ENGLISH LANGUAGE AND ATTITUDE OF HUMANITIES AND SOCIAL

SCIENCES STUDENTS IN BROKENSHIRE COLLEGE OF TORIL

A Research Paper Presented to the Faculty

of the Senior High School Department
BROKENSHIRE COLLEGE OF TORIL, INC.
Purok 8 Pagkakaisa Village, Lubogan, Toril, Davao City

_________________________

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2

_________________________

MOHAMMAD PERDOCE ZUBAIR LOMONTOD

MACARIMBANG LOUIE JANE SELIM
MECKAILLA MANGUBAT MARK REMELLITE
LEIRA LIMOCON JIGGEN FLORES
MARY JOY TANGIAN VAN ANGELO RANCES
HONEY QUEEN ALCOSEBA JASMIN OGO
BAISAH RADIAMODA MIGUEL TAYAO
GIRLY DE LUNA JANROY QUINA
ANNALYN NICDAO
 JANUARY 2023
TABLE OF CONTENTS

Page

Title Page…………………………………………………………… i
Table of Contents………………………………………………….. ii

CHAPTER

1 INTRODUCTION

Background of the Study……………………… 1

Theory Base……………………………………. 3

Conceptual Framework……………………….. 4

Statement of the Problem…………………….. 4

Significance of the Study……………………… 5

Definition of Terms…………………………….. 6

Scope and Limitation of the Study…………… 6

Hypothesis……………………………………… 6

Review of Related Literature…………………. 7

2 METHODOLOGY

Research Design………………………………. 14

Respondents…………………………………… 15

Sampling Method…………………………….... 15

Research Instruments……………………….... 16

Data Gathering Procedure……………………. 18

Data Analysis…………………………………… 19

REFERENCES……………………………………………… 20
 Chapter 1

INTRODUCTION

Background of the Study

This dissertation aims to study the English language and the attitude of

humanities and social sciences students in school. It is well known that one of the

most significant aspects influencing language learning is the learner’s attitude.

We all know how our attitude changes when we speak the English language. The

schools adhered to the “English Only” policy so that the students could be

practiced to speak English fluently. The matter of the learner’s attitude is

acknowledged as one of the most important factors that impact learning the

language (Canceran & Temporal, 2018).

Students’ attitudes and achievement in the English language were

reviewed and it was observed that if the learning environment is not conducive to

learning, students are likely to develop a negative attitude towards the subject

with the resultant poor achievement. The issue of poor performance in the

English language has been a cause for concern to all stakeholders in the

education sector and the problem has been blamed on so many factors. That

attitude is positive or negative feelings that an individual holds about objects or

ideas and the achievement of any learner will to a great extent depend on his

attitude towards the learning materials. Thus, students’ attitude is one of the

variables that affect language learning. This means that a favorable attitude could

enhance achievement in the English language (Obeka, 2016).

There is a consensus among these researchers that the most effective

way to get insight into the learning process is to study the learners’ motivation

and attitude toward learning the English language. Also, it is generally agreed

among researchers that positive attitudes facilitate the learning process, though

attitude does not necessarily determine behavior. Having identified learners’

motivation and attitudes toward learning English, the current study was

conducted to investigate the motivational orientations of Jordanian EFL female

undergraduates and their attitudes toward learning the target language and its

community (Tahaineh & Daana, 2013).

Martin (2014) argued that “awareness of the existence of the Philippine

English does not necessarily translate to acceptance”. Moreover, there is a

dearth of studies exploring attitudes toward Philippine English. The study,

however, is limited to only three top universities in the Philippines Ateneo de

Manila, De La Salle University, and the University of the Philippines, Diliman

(Alieto & Rillo, 2018).

