Thesis On English Speaking Policy of SJTIT

1
CHAPTER 1
THE PROBLEM AND ITS SCOPE
Introduction
English was first introduced to the Filipinos through the
American
public
school
system
and,
for
half
century,
the
language was systematically promoted as a civilizing tool. Today,

beliefs and attitudes about English, as well as the various ways
in which the language is used, may be traced to the Filipino
experience of American Colonial Education. (Martin, 2012)
The 1987 Philippine Constitution states that for purposes
of communication and instruction, the official language of the
Philippines are Filipino and, until otherwise provided by law,
English. This law is carried out through DECS Order No. 52
series
1987,
(henceforth
also
BEP)
of
known
the
as
the
Bilingual
Department
of
Education
Education
Policy
(henceforth
DepEd), which was first introduced in 1974 and then re-issued

with
minor
modifications
in
1987.
The
BEP
aims
to
develop
bilingual Filipinos competent in both English and the national

language. This BEP is the recognized language-in-education policy
that is still in place today in the education sector.
On 17 May 2003, President Arroyo issued EO No. 210, which
aimed to establish a policy to strengthen the use of English as a
medium
of
aptitude,
instruction
competence
because
and
of
the
proficiency
need
of
to
our
develop
students
in
the
the
English language to maintain and improve their competitive edge

in emerging and fast-growing local and international industries,
particularly
in
the
area
of
Information
and
Communications
Technology. (Arroyo, 2003)

In her 2006 SONA, Arroyo claimed success in the structural
reforms
her
government
had
implemented.
She
described
having
coffee with a call centre agent as a touching experience: I had

coffee with some call center agents last Labor Day. Lyn, a new
college graduate, told me, Now I dont have to leave the country
in order for me to help my family. Salamat po. (Thank you.) I
was so touched, Lyn, by your comments. With structural reforms,
we not only found jobs, but kept families intact. (Arroyo, 2006)
Arroyos
2007
SONA
had
more
boastful
tone
when
she
declared that the Philippines ranks among top off-shoring hubs

in the world because of cost competitiveness and more importantly
our highly trainable, English proficient, IT-enabled management
and manpower (Arroyo, 2007).
However,
language
Robert
S.
there
is
proficiency
Keitel,
among
Regional
widespread
the
perception
Filipinos
Employment
is
Advisor
that
English
deteriorating.
of
the
United
States Embassy in Manila, reports that only four percent of

Filipino applicants are hired by call centers while the remaining
ninety-six
percent
were
not
because
of
their
sub-standard
English skills despite 400,000 graduates being produced every

year. Keitel (2008) notes the mismatch between the call centers
expectations of applicants and the preparedness of graduates from
Philippine
closely
HEIs,
with
thus
forcing
colleges
and
call
centers
universities
to
collaborate
higher
education
institutions or HEIs. Keitel writes: It has been an evolution for

academe
to
recognize
appropriate
career
recognition
has
that
call
opportunity
necessitated
center
for
employment
their
changes
is
graduates.
in
the
an
Such
curriculum.
Initially, one reaction was, we speak English already... are we

not one of the largest English speaking countries in the world?
Yes, Filipinos speak English but it is a variety called Filipino
English,
and
it
is
not
the
international
(global)
English
required for call center employment. (Keitel, 2008)

Marcelo
Philippines
(2010)
states
that,
biggest
competitive
it
used
advantage
to
in
be
the
that
the
global
job
market is the proficiency of our skilled workers in the English

language. This advantage, however, is fast being eroded by rising
competition from other countries coupled with declining mastery
of the English language by our college graduates.
By these statements, it is rather important to stress out

the importance of the English language to schools in order to
enable
college
graduates
to
be
globally
competitive
as
they
venture the world of globalization. That is why; Saint Jude

Thaddeus Institute of Technology implemented an English speaking
policy on the school year 2010-2011 to make the institution a
training ground for language skill enhancement and to produce
globally competitive graduates.
The policy was proposed by the school president, Mr. George
M. Salabao and was implemented by the deans of the departments.
The way to learn and master of language is to use it not
occasionally but regularly (Lorenzo & KC Shiota et.al., 2005). We
are in a world that is increasingly becoming competitive out
those who do not have core competencies or universally accepted
skills, not least on the aspect of language use. (Trailblaizer
et.al., 2001)
According
to
Eugene
E.
White,
he
stated
that
the
law
proficiency performance of the students in the school evaluation

test, a failure which attribute largely to the students poor
English comprehension. In addition, White said through using the
language
daily,
the
students
acquire
the
skill
almost
unconsciously, and definitely they can fashion their fluency to a

desired level over time.
It
is
clear
that
English
Language
Proficiency
plays
significant role in the cause of globalization among students.

Because of that, there is a need to pursue this study in order to
assess the Impact of the English Speaking Policy to the First
Year and Second Year College and Grades Seven and Eight Students
of
St.
Jude
Thaddeus
Institute
of
Technology
for
they
are
observed to achieve lesser impact of the said policy.

Statement of the Problem
This study aimed to ascertain the Impact of the English
speaking policy of St. Jude Thaddeus Institute of Technology
(SJTIT) to the First Year and Second Year College and Grade Seven
and Eight High School Students of SJTIT, Surigao City.
To
perceive
clear
understanding
of
the
problem,
following inquiry was taken into account:

1. What is the profile of the respondents in terms of:
A.
High School Respondents
A1.1 Age ( ) 11 ( ) 12 ( ) 13 ( ) 14 ( ) 15
A1.2 Sex ( ) Male ( ) Female
A1.3 Language spoken at home
( ) Surigaonon
( ) Visaya
( ) Tagalog
( ) English
A1.4 Area of Residence ( ) Urban ( ) Rural

A1.5 Elementary school graduated from
the
( ) Public
( ) Private
A1.6 Grade Level

( ) Grade Seven ( ) Grade Eight
B.
College Respondents
B1.1 Age ( ) 16 ( ) 17 ( ) 18 ( ) 19 ( ) 20-above

B1.2 Sex ( ) Male ( ) Female
B1.3 Language spoken at home
( ) Surigaonon
( ) Visaya
( ) Tagalog
( ) English
B1.4 Area of Residence ( ) Urban ( ) Rural

B1.5 High school graduated from ( ) Public ( ) Private
B1.6 Course
( ) BEED ( ) BSCRIM ( ) BSIT
( ) BSCA
( ) BSBA ( ) BSED
B1.7 Year Level ( ) First Year ( ) Second Year

2. To what extent is the impact of the English speaking policy of
St. Jude Thaddeus Institute of Technology to the students in
terms of:
2.1 Academic Performance;
2.2 Social Relations;
2.3 Personal Development
3. Is there a significant difference on the impact of English
speaking policy of St. Jude Thaddeus Institute of Technology as
perceived by the First Year and Second Year College and Grade
Seven and Grade Eight High School students when they are grouped
according to their profiled variables?
4. Based on the findings, an enhancement program was proposed.
Hypothesis
Problems
1,
and
are
hypothesis
free.
Problem
is
hypothesized as:
HO. There is no significant difference on the Impact of
English Speaking Policy to the First Year and Second Year College
and Grade Seven and Grade Eight High School Students when they
are grouped according to their profiled variables.
Theoretical Framework
This study is anchored on the theory of Canale and Swains
(1983)
Theory
Communicative
grammatical
language
2.)
of
Communicative
Competence
competence
has
the
socio-linguistic
four
Competence.
The
dimensions
mastery
of
competence
which
formal
Theory
are:
features
knowledge
of
of
1.)
of
the
socio- cultural rules of language use, 3.) discourse competence

or
the
knowledge/skill
in
making
connection
of
series
of
utterances to form a unified whole both in spoken and written

language forms, and 4.) strategic competence or skill in the use
of appropriate strategy to compensate for whatever breakdown in
communication due to deficiency in other aspects of communicative
competence (Tabacug, 1990).
By far the most important development in TESOL has been the

emphasis on a communicative approach in language teaching (Coste,
1976; Roulet, 1972; Widdowson, 1978). The one thing that everyone
is
certain
about
communicative
is
purposes
the
in
necessity
the
to
use
classroom.
language
for
Consequently,
the
concern for teaching linguistic competence has widened to include

communicative
competence,
language,
the
and
methods
function.(Christina
Teaching
as
Bratt
Foreign
or
the
socially
reflect
this
Paulston,
Second
appropriate
shift
from
"Introduction:
Language."
use
of
form
to
English
Linguistic
and
Communicative Competence. Multilingual Matters, 1992)

This theory supports the idea that English Speaking can
enhance the academic, social, and personal aspects of a students
life. This will also help the researcher evaluate the Impact of
the English Speaking Policy of St. Jude Thaddeus Institute of
Technology to the First Year College Students.
Conceptual Framework
Most researchers however, show clearly that the problem is
more likely the impact of the policy to the students.
When
establishing
English
Only
Policy,
everyone
must
consider the following mandate, rules and reminder (Beykont and

Crawford, et.al 1997)
1. Always speak and participate in English.

