FREQUENCY OF HIGH SCHOOL

STUDENTS SPEAKING
ENGLISH
RATIONALE OF THE STUDY
English is the most commonly used
language among other people around the
globe.
Knowing English will make you bilingual
and more employable in every country in
the world.
Speaking English is a skill that would
create great impact to students if
mastered.
Spoken language is best learned when it
is used and practiced every day.
 EVIDENCE OF THE STUDY
According to Social Weather Stations; Philippines
leaders have acknowledge the deterioration of
spoken English among younger Filipinos and the
importance of reversing this trend to maintain
international competitiveness.
Based on data from public school year 2003-04,
for every 1000 entrants to Grade 1 only seven
graduated Grade 6 with sufficient mastery in
English, Math and Science required to succeed in
High School and College.
Former President Macapagal-Arroyo realized the
English skills of basic education and many
college graduates were inadequate, especially for
employment in the BPO sector.
 THEORETICAL BACKGROUND
Socio-cultural Theory (Lev
Vygotsky, 1931)

Conversation Theory (Pask,

1970)

Second Language Acquisition

Theory (Krashen, 1980)
 SOCIO-CULTURAL THEORY
Social interaction plays an important role in the
learning process and proposed the zone of
proximal development (ZPD) where learners
construct the new language through socially
mediated interaction.
It is an explanation of language development
emphasizing the role of social interaction
between the developing child and linguistically
knowledgeable adults.
 CONVERSATION THEORY
Pask, 1970
Language plays a major role in social
systems where interpretation of anothers
behavior influences responses and where
a conversation enables the creation of
meaning.
It is a mechanism for conflict resolution
where through information transfer, the
dissension levels between participants is
reduced and an agreement is reached to
understand something in a particular
way.
 SECOND LANGUAGE ACQUISITION
THEORY
Krashen, 1980
There are two systems; the acquired system and
the learned system.
The acquired system or acquisition is the product
of a subconscious process very similar to the
process children undergo when they acquire their
first language.
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, for example knowledge of
grammar rules.
 RELATED STUDIES
Brown, 2007 has confirmed that linguistic and
cognitive learning of second language in young
children are similar to first language processes.
Abdullah and Bt Abdul Rahman, 2010 said that
the students also felt overwhelmed by the
number of rules that they have to learn to speak
in English. This means that if language teacher
only focuses on the grammatical structures or
linguistic features in class, students will feel
unmotivated to learn the target language.
STATEMENT OF THE PROBLEM
What is the profile of the respondents in terms of;
gender,
type of elementary school, and

year level?

How frequent the respondents speak English

inside and outside the campus?
Is there a significant relationship between the
profile of the respondents and their frequency in
speaking English inside and outside the campus?
Based on the results of the study, what action
plan may be proposed?
 STATEMENT OF HYPOTHESIS
There is no significant relationship
between the profile and the
frequency of speaking English inside
and outside the school campus.
 SIGNIFICANCE OF THE STUDY
Students
Teachers
Parents
Future Researchers
SCOPE AND LIMITATIONS OF THE STUDY
The study undertakes throughout the SY 2014-
2015 and focuses only the frequency of high
school students who speak English inside and
outside the school campus.
 RESEARCH METHODOLOGY
The study uses the descriptive
method.
Self-made checklist is made to obtain
responses to answer the sub-
problems in the study
 RESEARCH FLOW
Data on the profile of the respondents
Data on the frequency of the high school
students who speak English inside and outside
INPUT the campus

Letter approved by the school principal

Self-made checklist/questionnaire
Distribution of checklist
PROCESS
Statistical treatment

Proposed action plan

OUTPUT
Research Respondent Research Environment

The respondents of The study is

this study are the conducted within the
high school students premises of Lyceum of
of Lyceum of Cebu SY Cebu- Main Campus.
2014-2015 The school located is
located in Capitol
Hills, Cebu City.
 RESEARCH INSTRUMENT
The research instrument has two parts;
Part I obtains the profile of the respondents in
terms of gender, type of elementary school and
year level.
Part II elicits the respond of the respondents and
determines how often the respondents speak in
English under various circumstances.
 STATISTICAL TREATMENT
Simple Percentage. This is used to
find the percentage of the profile of
the respondents.
Weighted Mean. This is used to
determine the scale of each indicator
Likert Scale. This is used to
determine which level of each
indicator fall under.
4-POINT LIKERT SCALE
Scale Categorical Response Verbal Description
2.25 3.00 A Always This means that the indicator
is most frequently used.

1.50 2.24 O Often This means that the indicator

is frequently used.

0.75 1.49 S Sometimes This means that the indicator

is less frequently used.