The English Language is neither a national nor an official language in the

Philippines yet it is widely used and taught in the educational system of this

country both as one of the official mediums of instruction and as a subject. It is

also an undeniable fact that the Filipino’s success or opportunity of securing an

exemplary career depends on his/her ability to speak the language and, of

course, on an excellent academic background. Enthused by different studies and

driven by curiosity as to what might shape the attitude and motivation of the

language students of Mindanao State University relatively explained that students

had encountered these problems with gaining motivation to learn English in non-

English speaking countries because they are afraid of mistakes and are not

encouraged to use learning strategies (Ditual, 2012). Students are also less
motivated due to the lack of creative setup in the classroom. Similarly, a positive

attitude toward learning the English language is significant because it shows that

learners are inclined to learn. It was stated that a learner's second language

motivation substantially impacts the rate and success of second language

attainment. Learning another language without a positive attitude may result in an

inefficient reach of the target language (Corsino, Lim, & Reyes, 2022).

We are conducting this study to understand the phenomenon, situation,

or behavior under this study which is the English language and attitude of

students in humanities and social sciences. We want to know what are the

students' actions or attitudes when they speak in English. We also want to know

how students act negatively or positively when using English.

Theory Base

This research is anchored on the functional attitude theory, which

suggests that beliefs and attitudes are influential to various psychological

functions. According (Katz, 1960) argued that to build a strong attitude theory, a

firm understanding of what students’ attitudes are is required. This theory aims to

contribute a theoretical understanding of what students’ attitudes are.

Researchers also show how this theory affects the English language.

This research is anchored on the interactionist theory, which explains

language development emphasizing the role of social interaction between

developing children and linguistically knowledgeable adults. Vygotsky (1962)

believed that children developed thought and language by actively interacting

with adults. The purpose of this theory is to emphasize the importance of

interaction with other people in acquiring and developing language skills.

Conceptual Framework

This study would explain the correlation of the following variables: English

Language (Independent Variable) and Attitude (Dependent Variable).

Independent Variable Dependent Variable

Attitude
English Language  Behavioral Aspect
 Cognitive Aspect
 English Speaking
 Emotional Aspect
 English Listening

Statement of the Problem

This study will determine the level of HUMSS Student’s “English Language

and Attitude”. This study will answer the following questions:

1. What is the Level of English Language of HUMSS Students in terms of:

1.1 English Speaking

1.2 English Listening

2. What is the Level of Attitude of HUMSS Students in terms of:

2.1 Behavioral Aspect

2.2 Cognitive Aspect

2.3 Emotional Aspect

3. Is there a significant relationship between the SHS HUMSS Students’ English

Language and Attitude?

Significance of the Study

This may help the students in more efficient ways so that their Attitude could

show the desired outcome. Knowing that HUMSS Students’ English Language

will positively impact many aspects. It also may help the students in more

structured ways on

The study will give knowledge and benefit to the following sectors:

Students. This study will help the students to have knowledge of the

English Language and how they could express their attitude toward learning the

English Language.

Parents. They will gain insight into how to evaluate this topic. The

performance of their kids, with the English Language as a key indicator.

Teachers. This study might help in more effective English language

instruction for the students. The results of this study may also help them to

educate their future students.

School Administrator. It will help them to be aware of the competencies

of the students in learning English language, and how they could help to improve

the student’s attitudes.

Future Researchers. The concepts offered will be used as reading

material for further research into the associated discoveries. They might use this

study as a resource to get an overview of the mentioned variables and results.

Definition of Terms

Behavioral aspect – is to express yourself as a person to adapt to his/her

environment and to set your personal goal, learning new skills as an individual

and improving yourself.

Cognitive aspect - it is a thinking and mental process that is involved in the

learning process. Memorizing, facts or information is one of its factors.

Emotional aspect - To helps us build better relationship and talk clearly about

how we can react. This information can guide every human to recognize

emotions/feelings.

Enthused -is a more self-serving variety that strives to maintain the enthusiasm

of developers and the satisfaction of public impressions.

Scope and Limitations

This study takes effect during the school year 2022-2023. Out of all SHS

sections face-to-face scheme learners in Brokenshire college Toril.

This study limits its coverage to the SHS HUMSS strand only. /This

study aims to test the level of English language and attitude of HUMSS students.

Furthermore, this study will only cover the respondents’ information

collected using questionnaires prepared by the researchers.