2. Speak sentences in English.
3. Remind your friends to speak English.
Accordingly,
students
should
be
aware
of
the
limitation
placed upon English only policies and keep such in mind when
considering the use of an actual implementation of an English
only policy (Estrada, E.J. and Lopez L.M., 1992). The fact that
English is the most significant language in the world in terms of
Economics; it makes the most influential and most valuable form a
certain perspective (Navarro, R.A., 2005).
This study aims to determine the impact of the English
Speaking Policy of St. Jude Thaddeus Institute of Technology to
the First Year and Second Year College and Grade Seven and Grade
Eight High School students of the institution. This conceptual
framework served as a guide in this present study.
10
2. Extent of the Impact of

2.1 Academic Performance
2.2 Social Relations
2.3 Personal Development
the
English
Policy as perceived by the First Year and S
1. Profile
of Speaking
the respondents
A. HIGH SCHOOL
A1.1 Age
A1.2 Sex
A1.3 Area of Residence
3.
A1.4 Language spoken at home
A1.5 Elementary School graduated from
A1.6 Grade level
B. COLLEGE
B1.1 Age
B1.2 Sex
B1.3 Area of Residence
B1.4 Language spoken at home
B1.5 High school graduated from
B1.6 Year level
B1.7 Course
Figure 1
Schematic Diagram of the Study
11
Scope and Limitation of the Study

This study was conducted among the First Year and Second
Year College students and Grade Seven and Grade Eight High School
Students of St. Jude Thaddeus Institute of Technology, enrolled
in the Academic Year and School Year 2014-2015. The study was
conducted on the second semester of the academic year 2014-2015.
Significance of the Study
The
findings
of
this
study
would
be
beneficial
to
the
following:
School Administrators The result of this study would help
them identify the strengths and weaknesses of the said policy. It
will also serve as a basis for the improvement of the guidelines
on the policy. This study would equip them to properly motivate
students to speak English inside and even outside the campus.
Faculty The findings of this study would help them carry
out their responsibilities as molders of minds and properly teach
and encourage their students in speaking English.
Students This study would enable them to be more attentive
to their responsibilities as students and be more aware of the
trends of globalization and work better towards being globally
competitive persons.
Parents This study would help them assess the progress of
their
children
towards
the
proficiency
in
English.
It
would
12
awaken their consciousness of the English speaking policy imposed

by the institution.
Other researchers this study would serve as a reference
and guide to those who will conduct future studies regarding the
impact of the English speaking policy.
Definition of Terms
To ensure better understanding in this study, the following
terms shall be defined conceptually and operationally:
Aptitude the capacity of a person to do something well.
Bilingual education involves teaching academic content in
two languages, in a native and secondary language with varying
amounts of each language used in accordance with the program
model.
Communicative
competence
is
term
in
linguistics
which
refers to a language user's grammatical knowledge of syntax,

morphology, phonology and the like, as well as social knowledge
about how and when to use utterances appropriately.
Competitive edge the competitive advantages of a person.
Discourse
competence
the
knowledge/skill
in
making
connection of a series of utterances to form a unified whole both

in spoken and written language forms.
English
language.
proficient
person
skillful
in
the
English
13
Fluency - speaking spontaneously and meaningfully with no

extensive pauses or excessive repetition.
Globalization the cause of being adopted globally, in
terms of business or profession.
Grammatical Competence - the mastery of formal features of
language.
Language-in-education The language used in teaching.
Mastery the capacity of a person to be apt in an area.
Proficiency the skillfulness of a person in an area.
Socio-cultural this involves social and cultural factors.
Socio-linguistic
competence
knowledge
of
the
socio-
cultural rules of language use.

Strategic
competence
skill
in
the
use
of
appropriate
strategy to compensate for whatever breakdown in communication

due to deficiency in other aspects of communicative competence.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
14
This chapter contains the literature and studies, both local

and foreign, reviewed by the researchers which are related to
this research.
Related Literature
Foreign
Theorists and practitioners bring their own experiences and
perspectives to the situation thus, the definition of speaking
skills have many versions. Rivers (1972) states that speaking
means expression of metaphor, which illumines many aspects of our
foreign language situation. Speaking is vehicle of delivering
meaning which people do not realize they are using it. Language
is also a tool to deliver thinking, emotion and feeling and need
in order to communicate with each other.
To speak fluently and confidently in a variety of situations
is a central human need and an important goal of education.
Effective speakers of English have communicative oral competence.
This particular type of competence, according to Scarcella and
Oxford (1992), consists of linguistic/grammatical
competence
in
grammar,
pragmatic/sociolinguistic
vocabulary
competence
in
and
pronunciation;
appropriate
use
of
language for the context; discourse competence in coherence and

cohesion;
and
strategic
competence
in
using
communication
15
strategies. Hedge (2000) adds fluency to the list, which is most

relevant to speech production.
Fluency is defined by Ellis and Sinclair (1989) as speaking
spontaneously
and
meaningfully
with
no
extensive
pauses
or
excessive repetition. Hedge (2000: 261) is more specific in her

definition: "Fluency means responding coherently within the turns
of
the
conversation.-
linking
words
and
phrases,
using
intelligible pronunciation and appropriate intonation, and doing

all
of
this
without
undue
hesitation."
Faerch,
Haastrup
and
Phillipson (1984 in Hedge 1993: 275) define fluency in terms of

competence as, "The speaker's ability to make use of whatever
linguistic
and
pragmatic
competence
they
have."
They
include
three types of competence: semantic which links propositions and

speech
acts
syntactical
to
give
coherence;
components
and
lexical-syntactic
words
and,
which
thirdly,
links
articulatory
fluency which links speech segments.

As Brown (1994) and Richards (1990) viewing, they divide
oral communication into monologues (planned and unplanned) and
dialogues
(interpersonal
and
transactional).
Interpersonal
conversation "lubricates the social wheels," (McCarthy 1991: 136)

develops
social
roles
and
relationships
and
is
relatively
unpredictable. It ranges from an informal chat to a more formal

and
predictable
conversations,
on
meeting
the
other
or
hand,
interview.
tend
to
Transactional
be
much
more
16
predictable as information is exchanged in order to fulfill a

need such as at a doctor's appointment or buying oranges at a
greengrocers' or a market stall. Other types of genre, such as
story narratives, have a predictable pattern and an example can
be found in Hedge (2000).
According
involves
to
Nunan
number
development
of
of
(1989)
successful
important
fluency
and
oral
features.
the
communication
These
ability
to
include
manage
the
both
transactional and interactional dialogues, using both fillers as

well
as
long
requires
and
short
effective
turns.
listening
This
negotiation
skills
and
of
speaking
meaning
skills.
Furthermore, it includes successful articulation of sounds, as

well as "mastery of stress, rhythm, intonation patterns." (Hedge
2000:296).
Brown
(1994)
difficulties
learners
find
identified
characteristics
difficult.
certain
of
The
typical
spoken
language
following
features
speaking
that
as
most
typical
problem items: clustering of words into chunks, breath groups or

phrases;
redundancy
contractions,
such
as
language;
elisions,
reduced
hesitations,
pauses,
corrections;
phrases;
of
colloquialisms,
delivery
speed;
reduced
vowels;
stress,
performance
fillers,
idioms,
forms
and
and
as
variables
backtracking,
slang
rhythm,
such
and
colloquial
intonation
(as
17
English
is
stress-timed
intonation
patterns
convey
important
messages) and interaction with conversational negotiation.