0.00 0.74 N Never This means that the indicator

is not used.
 DEFINITION OF TERMS
Frequency the number or the rate
of students who speaks in English.
High School Students the
respondents in the study, Grade 7 to
4th Year in Lyceum of Cebu SY 2014-
2015.
English the language which
determined in the study if the
students are using it or talking to
other people.
 f %
Gender
Male 85 62.96
Female 50 37.04
Type of
Elementary

Public 26 19.26
Private 109 80.74
Year Level

Grade 7 47 34.81
Grade 8 24 17.78
Grade 9 37 27.41
4th Year 20 20
RESULTS OF THE PROFILE OF THE
RESPONDENTS
The table shows that majority of the respondents
were male, were graduated from private school
and most of them were from Grade 7 level. These
gave more meaning to this study since
statistically reported males have low linguistic
intelligence than females.
On the other hand, it was shown on the table
that majority of the respondents were graduated
from private school and reportedly, graduates
from private schools have high rating in both oral
and written since English is the main medium of
instruction in private school.
Data on Students Who Speak English Inside the School Campus

Indicator Result Interpretation

1. I speak English when talking 1.53 Often
to my teachers.
2. I speak English when 1.01 Sometimes
chitchatting with my friends
in school.
3. I speak English when I am 0.7 Never
buying some stuff/food in the
school canteen.
4. I speak English when 1.61 Often
delivering my reports in
school.
5. I speak English when I am 1.56 Often
expressing my thought in a
certain lesson.

Aggregated Mean 1.16 Sometimes

INTERPRETATION OF THE DATA
The table shows that indicator # 4 I
speak English when delivering my reports
in school got the highest rank which is at
1.61 and interpreted as OFTEN.

Thismeans that reportorial method is the

best way to let the students speak in
English.
 However, indicators # 2 I speak English
when chitchatting with friends in school
and indicator # 3 I speak English when
buying stuff/food in the school canteen
got the bottommost respectively.
This implies that the student only speak
English when it is related to academics
but not being carried out on their daily
encounter or in social interactions.
This table further shows that inside the
school campus, respondents speak English
SOMETIMES since the aggregated mean
is 1.16.
Data on Students Who Speak English Outside the School Campus

Indicator Result Interpretation

1. I speak English when 1.21 Sometimes
answering telephone calls.
2. I speak English when talking 0.91 Sometimes
to my parents.
3. I speak English when bonding 1.07 Sometimes
with my cousins, friends and
neighborhood.
4. I speak English when buying 0.91 Sometimes
some food/stuff the
cashier/saleslady.
5. I love speaking English to my 1.19 Sometimes
siblings.

Aggregated Mean 1.06 Sometimes

INTERPRETATION OF THE DATA
Data show that indicator # 1 I speak
English when answering phone calls
which is 1.21 and interpreted as
SOMETIMES got the highest rank.

On the other hand, indicators # 2 I speak

English when talking to my parents and
# 4 I speak English when buying some
food/stuff to the cashier/saleslady, both at
0.91 which correspond to SOMETIMES
got the lowest rank.
 This implies that the respondents are
most likely to speak English when not
seeing the person they are talking to and
less likely in personal conversations.

Ingeneral, when it comes to speaking

English of the respondents outside the
school campus revealed SOMETIMES
which is 1.06 as the aggregated mean.
FINDINGS OF THE STUDY
Majority of the respondents were males.
Most of the respondents were graduated
from private school institution during
their elementary course.
Respondents were most likely to speak
English when delivering a report in a
class and less likely speak English when
talking to classmates and in buying food
in the school canteen inside the school
campus. The aggregated mean is 1.61
which is SOMETIMES.
 Respondents were most likely to speak
English when answering phone calls and
less likely when talking to parents and
when talking to the mall/store cashier
outside the school campus. The
aggregated mean of students who speak
English outside the school campus is 1.06
which corresponds to SOMETIMES.
CONCLUSION
Researchers found out that the respondents
would like and motivated to speak English when
it is a school related activity but not when it is in
social interactions. Likewise, researchers found
out that the respondents speak English when
they dont see the person because they, in some
extent, dont feel inferiority complex.

Researchers further concluded that the

respondents have low rating in oral since the
study shows both inside and outside the school
campus they got a very low rating when it comes
to speaking English.
RECOMMENDATION

They must practice English in their houses also

at school and use English in their daily lives.
Teachers must implement students to speak
English at school especially inside their
classrooms.
Parents should coordinate to the teachers and
monitor the performances of their child in school.
The parents should encourage their child to
attend the enhancement program for English so
that their child will learn more.
 Area of Objective/s Program Persons
Concern Involved

Communicate only using

Social English when giving Team Teachers
Interaction instructions and or when Games/Sports Students
having the conversation
with the playmates during
the game.

Conversation Record whether the Anecdotal Record Parents

students are able to speak Teachers
English at home or in Student
school canteen. Leaders

Self- Gain self-confidence when Symposium Teachers

confidence/es talking to people who are Invited
teem superior to them. Guests
Students
THANK YOU!

Iris Anne Solon

Jesumer Estoce

Francis Glee Doble

Earl Joseph Gaquing

Jaylord Lavapiez