Hypothesis

1. There is a significant relationship between the English Language and attitude?

2. There is no significant relationship between the English Language and

attitude?
Review of Related Literature

This chapter gives a summary of the prior research on the two domains of

English language learning, namely English Speaking, and English Listening.

Along with attitudes, this also includes the three categories that are examined in

this study: behavioral, cognitive, and emotional aspects. Additionally, the

discourse that combined facts, ideas, and research findings from both local and

international sources and served as the context and framework for the various

study components also contained the relationships between the variables in this

study.

English Language

Language Learning Strategies are certain approaches or procedures that

students utilize to maximize their language acquisition. Good language

competency in learners is also a result of the adoption of effective learning

techniques.(Oxford, 2011). As a result, in order to be effective in learning a

foreign language, students must have adequate and continuous study methods

and apply such methods consistently.

English language has an important role in many societies as it is the

language which separates influential class from the rest of individual who lives in

society (Akram & Yasmeen, 2011) as cited by (Anwar & Shukur, 2015).

English is the language that is most commonly used within the academic

field. With the help of developing technology, English has been playing a major

role in many sectors including medicine, engineering, and education, which is

believed to be the most important arena where English is needed (Kasim,2008).

According to (2002 in Alam and 1 Uddin, 2013), said that English language gives

social prestige to one who can speak it, thus, empowering the elite and keeps the

power within it. Undoubtedly, therefore, the ability to logically present one's ideas

using English is integral to success in almost any area of life. Learning an

English language is challenging since it requires much time and effort, and is not

always an easy and pleasant activity even for a language enthusiast (Lam, 2009).

English Speaking

The term speaking is defined in the Oxford Dictionary as the action to

deliver information or express feelings into speech and skill is defined as the

ability to do something well or expertise in something. Scholars have come up

with various definitions. Speaking, for example, has been defined as an

interactive process of creating meaning involving the creation, receiving, and

processing of information. The type and meaning of the speech depends on the

context in which it happens, the participants, and the reasons for which it is

spoken (Burns & Joyce, 1997). And another meaning is speaking (reading,

writing, listening, and speaking) is one of the four language skills. It is the

medium by which learners can interact with others to attain those objectives or

share their thoughts, expectations, hopes, and points of view. Additionally,

speaking is the language skill most commonly used in almost any environment

(Rivers, 1981) as cited by (Yaorm, 2019).

In learning speaking, is a basic natural ability of the human to

communicate with others. As a considerable amount of literature has been

published on Gani et al., (2015) speaking is an ability to express ideas, realities,

and emotions orally to communicate with others. Therefore, to communicate with

people must need to speak, without speaking people do not know what others

think and want. In expressing their opinion people just said what they want

through orally. As noted by Nakhalah (2016) speaking is conveyance the

language through the mouth. Also, Saputra (2018) stated that besides speaking

as a productive skill it is also an aspect that needed oral thinking, it includes

using speech to express meaning orally to other people (Juliyati, 2022).

English Listening

Nowadays listening is the one skill that you use the most in everyday

life. Listening comprehension is the basis for your speaking, writing and reading

skills. To train your listening skills, it is important to listen actively, which means to

actively pay attention to what you are listening to (Egamnazarova &

Mukhamedova, 2021).

One of the difficulties experienced by foreign speakers is listening

skills. Listening is firstly acquired language skill and has essential role as the

beginning of other skills. According to Slamet (2008) listening is a process that

includes listening activities, identifying, interpreting sounds of language then

assessing the interpretation of meaning and responding to the implied messages

in the language tool. Nurgiyantoro explains (2010) that listening has meaning to

listen with good comprehension and attention. Language comprehension through

sound is listening activity. The purpose of listening is to understand the

knowledge of linguistic rules and the interpretation of messages desired by the

speaker (Iskandarwassid & Sunendar, 2013) as cited in (Loren et al., 2017).