Martin Bygate, Speaking (1987), whose theoretical inputs
concerning the elements of speaking will be analyzed and their
views
compared.
distinguishes
There
when
are
two
considering
basic
the
skill
aspects
of
that
Bygate
speaking.
These
include the knowledge of the language and the skill in using this
knowledge. The knowledge of producing the language has to be used
in different circumstances as they appear during a conversation
by means of the skill. The ability to use the knowledge requires
two kinds of skills, according to Bygate - production skills, and
interaction skills.
Production skills involve two aspects - facilitation and
compensation,
brought
about
by
processing
conditions.
Both
devices help students, besides making the oral production easier

or possible, sound more naturally. Interaction skills, on the
other hand, involve routines and negotiation skills. Routines
present
the
typical
patterns
of
conversation
including
interaction and information routines. Negotiation skills serve as

a means for enabling the speaker and listener to make themselves
clearly understood. This is achieved by two aspects: management
of interaction and turn-taking.
Jeremy
Harmer,
The
Practice
of
English
Teaching
(2001),
discussing the elements of speaking that are necessary for fluent
18
oral production, distinguishes between two aspects - knowledge of

"language features", and the ability to process information on
the spot, it means "mental/social processing".
In order to wage a successful language interaction, it is
necessary to realize the use of the language features through
mental/social processing-with the help of the rapid processing
skills, as Harmer calls them (p.271).Mental/social processing
includes three features language processing, interacting with
others, and on-the-spot information processing.
In
order
to
speak,
according
to
Swain's
Comprehensible
Output Hypothesis, referred to Task-based learning, learners must

practice speaking. On the basis of this hypothesis, Skehan (1996)
identifies six purposes for output. These include to negotiate
meaning and thus improve input, to attend to syntactic accuracy;
to check predictions and hypothesis; to promote automaticity; to
understand and manage discourse, and, lastly, to express personal
opinions in a personal voice.
Local
The Department of Education (DepEd) said that it was seeing
improvement from its efforts to improve English proficiency among
public school students if students performance in achievement
tests is to be considered.
Education Secretary Jesli Lapus said that the department was
also pursuing its programs to further improve English proficiency
19
by pushing ahead with its National English Proficiency Program

(NEPP) to strengthen its Teachers Mentoring Teachers program.
Under
the
program,
total
of
10,500
teachers
and
school
administrators have trained on English proficiency for this year.

Lapus noted that there was continuous improvement in the
performance of students in the National Achievement Test (NAT)
within the five-year analysis particularly in English subject.
We recognize English proficiency is critical in learning as
other key subjects such as Science and Mathematics use English in
textbooks and other reference materials, said Lapus.
Filipinos edge in the English language is also vital as
more work opportunities here and abroad place premium on language
skills, Lapus assured.
It will be recalled that Andrew King, country director of
IDP Education Philippines, a group accredited by the Australian
government
Testing
to
System
administer
(IELTS)
the
exam
International
to
Filipinos
English
who
seek
Language
to
enter
Australia as workers, migrants or students in its universities,

recently revealed a seeming drop in Filipinos proficiency in
English from the results of Filipino takers of the IELTS they
administered in 2008.
In the IDP Education Pty. Ltds review of IELTS results they
had administered in countries all over the world for 2008, he
20
said that the Philippines average overall score was 6.69, which
was below the 7 passing score of the Australian government.
In their analysis of the results and the Philippines system
of
English
instruction
in
schools,
King
said
that
the
deteriorating level of English proficiency could be attributed to

the deficiencies in the proficiency of the teachers teaching
English as well as the poor quality of resources or textbooks
being used in schools. (The Philippine Star, 2009)
With catching up in terms of English proficiency skills,
there is a need to
continuously
improve
the
countrys
competitiveness in English proficiency if it wants to stay as one

of the most attractive areas for business process outsourcing
(BPO) investment, national Economic Development Authority (NEDA)
director general Augusto Santos said Tuesday in press briefing in
Malacanang.
He said the country has to remain competitive in terms of
English proficiency as China, which has as advantage in terms of
manpower is already catching up. Its a world of competition, a
global community, Santos said.
The NEDA chief said although there is still no cause for
alarm,
there
should
be
continuous
improvement
in
English
proficiency to ensure country remains highly competitive.

Aside from the BPO industry, Filipinos are easily hired
abroad because their English proficiency skills are higher than
21
those
from
workers
in
neighboring
countries.
English
is
the
number one language in the entire world. If we want to increase

competitiveness, we Filipinos have to continuously improve our
proficiency in English: Santos said.
Santos said a recent study showed that China is moving to
boost the English proficiency of its people. We have to continue
beefing up our English proficiency skills, he stressed.
MBC President Ramon del Rosario said the move to improve
English proficiency is largely market-driven due to the rise in
the
business
process
outsourcing
(BPO)
industry
in
the
Philippines.
He said the business sector is addressing the problem by
pushing for the improvement of the overall quality of education
in the country. He added that English proficiency is advantageous
not just to the BPO industry but also to the local tourism sector
especially
with
more
English-speaking
tourists
going
to
the
Philippines. (DAVID DIZON, abs-cbnNEWS.com, 2008)

Granted
that
English
is
second
language
to
the
vast
majority of the Filipinos, therefore, is it fair to expect a

college educated Filipino to be fluent in English, or is it not?
If a Filipino is not fluent in English, should that Filipino be
required to take remedial English classes before that nurse can
be hired overseas? - (Daly City, 2008)
22
The Department of Education reported that 80 percent of

secondary school teachers in the Philippines failed in an English
proficiency test in 2007. So where is the veracity of those
claims that the Philippines have a substantial pool of Englishproficient workers?
Aside from its bountiful natural resources, the other main
wealth of the Philippines is perhaps its people. Despite the
poverty and corruption that still pervade in the country, the
current generation of Filipinos has ably demonstrated they can
surpass the achievements of their elders and raise the standard
of living in the country. If not for the youth, the country would
not have made a name in the outsourcing business. Their exposure
to global cultures and practices has also pushed them to apply
these yardsticks in their own country, spurring improvement and
innovations.
Some parochial nationalists argue that this is just fine
with them; let the nation build its future on a local Malay-based
language such as Tagalog. What they overlook is that the majority
of educated Filipinos has been writing in English or has been
translated into English from Spanish for well over a century.
Today
the
large
majority
of
Filipino
writers,
historians,
scholars and journalists are working almost entirely in English.

English is very much part and parcel of the Philippine's national
birthright.
23
Unfortunately
practicality
of
for
trying
the
to
ardent
acquire
nationalists,
a
college
the
sheer
graduate
level
education in the humanities solely in Filipino is not feasible.

Young people in third world countries, especially in the
case of the Philippines, can spurn the serious study of foreign
languages in the name of national sovereignty but ironically they
will end up sacrificing a large portion of their own national
memory and individual heritage.
A nation that forgets its past identity and place in world
history is ill-prepared for the inevitable challenges of future
colonial pressures. Pop culture flooding the Philippines from
other Asian countries is as shallow as anything Hollywood churned
out in the 1950s.
Filipino regional languages and their many spoken dialects
are beautiful and deeply expressive of local cultures and the
modern Philippine nation. They represent ancient and modern oral
and written traditions which capture the finest nuances of the
Filipino character and the Filipino world. However, as is true in
all parts of the world, local languages are dying off or being
hybridized at a rapidly increasing rate.
The
current
government
policy
seems
to
give
every
poor
Filipino a bit of fractured English and send them on their way

abroad, hopefully to earn foreign exchange. No class of people
should be groomed to be overseas workers; they need jobs here at
24
home, near their families, in the country they love. The high
social cost of this public policy is broken homes, not to mention
that intelligent and motivated citizens are being forced overseas
when they should be home mentoring their children.
Tremendous resources, local and foreign, are now being spent
on teaching English to impoverished elementary school kids. The
current mantra being that English is one's passport out of the
Philippines to high-paying jobs. It would be better to strongly
promote English for high school and college students, especially
reading and writing skills, so they can build a strong new nation
from within, on their own terms.
High-quality text books, instructional material, libraries
and reading centers should be available in every high school and
college
with
standardized
testing
and
mandatory
reading
assignments. Not only English but Chinese and Spanish should be

promoted by the Board of Education. For the evolving Philippine
middle
class
this
would
create
new
generation
of
highly
articulate readers and writers with excellent abilities to

access
information
and
form
critical
opinions
and
thoughtful
analysis of their society and leaders. (Jonathan Best in Business

World 2007)
According to Mr. Angelo Garcia, every year, thousands of
young
Filipino
graduates
end
up
jobless,
no
matter
what
university they came from. The battle of who knows more and who
25
is best among these graduates in their chosen field is not the

only basis that any company is looking for and when applying for
a job, good communication skills is in English a requirement.
"Language is now considered a skill," says Test of English for
International Communication's (TOEIC) Bambina Buenaventura.
According to her, big companies, both here and abroad, are
now looking for good English communication skills among potential
employees. Sadly, these companies are disappointed.
English has been dubbed as the language of the world. Over
a billion people in the world have considered English as their
second tongue. Filipinos are expected to arm themselves with
English to communicate with the world.
Related Studies
Foreign
The study is about Teachers sense of self-efficacy; English
proficiency and instructional strategies which show that novice
Iranian
EFL
teachers
feel
more
efficacious
in
applying
instructional strategies than in managing an EFL class.

