, therefore, developing feelings of inferiority that

lead to withdrawal from learning task preventing them to process the language being learned.

Sintesis ng Pag-aaral

The review of the related literature and studies showed the influence of language anxiety and the factors

that affected the students’ anxiety in terms of using the English language as a medium of instruction inside the

classroom. Because of different people in the field of study, the researchers learned more about language

anxiety and its effects on the students’ performance.

The researchers gained many insights in both foreign and local study and literature from Horwitz,

Dornyei, Ellis and others. Language in Cognition and Effect of Von Worde, Carlo Magno’s journal, “How I

Learn to Speak English: Factors involved in ESL Acquisition among Filipinos”, and “Filipino College

Freshmen Students’ Oral Compensatory Strategies” of Asuncion.

The above studies and literatures helped the researchers in the formation of the objective, the selection

of the variables and the process of obtaining information about the research study.

20
 Kabanata 3

METODOLOHIYA NG PAG-AARAL

This chapter presented the method, instrument used, and source and data, validation of instrument,

administration and collection of the questionnaires, presentation of the respondents, and the statistical treatment

of the data.

Disenyo ng Pananaliksik

This study focused on the second language learning anxiety of the selected public high school students

in the City of Santa Rosa, Laguna. The researchers made use of Descriptive type of research.

Descriptive research was used to gain information concerning the current status of the phenomena to

describe “what exist” with respect variables or condition in a situation. This research method involves range

from the survey which describes the status quo, the correlation study which investigates the relationship

between the variable to the developmental study which seek to determine changes over time. The study was

descriptive because it showed the level of language learning anxiety of selected public high school students in

the City of Santa Rosa, Laguna.

Mga Respondente

The respondents of the study were the students from the selected public high schools in the City of Santa

Rosa, Laguna namely: Aplaya National High School Extension – APEX, Southville IV National High School,

21
Balibago National High School and Aplaya National High School. They were the Grades 7, 8, 9, 10 of each

school. The researchers believed that the primary sources of the information can be gathered through the honest

participation of the respondents with the help of the provided questionnaire.

Pamamaraan ng Pagkalap ng Datos

The total number of population was 10,632 respondents. The researchers used stratified random

sampling technique. Stratified random sampling technique is a method of sampling that involved the division of

a population into smaller groups known as strata. In stratified random sampling, the strata were formed based

on members' shared attributes or characteristics.

The Slovin’s formula with the margin of error of (0.05%) was used in order to determine the number of

total sample that will represent the whole of this study.

Table 1.0 showed the Population and Sample of Respondents by School and Grade Level.

Table 1.0
Population and Sample of Respondents by School and Grade Level
Grade APEX Southville IV Balibago Aplaya Total
Level
Populatio Sample Population Sample Population Sample Populatio Sample Population Sample
n n
Grade 7 430 123 642 114 1454 110 632 120 3158 467

Grade 8 319 91 574 102 1343 102 469 89 2705 384

Grade 9 306 88 501 89 1236 94 494 94 2537 365

22
 Grade10 288 83 456 81 1053 80 435 83 2232 327

Total 1343 385 2173 386 5086 386 2030 386 10632 1543

Table 1.0 showed the population size and the sample size of the respondents per School and Grade

level. The sample of APEX in Grade 7 was 123, Grade 8 was 91, Grade 9 was 88 and Grade 10 was 83. Aplaya

National High School (APEX) had sample size of 385. The Grade 7 of Southville IV National High School had

sample size of 114, Grades 8, 9, and 10 had sample size of 102, 89 and 81. Total sample size of 386. Balibago

National High School’s Grade 7, 8, 9 and 10 had sample sizes of 110, 102, 94, and 80 a total sample size of

386. And lastly, the Grade 7 of Aplaya National High School had a sample size of 120, the Grades 8, 9, and 10

had a sample size of 89, 94, 83 with a total sample size of 386.

Instrumentong Pampananaliksik

The questionnaire was the main tool to be used in gathering the needed data and information of the

study. Moreover, the researchers used standardized questionnaire which was the FLCAS (Foreign Language

Classroom Anxiety Scale) designed by Horwitz et al. (1986).

The FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire sought permission through an

e-mail. This e-mail had been sent to Horwitz et al. and shown to the researchers’ adviser for suggestions. One of

the suggestions was to rephrase some of the contents of the questionnaire in order for the researchers to conduct

the said questionnaire within only the Philippine context. Another one was to categorize the content of the

23
questionnaire into three factors namely: English Class Performance Anxiety, Lack of Self-Confidence in

English, and Fear of Ambiguity in English Class. These factors had been examined and used by several

previous studies relating to language anxiety (Aida, 1994;, Garza and Horwitz, 1999; and Yan, 1998). Also, the

researchers consulted their subject teacher to get some comments and criticism for the improvement of their

questionnaire.