 Listening is a vital component of the oral communication or the

interactive process in which the individual takes the roles of speaker and listener

through a verbal and non-verbal component. It means that the ability of a person

to communicate effectively depends on his listening skills. De Vera (2005) said

that an active listener responds appropriately to what is said and fosters a

productive exchange (Vera & Vera, 2018).

Attitude

Anold (2005) as cited by Nyamubi (2016) defines attitude as either

mental readiness or implicit predispositions that exert some general or consistent

influence on a fairly large class of evaluative responses, which are usually

directed towards some objects, events or persons. On the other hand, Ewen

(2003) as cited by Nyamubi (2016) defines attitude as a mental and neural state

of readiness organized through experience, exerting a directive or dynamic

influence upon the individual’s response to all objects and situations with which it

is related.

In education, attitudes could be both an input and an output. A

favorable attitude to language learning may be a vital input in language

achievement. Baker (1992) as cited by Nyamubi (2016) found the following: first,

attitudes have a positive correlation with success in learning a second language;

and second, they facilitate learners’ motivation to learn the language in relation to

goal attainment. Attitudes can also be an outcome. After a language-learning

course, the teacher and learners may have favorable attitudes to the language

learnt, if they expect to benefit from it. In this way, learners will strive to achieve
highly in the expectation of doing well in examinations and mastering the

language, which in turn facilitates better performance.

Kubiatko (2013) argued that if attitudes towards a subject and school are

positive, also the achievement of students gets better. The achievement of a

student could be defined as individual progress, improvement in terms of

acquired knowledge, skills and competences. Many teachers, as is apparent from

the study of Holúbková & Glasová (2011) associated academic achievement with

a positive attitude of a student towards school that may not be necessarily

reflected in excellent achievements, although it will be reflected in producing the

best individual performance in relation to a student’s dispositions. Academic

achievement should be also analysed in a relation to a student’s attitude towards

learning and school, as it ensures internal motivation for providing better

performance (Abidin et al., 2012).

Attitudes towards learning English language have an impact on

behaviors such as choosing and reading books, listening to English radio,

watching English channels etc. Particularly in academic, when students have a

positive attitude towards learning English language, they will be able to attain

many things in that particular area (Anwar & Shukur, 2015).

Behavioral Aspect

The behavioral aspect of attitude (BAA) deals with the way one behaves

and reacts in particular situations. Kara (2009) stated that positive attitude leads

to the exhibition of positive behavior toward studying, absorbing themselves in it,

and striving to learn more. Such students are also observed to show more
enthusiasm to solve problems, to acquire what is useful for daily life, and to

engage themselves emotionally (Eshghinejad, 2016).

The behavioral aspect determines the way an individual reacts and

behaves in specific circumstances. In other words, the effective language

learning improves the students to recognize themselves with the native English

speakers and adopt or obtain numerous features of behaviors which describe the

participants of the aimed language community. An individual with positive attitude

will result in the demonstration of positive behavior towards learning new

language. Such individuals are perceived to be extra enthusiastic problem

solving, to obtain the knowledge and competencies valuable for day to day life

and to motivate emotionally according to Gajalakshmi ( 2013) as cited by (Anwar

& Shukur, 2015).

Cognitive Aspect

Cognitive aspect of attitude (CAA) involves the beliefs of the language

learners about the knowledge that they receive and their understanding of the

process of language learning. The cognitive attitude could be classified into four

steps of connecting the previous knowledge and the new one, creating new

knowledge, checking new knowledge, and applying the new knowledge in many

situations (Eshghinejad, 2016).

This aspect contains the belief of the language learners in terms of the

information that they can gain and their sympathetic in the process of language

learning. The cognitive aspect could be categorized into four phases of linking the

earlier information and the new information, producing new information,

examining new information, and implementing the new information in different

circumstances according to Gajalakshmi (2013) as cited by (Anwar & Shukur,

2015).

Emotional Aspect

With respect to the emotional attitude, Feng and Chen (2009) stated

that “Learning process is an emotional process. It is affected by different

emotional factors. The teacher and his students engage in various emotional

activities in it and varied results of emotions are yield.” Since attitude is one of the

key factors for success in language learning, numerous studies have already

been conducted in the field of language attitude. In addition, language attitude

research has been considered in the previous 50 years because of the growing

relation between the importance of the language use and the nature of individuals

according to Saidat (2010) as cited by (Eshghinejad, 2016).