They also perceive their efficacy to motivate and engage
students to learn English not as high as their efficacy for
instructional strategies. Second, the teachers perceive their
reading skill to be the most highly developed language skill and
listening to be the least developed language skill. Third, the
teachers
report
that
their
use
of
grammatically
oriented
26
strategies
is
lower
than
that
of
communicatively
oriented
strategies.
The most important finding was the positive relationship
between perceived level of language proficiency and sense of
self-efficacy. The higher the teachers perceived proficiency in
language skills, the more efficacious they felt.
Moreover, the higher the teachers sense of self- efficacy
the
more
tendencies
they
had
to
use
communicative-based
strategies in their classes and inclination to focus more on

meaning rather than accuracy. This result is different from the
findings of other studies (Chacn, 2005; Sato, 2005), which show
grammar was the central focus of EFL teachers instructional
activities.
This study adds to the previous literature by examining the
relationships
among
teachers
sense
of
efficacy
and
other
factors. However, this is a new contribution to the field of

teacher-efficacy since self-efficacy of foreign language teachers
in general, and an EFL teacher in particular, is an understudied
area of research. Furthermore, this study was conducted to fill
in the gap in the literature and to study the relationship of
language proficiency of EFL teachers and their sense of selfefficacy.
Based on the premise that teachers are key agents of change
(Ghaith & Shaaban, 1999) and that their self-efficacy should be
27
considered
in
the
practice,
these
concerned
with
successful
findings
implementation
suggest
professional
of
implications
development
of
educational
for
programs
teachers.
School
administrators should develop intervention programs either to

maintain or enhance teachers sense of efficacy. Since language
proficiency was related to a teachers sense of self efficacy, it
is suggested that teacher education programs and schools provide
English language enhancement classes for EFL teachers in order
for them to maintain or improve their language proficiency. EFL
teachers require adequate preparation in all four skills so that
they build a strong sense of efficacy to use the language and
engage students in learning English.
Further research is needed in order to determine the various
factors
that
contribute
to
teachers
sense
of
efficacy.
The
teaching experience of the teachers in this study ranged from 1-5

years.
Further
experience
research
influence
is
the
needed
to
development
examine
of
how
teachers
years
of
sense
of
efficacy and under what conditions efficacy is maintained and

enhanced. More specifically, it would be useful to examine the
role of such factors as teachers English language enhancement,
professional
training
efficacy.
in
preparation,
maintaining
readiness
and
to
enhancing
teach,
and
teachers
in-service
sense
of
28
Local
English
proficiency
of
Filipinos
has
recovered
and
improved in the last two years, especially in the fields of

written and spoken English, a study by research outfit Social
Weather Stations (SWS) said Thursday. The survey, conducted from
March 30 to April 2, 2008, showed that the ability of Filipinos
to write in English improved from 48 percent in March 2006 to 61
percent in April 2008. Filipinos' proficiency in spoken English
also improved from 32 percent in March 2006 to 46 percent in
April 2008.
Filipinos understanding of spoken and written English also
improved in April and even surpassed previous levels set 15 years
ago. The SWS said Filipino adults understanding of spoken English
was at 75 percent in December 1993, dipped to 65 percent in March
2006 and went back up to 76 percent in April 2008. Filipinos who
read in English also started high at 73 percent in December 1993,
dipped to 65 percent in March 2006 and improved to 75 percent in
April 2008.
Filipinos' ability to think in English also improved from 27
percent in March 2006 to 38 percent in April 2008. SWS president
Mahar
Mangahas
said
the
improvement
in
Filipinos'
English
proficiency shows a greater awareness among Filipinos to improve

their skills in written and spoken English. "The most important
finding is that there is an improvement in all the expected
29
properties. This is all age groups, of different classes and

sectors. These are the people actively thinking of improving
themselves.
They
are
drawing
from
their
own
foundation
and
improving themselves first," he told reporters. He added that the

increasing dependence on the Internet is also pushing people to
review their English skills.
The survey said eight percent of the Filipino adults polled
claimed they made full use of the English language; 39 percent
said they made fair use of the English language; 29 percent said
they made partial use of the English language, and 17 percent
said they made almost no use of the English language.
The SWS interviewed 1,200 respondents nationwide for the
survey, which was conducted for the Promoting English Proficiency
Project of the American Chamber of Commerce in the Philippines
and the Makati Business Club (MBC).
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the research design, research locale,
respondents
of
the
study,
the
research
instrument,
sampling
design, and the statistical treatment of the data gathered.

Research Design
30
The
Impact
of
the
English
Speaking
Policy
of
St.
Jude
Thaddeus Institute of Technology to the First Year and Second

Year College and Grade Seven and Grade Eight Students of the
current
school
year
was
determined
and
described.
Also,
the
significant difference on the Impact of English Speaking Policy

to the First Year and Second Year College and Grade Seven and
Grade Eight High School Students when they are grouped according
to their profiled variables was ascertained. Thus, descriptive
method was used in this study.
Determination of Sample Size
The total population of the Grade Seven and Grade Eight High
School Students, and First Year and Second Year College students
of St. Jude Thaddeus Institute of Technology is 247. The Estimate
Proportion feature of the Statdisk software was used to determine
the sample size. The sample size is 151.
Sampling Design and Technique

The
sampling
technique
that
was
used
is
the
Stratified
Random Sampling Technique to ensure that the respondents will be

represented according to their respective departments.
The Respondents
The respondents of this study were the First Year and Second
Year College and Grade Seven and Grade Eight High School Students
31
of St. Jude Thaddeus Institute of Technology in the academic year

2014-2015 and school year 2014-2015, respectively.
Research Instrument
The researchers made a questionnaire that was given to the
respondents; the first part of the questionnaire consists of the
profile of the respondents;
the second part consist of the
extent
English
of
the
respondents
Impact
in
of
terms
the
of
the
Speaking
academic
Policy
performance,
to
the
social
relations and their personal development.

Validation of the Instrument
The
research
instrument
that
the
researchers
used
was
validated by the research experts.

Data Gathering Procedure
Seeking
first
job
Permission
was
to
ask
conduct
the
permission
study.
to
the
The
Vice
researchers
President
for
Academic Affairs as well as to the High School Principal and the

Department
Heads
distribution
and
to
allow
the
retrieval
of
researchers
the
to
administer
questionnaire
from
the
the
respondents, which are the Grade Seven, Grade Eight, First Year
College
and
Second
Year,
High
School
and
College
Students,
respectively.
Preparation of the Questionnaire. After the formulation of
the questionnaire, the questionnaire was checked and validated by
the researchers instructor in this subject.
32
Data
Processing
questionnaire,
the
Method.
researchers
After
the
conducted
validation
of
the
the
to
the
survey
sample. The questionnaires were recovered and collected, then the

answers were tallied according to each item and the data were
prepared for the statistical treatment.
Statistical Treatment
The
following
statistical
techniques
were
used
for
the
analysis and interpretation of data.