The questionnaire was divided into three parts. The first part was the respondent’s profile where in the

School and Grade Level was included. The second part of the questionnaire was labelled as Factors for Second

Language Learning Anxiety which was divided into three factors: English Class Anxiety Performance, Lack of

Self-Confidence in English, and Fear of Ambiguity in English Class. The researchers used the rating scale to

access how these factors affected the second language learning anxiety of the public high school students. The

researchers used the frequency rating scale where 5-Strongly Agree; 4- Agree; 3-Moderately agree; 4- Disagree;

1- Strongly Disagree to indicate the responses of the respondents from each school in the FLCAS questionnaire.

In order to identify the level of the second language learning anxiety of the students, the researchers devised the

frequency rating scale into 5-Highly Anxious; 4-Anxious; 3-Moderately Anxious; 2-Least Anxious; and 1-Not

Anxious.

Proseso sa Pangangalap ng Datos

The survey covered the selected high school students in selected public schools in the City of Santa

Rosa. The researchers sought the permission of the Division Superintendent of DepEd – Santa Rosa for data-

gathering procedure then to the Principals and Head Teachers of selected public high schools for the study

(Southville 4 National High School, Balibago National High School, Aplaya National High School and Aplaya

National High School Extension – APEX). The researchers wrote a letter of request to conduct the study. The

24
researchers distributed and collected the survey questionnaire to the respondents. The researchers tabulated the

data with the help of a Statistician.

Istatistikal Tritment

The following statistical tools were utilized in the presentation and analysis of the data:

1. Slovin’s Formula – is used to calculate the sample size given the population size and the margin of error.

N
n= 1+ Ne 2

Where: n =Total Sample

N =Total No. of Population
e =Margin of Error

2. Proportional Allocation - An allocation procedure in stratified random sampling that partitions the

sample size among the strata proportional to the size of the strata.

n
z= N (P)

Where: z = Total No. of Sample per Grade Level

n = Total No. of Sample
N = Total Population per School
P = Total Population per Grade Level

25
3. Percentage Distribution- a descriptive statistics used to determine the number of respondents responding

to a particular against the total number of respondents.

The formula in setting the percentage is

f
%= × 100 %
n

4. Weighted Mean- it is used to compute the central tendency response of the respondents. The formula in

getting the weighted mean is:

❑
∑
❑
❑ fx
WM=
n
Where:

❑
∑
❑
❑ fx = sum of all the products of f and x

Where,
f = frequency;
x =weight of each position
❑
∑
❑
❑=¿sum of all object
n =total population

5. Arbitrary Scale- the degree of their responses to the variable was done by assigning verbal interpretation

to the given weights. This used in interpreting the factors which are: English Class Performance

Anxiety, Lack of Self-confidence in English, Fear of Ambiguity in English Class.

Arbitrary scale Scale Value Received Rating

4.20-5.00 5 Strongly Agree

3.40-4.19 4 Agree

2.60-3.39 3 Neither Agree or Disagree

26
 1.80-2.59 2 Disagree

1.00-1.79 1 Strongly Disagree

6. Chi-Square- it was used to see if there is a significant difference with the grade level of the respondents.
❑
(O − E)
2
( Row Total ) (Column Total)
E= ∑
❑
❑
E
where; E =
Grand Total

Where: O = No. of Observed Cases

E = No. of Expected Cases

df = (r – 1) (c – 1)

Where: r = No. of Rows

c = No. of Columns

TALASANGGUNIAN

A. Aklat

Horwitz, Elaine K. and Young, Dolly J. Language Anxiety: From Theory and Research to Classroom
Implications

B. Kabanata

Remigia Grace J, Parza. “Perceived Language Anxiety of Grade 8 Students in Taysan District,
Batangas” (Master’s Thesis) October 2013