Learning process is considered as an emotional process. Usually it is

affected by several emotional elements. Attitude could assist the students to

show their feeling whether they dislike/like the matters or circumstances. It has

been agreed that the internal emotion and feeling of learning new language affect

their viewpoints and their attitude towards the aimed language according to

Gajalakshmi (2013) as cited by (Anwar & Shukur, 2015).

 Chapter 2

METHODOLOGY

This chapter presents the methodology of this research. This includes

the discussion of research design, research locale, research respondents,

research instrument, data gathering procedure, and data analysis tools.

Research Design

This study will utilize a quantitative research design with correlational

approach. The design of a quantitative study is focused on the objective

measurements and statistical mathematical or numerical analysis of the data

gathered through questionnaires. This kind of design is used to collect numerical

data, generalize it to all individuals, or interpret a particular event or occurrence. It

is based on deductive strategy that emphasizes the validation of hypotheses.

Therefore, its primary objectives are to verify facts, forecast events, test

hypotheses, and verify assumptions. It isolates the variables and employs a large

sample. The purpose of this method according to Johnson and Christensen

(2017) is to heighten and validity. (schoonenboom & R, 2017)

Correlational research establishes a cause and effect relationship between

variables by investigating how the independent variable affects the dependent

variable (Myers and Well, 2013). The English language and attitude are two

aspects in this study that the researchers will be able to compare and contrast.

The correlational research design as appropriate for this study because it

carefully evaluated the relationship between these variables to see which

element of English language acquisition had the most influence on attitude. To

assess the significance of the relationship between independent and dependent

variables, the study will concentrate on the correlations between variables.

Respondents

The participant of this study were the students of Brokenshire College of

Toril, Specifically the Senior High School Students under the Humanities and

Social Sciences Strand in the school year of 2022-2023. There are seven

sections under grade 11: Felicity, Gratitude, Integrity, Humility, Reverence,

Helpfulness, Sincerity; and grade 12 has nine sections: Compassion,

Commitment, Greatness, Loyalty, Serenity, Goodness, Beneficence, Tranquility,

Service. The researchers are confident that the 265 respondents will be able to

provide the require data for this study because they are part of the SHS HUMSS

strand, which is one of the qualities that are a good fit for the data required.

Sampling Design

This study utilizes simple random sampling, and it allows the researchers to

pick out samples on online students from all Grade 11&12 STEM sections:

Felicity:50 Students, Humility: 50 Students, Integrity: 50 Students, Gratitude: 50

Students, Gratitude: 50 students, Sincerity: 51 Students, Reverence: 49 Students

of Grade 11 HUMSS Strand and Compassion: 54 Students, Commitment: 53

Students, Service: 53 Students, Serenity: 54 Students, Loyalty: 56 Students,

Goodness: 51 Students, Tranquility: 51 Students, Beneficence: 54 Students,

Greatness: 52 Students. The overall Population of Senior High School HUMSS

Students currently taking Face to Face learning modality is 778:300 Grade 11

Students and 478 Grade 12 Students. In calculating the sample size of the

population of Senior High School HUMSS students, the study's researchers will

apply Slovin's Formula, from which they will extract the necessary data.

With a population of 778 and a 0.5 percent margin of error or 95 percent

confidence level, we have arrived at the value of 265 as our sample size. To

complete the general number of respondents needed in this study, we asked a

total of 265 learners from Grade 11 & 12 under Humanities and Social Sciences

(HUMSS) strand randomly to become the study's respondents.

Research Instrument

The researchers will use a research instrument that is composed of the two

adopted survey questionnaires to measure the variables, English language, and

Attitude

The first part of the instrument will be the English language questionnaire

adopted from the study of Rui M. Schroeder (2016) having the two domains

namely English Speaking and English Listening.