Frequency Count and Percentage was used to analyze the data
related to problem number 1, the profile of the respondents of
the sample from the First Year and Second Year College and Grade
Seven and Grade Eight High School Students of St. Jude Thaddeus
Institute of Technology in terms of: Age, Sex, Area of Residence,
Elementary/High School Graduated, Language Spoken at home, Course
and Grade/Year Level.
Arithmetic Mean and Standard Deviation was used to determine

the extent of the Impact of the English Speaking Policy of St.
Jude Thaddeus Institute of Technology to the respondents in terms
of their: Academic Performance, Social Relations and Personal
Development.
Analysis
of
Variance
(ANOVA)
was
used
to
test
the
significant difference on the Impact of the English Speaking
33
Policy to the First Year and Second Year College and Grade Seven
and Grade Eight High School students.
The following parameters shall be used in the collection of
data in problem 2:
Scale
5
4
3
2
1
Range
4.20-5.00
3.40-4.19
2.60-3.39
1.80-2.59
1.00-1.79
Interpretation
Strongly Agree
Agree
Moderately Agree
Disagree
Strongly Disagree
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This
chapter
presents,
analyzes,
and
interprets
the
following data gathered from the research questionnaire relative

to
the
research
demographic
Language
subjects
profiles
Spoken
at
of
of
the
Home,
this
study.
respondents
Area
of
It
such
presents
as
Residence,
Age,
the
Sex,
Elementary
34
School/High School Graduated From, Course, and Grade/Year Level.

Furthermore,
this
chapter
also
discusses
the
impact
of
the
English Speaking Policy as perceived by the respondents in terms

of their academic performance, social relations, and personal
development.
English
It
Speaking
further
Policy
presents
are
whether
affected
by
the
impact
their
of
the
demographic
profiles.
The data are presented using tables in accordance to the
sequencing of the sub-problems under the Statement of the Problem
portion in Chapter 1.
The profile of the respondents is looked upon in terms of
Age, Sex, Language Spoken at Home, Area of Residence, Elementary
School/High School Graduated From, Course, and Grade/Year Level.
Table 1 presents the demographic profiles of the high school
respondents.
Table 1
Profile of the High School Respondents as to Age, Sex, Language
Spoken at Home, Area of Residence, Elementary School
Graduated From and Grade Level
Profile
Frequenc
y
Age
1. 13 years old
2. 14 years old
3. 15 years old
Sex
3
5
33.3
55.6
11.1
35
1. Male
2. Female
Language Spoken at Home
1. Surigaonon
Area of Residence
1. Urban
2. Rural
Elementary School Graduated From
1. Public
2. Private
Grade Level
1. Grade 7
2. Grade 8
Total Number of Respondents
5
4
55.6
44.4
100.
0
4
5
44.4
55.6
5
4
55.6
44.4
5
4
9
55.6
44.4
Table 1 showed that there were 9 high school respondents. 3

or (33.3%) were in the age 13 years old, 5 or (55.6%) were in the
age 15 years old, 1 or(11.1%) was in the age 15 years old; As to
sex, 5 or (55.6%) were males and 4 or (44.4%) were females. As to
the language spoken at home, 9 or (100.0%) speak Surigaonon at
home. As to the area of residence, 4 or (44.4%) lived in the
urban area, while 5 or (55.6%) lived in the rural area. As to the
elementary
school
graduated
from,
or
(55.6%)
graduated
in
Public Elementary Schools while or 4 or (44.4%) graduated in

Private Elementary Schools. Furthermore, the table also shows
that 5 or (55.6%) of the respondents were Grade 7 while 4 or
(44.4%) of them were Grade 8.
Table 2 presents the demographic profiles of the college
respondents.
36
Table 2
Profile of the College Respondents as to Age, Sex, Language
Spoken at Home, Area of Residence, High School
Graduated From and Year Level
Profile
Frequenc
y
5.6
30.
3
26.
8
Age
1. 16 years old
2. 17 years old
3. 18 years old
43
38
37
4. 19 years old
5. 20- above
35
18
24.
6
12.
7
Sex
1. Male
2. Female
Language Spoken at Home
1. Surigaonon
2. Visaya
Area of Residence
1. Urban
2. Rural
High School Graduated From
1. Public
2. Private
Course
1. BEED
2. BSCrim
3. BSCA
4. BSBA
5. BSIT
6. BSED
Year Level
1. First Year
2. Second Year
59
83
116
26
115
27
125
17
21
56
41
16
6
2
78
64
41.
5
58.
5
81.
7
18.
3
81.
0
19.
0
88.
0
12.
0
14.
8
39.
4
28.
9
11.
3
4.2
1.4
54.
9
45.
38
1
Total Number of Respondents
142
Table 2 showed that there were 142 college respondents. 8 or

(5.6%) out of 142 were in the age 16 years old, 43 or (30.3%)
respondents were in the age 17 years old, 38 or (26.8%) of them
were in the age 18 years old, 35 or (24.6%) of them were in the
age 19 years old and 18 or (12.7%) of them were in the age 20
years old -above; As to sex, 59 or (41.5%) were males and 83 or
(58.5%) were females; As to the language spoken at home, 116 or
(81.7%)
speak
Surigaonon
at
home
while
26
or
(18.3%)
speak
Visaya; As to the area of residence, 115 or (81%) lived in the

urban area, while 27 or(19%) lived in the rural are; As to the
high school graduated from, 125 or (88.0%) graduated from Public
High Schools while 17 or (12.0%) graduated from Private High
Schools. Furthermore, the table also showed that 21 or (14.8%) of
the respondents were taking BEED, 56 or (39.4%) were taking
BSCrim, 41 or (28.9%) were taking BSCA, 16 or (11.3%) were taking
BSBA, 6 or (4.2%) were taking BSIT, and 2 or (1.4%) were taking
BSED. And also, 78 or (54.9%) were First Year Students and 64 or
(45.1%) were Second Year Students.
Table 3 presents the mean distribution of the high school
respondents
perception
towards
the
impact
of
the
English
39
Speaking Policy of St. Jude Thaddeus Institute of Technology in

terms of their academic performance.
Table 3
Mean Distribution of the High School Respondents Perception on
the Impact of the English Speaking Policy of St. Jude Thaddeus
Institute of Technology as to the Academic Performance
Academic Performance
1. English Speaking improves

vocabulary and grammar
2. Helps participate in any
oral activities
3. English speaking policy
enhances writing and
listening skills
4. Helps me get good grades
5. Speaking English enables me
to understand other subjects
with English as the medium
of instruction
6. English speaking improves my
performance in other
subjects
7. English speaking enables me
to understand written
outputs in English.
8. English speaking helps me in
presenting reports in
English.
9. I can convey my ideas before
my classmates in English.
10.
English Speaking helps
in enhancing my language
proficiency.
Overall mean
Mean
4.00
Standard
Deviatio
n
0.87
3.56
0.73
Verbal
Descriptio
n
Agree
Agree
Agree
3.67
0.71
3.67
0.71
3.67
0.71
Agree
Agree
Agree
4.00
0.71
Agree
3.89
0.93
Agree
3.56
1.00
3.78
0.67
Agree
Agree
3.67
3.74
0.87
Agree
40
As shown in table 3,
vocabulary
and
grammar,
Item 1,
got
mean
English Speaking improves

of
4.00
with
standard
deviation of 0.87, with a verbal description of Agree. Item 2,

Helps participate in any oral activities, got a mean of 3.56 with
a standard deviation of 0.73, with a verbal description of Agree.
Item 3, English speaking policy enhances writing and listening
skills, got a mean of 3.67 with a standard deviation of 0.71,
with a verbal description of Agree. Item 4, Helps me get good
grades, got a mean of 3.67 with a standard deviation of 0.71,
with a verbal description of Agree. Item 5, Speaking English
enables me to understand other subjects with English as the
medium
of
instruction,
got
mean
of
3.67
with
standard