C. Journal

D. Website
27
Academic Anxiety Resource Center.Foreign Language Anxiety. Retrieved from
http://academicanxiety.org/?page_id=105
Aydogan, Hakan, PH. D. et al., I Can Understand But Cannot Speak: Language Anxiety for Oral
Communication. Retrieved from
https://www.researchgate.net/publication/261634541_I_CAN_UNDERSTAND_BUT_CANNO
T_SPEAK_LANGUAGE_ANXIETY_FOR_ORAL_COMMUNICATION
BagherShabani, Mohammed. (2012). Levels and Sources of Language Anxiety and Fear of Negative
Evaluation among Iranian EFL Learners. Retrieved from
http://connection.ebscohost.com/c/articles/84605698/levels-sources-language-anxiety-fear-
negative-evaluation-among-iranian-efl-learners
Barabas, Chris. (2013). Investigating ESL University Students’ Language Anxiety in the Aural-Oral
Communication Classroom. Retrieved from
http://www.academia.edu/5665711/Language_Anxiety_in_the_Aural-
Oral_Communication_Classroom
Cheng, Chia- Hui. (2009). Language Anxiety and English Speaking Proficiency. Retrieved from
http://www.academia.edu/9738752/an_investigation_of_speaking_anxiety_among_Indonesian_E
FL_learnerI
Cui, Jingjing. (2011). Research on High School Students’ English Learning Anxiety. Retrieved from
http://webcache.googleusercontent.com/search?
q=cache:ahRxvYHZzFIJ:www.academypublication.com/issues/past/jltr/
vol02/04/20.pdf+&cd=1&hl=fil&ct=clnk&gl=ph
Czaplak&Kuciel.(2013). Language in Cognition and Affect. Retrieved from
https://books.google.com.ph/books?
id=SWlEAAAAQBAJ&pg=PA247&lpg=PA247&dq=von+worde+language+anxiety&source=bl
&ots=9N9XZ5dUx6&sig=ylk16b3WuZZoCqTZY7I1coR7vbo&hl=en&sa=X#v=onepage&q=vo
n%20worde%20language%20anxiety&f=false
David, Randy. (2012). The Return of the Mother Tongue. Retrieved from
http://lipadlayap.blogspot.com/2012/03/the-return-of-mother-tongue.html

David, Randy. (2013). Inclusiveness Begins with Language. Retrieved from

http://opinion.inquirer.net/58393/inclusiveness-begins-with-language/comment-page-2?
PageSpeed=noscript

Edvardsen, Jovie Pangsiw. (2010). Second Language Learning and Acquisition Among Filipino Children
of 1st Generation Immigrants in their Two Years Stay in Norway. Retrieved from
https://www.duo.uio.no/bitstream/handle/10852/32254/JoviePEdvardsen-MasterThesis.pdf?
sequence=1

Go, D., Lucas R.I., &Miraflores E. (2011). English Language Learning Anxiety among Foreign
Language Learners in the Philippines. Retrieved from
https://www.researchgate.net/publication/256495249_English_Language_Learning_Anxiety_am
ong_Foreign_Language_Learners_in_the_Philippines

28
Kayaoglu, Mustafa Naci and Saglamel, Hasan. Students Perceptions of Language Anxiety in Speaking
Classes. Retrieved from https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjQm_7KwY3L
AhXGi5QKHVCqB_IQFggaMAA&url=http%3A%2F%2Fkutaksam.karabuk.edu.tr
%2Findex.php%2Filk%2Farticle%2Fdownload
%2F245%2F172&usg=AFQjCNEdeH3rTFIO7nJdcj1PSILa6xy8oQ&bvm=bv.114733917,d.dG
Y

Martin, Isabel. (2008). Fearing English in the Philippines. Retrieved from

http://opinion.inquirer.net/inquireropinion/columns/view/20080412-129893/Fearing-English-in-
the-Philippines
Nain. (2007). Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian
EFL Learners. Retrieved from
http://www.academia.edu/2402309/Foreign_Language_Learning_Anxiety_among_Iranian_EFL
_learners_Along_Gender_and_Different_Proficiency_Levels
Remoto Dan. (November, 2008). Never Fear English. Retrieved
fromhttp://www.abs-cbnnews.com/views-and-analysis/11/16/08/never-fear-english-danton-
remoto

Suelto, Sherry Lyn. Pursuing English Language Proficiency Among Filipino Students. Retrieved from
https://bsuexegesis.wordpress.com/authors/language-education/pursuing-english-language-
proficiency-among-filipino-students/

Tanveer Muhammad. (2007). Investigation of the factors that cause language anxiety for ESL/EFL
Learners in learning speaking skills and the influence it casts on communication in the target
language. Retrieved from
http://www.academia.edu/4051629/Investigation_of_the_Factors_that_Cause_Language_Anxi
ety_for_ESL_EFL_Learners_in_Learning_Speaking_Skills_OK_FOR_AB_RESEARCH
Yuan Cao (2011), Comparison of Two Models of Foreign Language Classroom Anxiety Scale. Retrieved
from http://www.philippine-esl-journal.com/wp-content/uploads/2014/01/V7-A4.pdf on 24
January 2015
Yuan-show, Cheng (2001), Learners’ Belief and Second Language Anxiety. Retrieved from
http://www.concentric-linguistics.url.tw/upload/articlesfs91402102553135620.pdf on 25
January 2016

29
30