All items in the questionnaire section for English language learning will be

asking the respondents to indicate a response on a 5-point Likert-scale namely: 1

(strongly disagree), 2 (Agree), 3 (moderate), 4 (Disagree), and 5 (strongly

Disagree). For interpretation of the level of motivation, the researchers will use

the Scale of Value, Range, and Descriptive Equivalent presented below.

Scale value Range Descriptive Equivalent

1 .00-.99 Strongly Agree

2 1.00-1.99 Agree
 3 2.00-2.99 Moderate

4 3.00-3.99 Disagree

5 4.00-4.99 Strongly Disagree

The second part of the instrument is to measure the student’s Attitude. This

questionnaire was adopted from the study of Shahrzad Eshghinejad (2016) Three

domains namely: Behavioral Aspect, Cognitive Aspect and Emotional Aspect.

All items in the questionnaire section for measuring the domains of

student’s attitude will be asking the respondents to indicate a response on a 5-

point Likert-scale namely: 1 (strongly disagree), 2 (Agree), 3 (moderate), 4

(Disagree), and 5 (strongly Disagree). For interpretation of the level of motivation,

the researcher used the Scale of Value, Range, and Descriptive Equivalent

presented below.

Scale of Value Range Descriptive Equivalent

1 .00-.99 Strongly Agree

2 1.00-1.99 Agree

3 2.00-2.99 Moderate

4 3.00-3.99 Disagree

5 4.00-4.99 Strongly Disagree

Data Gathering Procedures

The researcher will send a letter of consent to the Brokenshire College

Toril's Ms. Cristina A. Pusta, LPT, MAST, Riomey A. Marata, LPT, MaEd, Analiza
A. Languido, LPT, MaEd, and Arthelo P. Palma, LPT, MBA, PhD asking for the

validation of the study's survey questionnaire.

In addition, a permission letter will also be sent to Mr. Geronimo Hilario Jr.,

LPT permission to conduct a research study. After it has been reviewed and

recommended, a second letter will be sent to Mr. Geronimo Hilario Jr., LPT,

asking for permission to carry out the actual research.

A letter will also be sent to every HUMSS adviser in Grades 11 and 12 to

officially start the survey. This will give the researchers the opportunity to gather

data for their study and compile a master list of all the respondents they have

selected.

After the validation and development of the survey questionnaire, it will be

disseminated Face to Face, as well as the collection of the results will be done

Face to Face. The researcher will first explain the study's purpose and relevant

outcome to respondents. Also, the respondents were guaranteed regarding the

confidentiality of the information they will be revealing by answering the survey

questionnaire. After collecting the results, they will be tabulated using a data

analysis tool.

After tabulating the results, the researchers will record and analyze the data

from the survey, and it will be validated and interpreted. Subsequently, the result

will be a subject for summary, conclusions, and recommendation.

Data Analysis

The following statistical tools will be used to analyze the quantitative data

gathered by the researchers:

 The mean (Dator et al., 2021) is a significant statistic that is often cited in

scientific literature. It is a metric used to determine the central tendency of a

random variable's distribution. The first and second questions in the problem

statement will be addressed by the mean. It can aid in identifying or measuring

the level of students' English language and the level of Attitude of HUMSS

students.

The Pearson product-moment correlation coefficient (or Pearson

correlation coefficient) (Dator et al., 2021) is a test statistic that determines the

statistical link, or relationship, between two variables. It answers the third

question the problem statement by providing information on the quantity of the

association or correlation and the direction of the relationship. This is the tool

used to determine the strength of a linear association or relationship between the

two variables in this study: SHS HUMSS Students' English Language and

Attitude.

Multiple regression (Dator et al., 2021) is a statistical technique for

analyzing the relationship between a single dependent variable and multiple

independent variables. The purpose of multiple regression analysis is to use

known independent variables to predict the value of a single dependent variable.

Each predictor value is weighted to indicate its relative contribution to the overall

prediction. This is the tool utilized to determine which of the domains of English

Language is/are significantly related to the Attitude of SHS HUMSS Students.

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