English speaking improves my performance in other subjects, got a
mean of 4.00 with a standard deviation of 0.71, with a verbal
description of Agree. Item 7, English speaking enables me to
understand written outputs in English, got a mean of 3.89 with a
standard deviation of 0.93, with a verbal description of Agree.
Item
8,
English
speaking
helps
me
in
presenting
reports
in
English, got a mean of 3.56 with a standard deviation of 1.00,

with a verbal description of Agree. Item 9, I can convey my ideas
before my classmates in English, got a mean of
3.78 with a
41
Item 10, English Speaking helps in enhancing my language

proficiency, got a mean of 3.67 with a standard deviation of
0.87, with a verbal description of Agree.
As a summary, Item 1, English Speaking improves vocabulary
and grammar, and item 6, English speaking improves my performance
in other subjects, got the highest mean of 4.00 with a standard
deviation
of
0.87
and
description of Agree.
0.71
Item 2,
respectively,
with
verbal
Helps participate in any oral
activities, and item 8, English speaking helps me in presenting

reports in English, got the lowest mean of 3.56 with standard
deviation of 0.73 and 1.00, respectively.
The perception of the high school respondents about the
impact of the English Speaking Policy in terms of their academic
performance
got
an
over-all
mean
of
3.74,
with
verbal
Table 4 presents the mean distribution of the perception of
the
college
respondents
towards
the
impact
of
the
Speaking Policy in terms of their academic performance.
English
42
Table 4
Mean Distribution of the College Respondents Perception on the
Impact of the English Speaking Policy of St. Jude Thaddeus
Institute of Technology as to the Academic Performance
1. English Speaking improves
vocabulary and grammar
2. Helps participate in any oral
activities
3. English speaking policy
enhances writing and listening
skills
4. Helps me get good grades
5. Speaking English enables me to
understand other subjects with
English as the medium of
instruction
6. English speaking improves my
performance in other subjects
7. English speaking enables me to
understand written outputs in
English.
8. English speaking helps me in
presenting reports in English.
9. I can convey my ideas before my
classmates in English.
10.
English Speaking helps in
enhancing my language
proficiency.
Over-all mean
Mean
Standard
Deviation
4.06
0.94
3.83
0.89
Verbal
Description
Agree
Agree
Agree
3.86
0.99
3.81
1.07
4.01
0.88
4.06
0.79
Agree
Agree
Agree
Agree
3.91
0.97
3.96
0.90
3.73
0.81
Agree
Agree
Agree
4.13
3.67
0.89
Agree
43
As shown in table 4, Item 1,

vocabulary
and
grammar,
got
mean

of
4.06
with
standard

Helps participate in any oral activities, got a mean of 3.83 with
Item 3, English speaking policy enhances writing and listening
skills, got a mean of 3.86 with a standard deviation of 0.99,
with a verbal description of Agree. Item 4, Helps me get good
grades, got a mean of 3.81 with a standard deviation of 1.07,
with a verbal description of Agree. Item 5, Speaking English
enables me to understand other subjects with English as the
medium
of
instruction,
got
mean
of
4.01
with
standard

English speaking improves my performance in other subjects, got a
description of Agree. Item 7, English speaking enables me to
understand written outputs in English, got a mean of 3.89 with a
Item
8,
English
speaking
helps
me
in
presenting
reports
in

with a verbal description of Agree. Item 9, I can convey my ideas
before my classmates in English, got a mean of
3.73 with a
44
Item 10, English Speaking helps in enhancing my language

proficiency, got a mean of 4.13 with a standard deviation of
0.89, with a verbal description of Agree.
As a summary, Item 10, English Speaking helps in enhancing
my language proficiency, got the highest mean of 4.13 with a
Item 9, I can convey my ideas before my classmates in English,
got the lowest mean of 3.73 with a standard deviation of 0.81,
with a verbal description of Agree.
The perception of the college respondents about the impact
of
the
English
performance
got
Speaking
an
Policy
over-all
in
mean
terms
of
of
3.69,
their
with
academic
a
verbal
respondents about the impact of the English Speaking Policy of
St. Jude Thaddeus Institute of Technology in relation to their
social relations.
45
Table 5
Institute of Technology as to Social Relations
Social Relations
1. Communicate to people both
local and foreign
2. I can speak English in front
of other people
3. Shares ideas to other people
using the English language
4. Helps me to socialize better
with other people
5. I can understand other people
who speak English.
6. I can translate English
language to Filipino or our
regional dialect.
7. I can help others who have
difficulty in English
speaking.
8. Through English speaking I can
make new friends and
acquaintances.
9. English speaking helps me
understand concepts conveyed
by other people.
Mean
Std.
Deviation
4.11
0.93
3.78
0.67
3.67
0.71
3.44
0.73
3.33
0.87
3.89
0.93
Verbal
Description
Agree
Agree
Agree
Agree
Moderately
Agree
Agree
Agree
3.44
1.13
Agree
3.44
0.88
Agree
3.44
0.73
46
10.
I can become a good
acquaintance to other people.
Over-all mean
4.11
Agree
1.05
3.67
Agree
As shown in table 5, Item 1, Communicate to people both

local and foreign, got a mean of 4.11 with a standard deviation
of 0.93, with a verbal description of Agree. Item 2, I can speak
English in front of other people, got a mean of 3.78 with a
Item 3, Shares ideas to other people using the English language,
got a mean of 3.67 with a standard deviation of 0.71, with a
verbal description of Agree. Item 4, Helps me to socialize better
with other people, got a mean of 3.44 with a standard deviation
of 0.73, with a verbal description of Agree.
Item 5, I can
understand other people who speak English, got a mean of 3.33

with a standard deviation of 0.87, with a verbal description of
Moderately Agree. Item 6, I can translate English language to
Filipino or our regional dialect, got a mean of 3.89 with a
Item
7,
can
help
others
who
have
difficulty
in
English
speaking, got a mean of 3.44 with a standard deviation of 1.13,

with a verbal description of Agree.
Item 8,
Through English
speaking I can make new friends and acquaintances, got a mean of

3.44 with a standard deviation of 0.88, with a verbal description
of Agree. Item 9, English speaking helps me understand concepts
47
conveyed by other people, got a mean of 3.44 with a standard

deviation of 0.73, with a verbal description of Agree. Item 10, I
can become a good acquaintance to other people, got a mean of
4.11 with a standard deviation of 1.05, with a verbal description
of Agree.
As a summary, Item 10, I can become a good acquaintance to
other people, and item 1, Communicate to people both local and
foreign got the highest mean of 4.11 with a standard deviation of
1.05 and 0.93 respectively, with a verbal description of Agree.
Item 5, I can understand other people who speak English, got the
lowest mean of 3.33 with a standard deviation of 0.87, with a
verbal description of Moderately Agree.
impact of the English Speaking Policy in terms of their social
relations got an over-all mean of 3.67, with a verbal description
of Agree.
Table
respondents
presents
perception
the
mean
towards
distribution
the
impact
of
of
the
college
the
English

terms of their social relations.
48
Table 6
Institute of Technology as to Social Relations
Social Relations
Mean
Std.
Verbal
Deviation Description
1. Communicate to people both
Agree
3.91
0.98
local and foreign
2. I can speak English in front
Agree
3.66
0.99
of other people
3. Shares ideas to other people
Agree
3.86
0.86
using the English language
4. Helps me to socialize better
Agree
3.77
0.96
with other people
5. I can understand other people
Agree
3.79
1.16
who speak English.
6. I can translate English
language to Filipino or our
Agree
3.63
1.04
regional dialect.
7. I can help others who have
Agree
difficulty in English
3.48
1.07
speaking.
8. Through English speaking I can
Moderately
make new friends and
Agree
3.36
1.00
acquaintances.
Agree
understand concepts conveyed
3.67
1.05
by other people.
10.
I can become a good
Agree
3.77
0.93
49
acquaintance to other people.

Over-all mean
3.69
Agree
As shown in table 6, Item 1, Communicate to people both

local and foreign, got a mean of 3.91 with a standard deviation
of 0.98, with a verbal description of Agree. Item 2, I can speak
English in front of other people, got a mean of 3.67 with a
Item 3, Shares ideas to other people using the English language,
verbal description of Agree. Item 4, Helps me to socialize better
with other people, got a mean of 3.77 with a standard deviation
of 0.96, with a verbal description of Agree.
Item 5, I can
understand other people who speak English, got a mean of 3.79

Agree. Item 6, I can translate English language to Filipino or
our
regional
dialect,
got
mean
of
3.63
with
standard

can help others who have difficulty in English speaking, got a
description of Agree. Item 8, Through English speaking I can make
new friends and acquaintances, got a mean of 3.36 with a standard
deviation of 1.00, with a verbal description of Moderately Agree.
Item 9, English speaking helps me understand concepts conveyed by
50
other people, got a mean of 3.68 with a standard deviation of

1.06, with a verbal description of Agree. Item 10, I can become a
good acquaintance to other people, got a mean of 3.77 with a
As a summary, Item 1, Communicate to people both local and
foreign got the highest mean of 3.91 with a standard deviation of
0.98 and with a verbal description of Agree. Item 8, Through
English speaking I can make new friends and acquaintances, got
the lowest mean of 3.36 with a standard deviation of 1.00, with a
of the English Speaking Policy in terms of their social relations
got an over-all mean of 3.69, with a verbal description of Agree.
respondents
perception
about
impact
of
the
English
Speaking
Policy of St. Jude Thaddeus Institute of Technology in terms of

their personal development.
51
Table 7
Institute of Technology as to Personal Development
Personal Development
1. Speaking English develops my
self confidence.
2. I can speak English without
hesitation.
3. I dont experience stage
fright or resentment because
of speaking English.
4. I can speak English with a
neutralized accent.
5. English speaking helps develop
my self-esteem.
become a better person.
7. I can reflect on
principles/norms that are
spoken or written in English.
study efficiently.
9. I can make my ideas organized
through English.
10.
English speaking develops
my self-efficacy.
Over-all mean
Mean
Std.
Deviation
4.00
0.87
3.11
0.60
3.33
0.71
2.88
0.33
3.33
1.00
3.44
1.01
3.00
1.32
3.11
1.05
3.44
0.73
3.78
0.97
3.34
Verbal
Description
Agree
Moderately
Agree
Moderately
Agree
Moderately
Agree
Moderately
Agree
Agree
Moderately
Agree
Moderately
Agree
Agree
Agree
Moderately
Agree
52
As shown in table 7, Item 1, Speaking English develops my

self confidence, got a mean of 4.00 with a standard deviation of
0.87, with a verbal description of Agree. Item 2, I can speak
English without hesitation, got a mean of 3.11 with a standard
deviation of 0.60, with a verbal description of Moderately Agree.
Item 3, I dont experience stage fright or resentment because of
speaking English, got a mean of 3.33 with a standard deviation of
0.71, with a verbal description of Moderately Agree. Item 4, I
can speak English with a neutralized accent, got a mean of 2.88
Moderately Agree. Item 5, English speaking helps develop my selfesteem, got a mean of 3.33 with a standard deviation of 1.00,
with a verbal description of Moderately Agree. Item 6, English
speaking helps me become a better person, got a mean of 3.44 with
Item 7, I can reflect on principles/norms that are spoken or
written in English, got a mean of 3.00 with a standard deviation
of 1.32, with a verbal description of Moderately Agree. Item 8,
English speaking helps me study efficiently, got a mean of 3.11
Moderately
Agree.
Item
9,
can
organize
my
ideas
through
53
with a verbal description of Agree. Item 10, English speaking

develops my self-efficacy, got a mean of 3.78 with a standard
deviation of 0.97, with a verbal description of Agree.
As a summary, Item 1, Speaking English develops my self
confidence,
got
the
highest
mean
of
4.00
with
standard

can speak English with a neutralized accent, got the lowest mean
of
2.88
with
standard
deviation
of
0.33,
with
verbal
description of Moderately Agree.

impact of the English Speaking Policy in terms of their personal
development
got
an
over-all
mean
of
3.34,
with
verbal
description of Moderately Agree.

Table 8 presents the mean distribution of the perception of
the college respondents about the impact of the English Speaking
Policy of St. Jude Thaddeus Institute of Technology in terms of
their personal development.
54
Table 8
Institute of Technology as to Personal Development
1. Speaking English develops my
self confidence.
2. I can speak English without
hesitation.
3. I dont experience stage
fright or resentment because
of speaking English.
4. I can speak English with a
neutralized accent.
5. English speaking helps develop
my self-esteem.
become a better person.
7. I can reflect on
principles/norms that are
spoken or written in English.
study efficiently.
9. I can make my ideas organized
through English.
10.
English speaking develops
my self-efficacy.
Over-all mean
Mean
Std.
Deviation
4.09
1.07
3.53
0.86
3.30
0.92
3.45
0.86
3.89
0.99
3.95
0.98
Verbal
Description
Agree
Agree
Moderately
Agree
Agree
Agree
Agree
Agree
3.60
0.98
3.65
1.03
3.70
0.94
3.91
0.87
3.71
Agree
Agree
Agree
Agree
55
As shown in table 8, Item 1, Speaking English develops my

self confidence, got a mean of 4.09 with a standard deviation of
1.07, with a verbal description of Agree. Item 2, I can speak
English without hesitation, got a mean of 3.53 with a standard
dont experience stage fright or resentment because of speaking
with a verbal description of Moderately Agree. Item 4, I can
speak English with a neutralized accent, got a mean of 3.45 with
Item 5, English speaking helps develop my self-esteem, got a mean
of
3.89
with
standard
deviation
of
0.99,
with
verbal
description of Agree. Item 6, English speaking helps me become a

better person, got a mean of 3.95 with a standard deviation of
0.98, with a verbal description of Agree. Item 7, I can reflect
on principles/norms that are spoken or written in English, got a
description of Agree. Item 8, English speaking helps me study
efficiently, got a mean of 3.65 with a standard deviation of
1.03, with a verbal description of Agree. Item 9, I can organize
my ideas through English, got a mean of 3.70 with a standard
English speaking develops my self-efficacy, got a mean of 3.91
56

Agree.
As a summary, Item 1, Speaking English develops my self
confidence,
got
the
highest
mean
of
4.09
with
standard

dont experience stage fright or resentment because of speaking
English, got the lowest mean of 3.30 with a standard deviation of
0.92, with a verbal description of Moderately Agree.
of
the
English
development
got
Speaking
an
Policy
over-all
in
mean
terms
of
of
3.71,
their
with
personal
a
verbal
Table 9 presents the tests of significant difference of the
high
school
respondents
towards
the
impact
of
the
English
Speaking Policy when grouped according to age.

Table 9
The Test of Significant Difference on the High School
Respondents Perception on the Impact of the English
Speaking Policy When Grouped According Age
Dependent
F
p-value
Decision
Conclusion
Variables
on HO
Academic
0.403
0.685
Accept
Not
Performanc
Significan
e
t
Social
1.022
0.415
Accept
Not
Relations
Significan
t
Personal
0.428
0.670
Accept
Not
57
Developmen
t
*significant at 0.05
Significan
t
When the respondents were grouped according to age, the

perception of the high school respondents about the impact of the
English
Speaking
Technology
in
Policy
relation
of
to
St.
their
Jude
Thaddeus
academic
Institute
performance,
of
social
relations, and personal development, the p values were 0.685,

0.415, and 0.670, respectively, led the researchers to accept the
null hypothesis. Thus, there is no significant difference on the
perception of the high school respondents on the impact of the
English
Speaking
Policy
of
St.
Jude
Thaddeus
Institute
of
Technology when grouped according to age.

Table 10 presents the test of significant difference on the
English Speaking Policy when grouped according to sex.
Table 10
Speaking Policy When Grouped According Sex
Dependent
F
p-value
Decision
Conclusion
Variable
on HO
Academic
0.134
0.725
Accept
Not
Performanc
Significan
e
t
Social
0.15
0.906
Accept
Not
Relations
Significan
t
Personal
1.288
0.294
Accept
Not
Developmen
Significan
t
t
58
When the respondents were grouped according to sex, the high

school
respondents
perception
on
the
impact
of
the
English

terms
of
their
academic
performance,
social
relations,
and
personal development, the p values were 0.725, 0.906, 0.294,

respectively, led the researchers to accept the null hypothesis.
Thus, there is no significant difference in the perception of the
high school respondents on the impact of the English Speaking
Policy when grouped according to sex.
As to the language spoken at home, the null hypothesis
cannot be tested because; the high school respondents only speak
one language at home which is Surigaonon.
English
Speaking
Policy
when
grouped
according
to
area
of
residence.
Table 11
Speaking Policy When Grouped According to the
Area of Residence
Dependent
F
p-value
Decision on
Conclusion
Variable
HO
Academic
0.134
0.725
Accept
Not
Performance
Significant
Social
0.15
0.906
Accept
Not
Relations
Significant
Personal
1.288
0.294
Accept
Not
Development
Significant
59
When the respondents were grouped according to the area of

residence, the high school respondents perception on the impact
of the English Speaking Policy of St. Jude Thaddeus Institute of
Technology
in
terms
of
their
academic
performance,
social

0.906, 0.294, respectively, led the researchers to accept the
null hypothesis. Hence, there is no significant difference in the
English Speaking Policy when grouped according to the area of
residence.
English Speaking Policy when grouped according to the elementary
school graduated from
Table 12
Speaking Policy When Grouped According to the
Elementary School Graduated From
Dependent
F
p-value
Decision
Conclusion
Variable
on HO
Academic
0.040
0.874
Accept
Not
Performance
Significant
Social
0.116
0.744
Accept
Not
Relations
Significant
Personal
0.305
0.598
Accept
Not
Development
Significant
60
When the respondents were grouped according to elementary

school graduated from, the high school respondents perception on
the impact of the English Speaking Policy of St. Jude Thaddeus
Institute of Technology in terms of their academic performance,
social relations, and personal development, the p values were
0.725, 0.906, 0.294, respectively, led the researchers to accept
the
null
hypothesis.
Therefore,
there
is
no
significant
difference in the perception of the high school respondents on

the impact of the English Speaking Policy when grouped according
to elementary school graduated from.
high school respondents perception on the impact of the English
Speaking Policy when grouped according to grade level.
Table 13
Speaking Policy when Grouped According
To Grade Level
Dependent
F
p-value
Decision
Conclusion
Variable
on HO
Academic
0.134
0.725
Accept
Not
Performanc
Significan
e
t
Social
0.15
0.906
Accept
Not
Relations
Significan
t
Personal
1.288
0.294
Accept
Not
Developmen
Significan
t
t
61
When the respondents were grouped according to grade level,

the high school respondents perception on the impact of the
English
Speaking
Technology
in
Policy
terms
of
of
St.
their
Jude
Thaddeus
academic
Institute
performance,
of
social

0.744,
0.598,
hypothesis.
respectively,
Thus,
there
is
led
no
to
acceptance
significant
of
the
difference
null
in
the

English Speaking Policy when grouped according to grade level.
Table 14 presents the test of significant difference of the
perception
English
of
the
Speaking
college
Policy
of
respondents
St.
Jude
on
the
Thaddeus
impact
of
Institute

Table 14
The Test of Significant Difference on the College
Respondents Perception on the Impact
Of The English Speaking Policy When
Grouped According To Age
Dependent
F
p-value
Decision
Conclusion
Variables
on HO
Academic
0.814
0.519
Accept
Not
Performanc
Significan
e
t
Social
1.638
0.168
Accept
Not
Relations
Significan
t
Personal
0.988
0.416
Accept
Not
Developmen
Significan
t
t
the
of
62
When the respondents were grouped according to age, the

perception of the college respondents about the impact of the
English
Speaking
Technology
in
Policy
relation
of
to
St.
their
Jude
Thaddeus
academic
Institute
performance,
of
social

0.168, and 0.416, respectively, led the researchers to accept the
null hypothesis. Hence, there is no significant difference on the
perception
English
of
the
Speaking
college
Policy
of
respondents
St.
Jude
on
the
Thaddeus
impact
of
Institute
the
of

perception
English
of
the
Speaking
college
Policy
of
respondents
St.
Jude
on
the
Thaddeus
impact
of
Institute
Technology when grouped according to sex.
Table 15
Respondents Perception on the Impact of the
English Speaking Policy When Grouped
According to Sex
Academic
1.367
0.244
Accept
Not
Performanc
Significan
e
t
Social
1.703
0.194
Accept
Not
Relations
Significan
t
Personal
1.667
0.199
Accept
Not
Developmen
Significan
t
t
the
of
63
When the respondents were grouped according to sex, the
college respondents perception on the impact of the English
terms
of
their
academic
performance,
social
relations,
and

respectively, led to the acceptance of the null hypothesis. Thus,
there is no significant difference in the perception of the
college respondents on the impact of the English Speaking Policy
when grouped according to sex.
perception
English
of
the
Speaking
college
Policy
of
respondents
St.
Jude
on
the
Thaddeus
impact
of
Institute
the
of
Technology when grouped according to language spoken at home.
Table 16
The Test of Significant Difference of the Perception of the
College Respondents on the Impact of the English Speaking
Policy When Grouped According to Language Spoken at Home
Dependent
F
p-value
Decision
Conclusion
Variable
on HO
Academic
6.640
0.011
Reject
Significant
Performance
Social
5.878
0.017
Reject
Significant
Relations
Personal
5.232
0.024
Reject
Significant
Development
64
When the respondents were grouped according to the language
spoken at home, the perception of the college respondents about
Institute of Technology in terms of their academic performance,
social relations, and personal development, the p values were
0.011, 0.017, 0.024, respectively, led the researchers to reject
the null hypothesis. Thus there is a significant difference on
the
college
respondents
perception
about
the
impact
of
the
English Speaking Policy when grouped according to the language

spoken at home.
perception
English
of
the
Speaking
college
Policy
of
respondents
St.
Jude
on
the
Thaddeus
impact
of
Institute
Technology when grouped according to area of residence.
Table 17
According to Area of Residence
Dependent
F
p-value
Decision
Conclusion
Variable
on HO
Academic
0.500
0.481
Accept
Not
Performanc
Significan
e
t
Social
0.924
0.338
Accept
Not
Relations
Significan
the
of
65
Personal
0.663
Developmen
t
0.417
t
Not
Significan
t
Accept
When the respondents were grouped according to the area of

residence, the college respondents perception on the impact of
the English Speaking Policy of St. Jude Thaddeus Institute of
Technology
in
terms
of
their
academic
performance,
social

0.338, 0.417, respectively, led to the acceptance of the null
hypothesis.
perception
Thus,
of
the
there
is
college
no
significant
respondents
on
difference
the
impact
in
the
of
the
English Speaking Policy when grouped according to the area of

residence.
perception
English
of
the
Speaking
college
Policy
of
respondents
St.
Jude
on
the
Thaddeus
impact
of
Institute
the
of
Technology when grouped according to the high school graduated

from.
Table 18
According to the High School
Graduated From
Dependent
F
p-value
Decision
Conclusion
Variable
on HO
66
Academic
Performanc
e
Social
Relations
2.170
0.143
Accept
1.621
0.205
Accept
Personal
0.412
Developmen
t
0.522
Accept
Not
Significan
t
Not
Significan
t
Not
Significan
t
When the respondents were grouped according to high school

graduated from, the college respondents perception on the impact
of the English Speaking Policy of St. Jude Thaddeus Institute of
Technology
in
terms
of
their
academic
performance,
social

0.205, 0.522, respectively, led the researchers to accept the
null hypothesis. Thus, there is no significant difference in the
perception
of
the
college
respondents
on
the
impact
of
the
English Speaking Policy when grouped according to high school

graduated from.
perception
English
of
the
Speaking
college
Policy
of
respondents
St.
Jude
on
the
Thaddeus
impact
of
Institute
Technology when grouped according to course.
Table 19
the
of
67

According to Course
Dependent
F
p-value
Decision
Conclusion
Variable
on HO
Academic
0.812
0.543
Accept
Not
Performanc
Significan
e
t
Social
1.422
0.220
Accept
Not
Relations
Significan
t
Personal
1.883
0.101
Accept
Not
Developmen
Significan
t
t
When the respondents were grouped according to course, the
college respondents perception on the impact of the English
terms
of
their
academic
performance,
social
relations,
and

respectively, led to acceptance of the null hypothesis. Thus,
there is no significant difference in the perception of the
when grouped according to course.
perception
English
of
the
Speaking
college
Policy
of
respondents
St.
Jude
on
the
Thaddeus
Technology when grouped according to year level.
impact
of
Institute
the
of
68
Table 20
According to the Year Level
Dependent
F
p-value
Decision
Conclusion
Variable
on HO
Academic
0.141
0.708
Accept
Not
Performanc
Significan
e
t
Social
0.126
0.723
Accept
Not
Relations
Significan
t
Personal
0.264
0.608
Accept
Not
Developmen
Significan
t
t
When the respondents were grouped according to year level,
the college respondents perception on the impact of the English
terms
of
their
academic
performance,
social
relations,
and

respectively, led the researchers to accept the null hypothesis.
Thus, there is no significant difference in the perception of the
69
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter summarizes the findings of the study. It also
drafts conclusions and recommendations based on the findings.
Summary
This study aimed to determine the impact of the English
Speaking Policy of St. Jude Thaddeus Institute of Technology to
the First Year and Second Year College and Grade Seven and Grade
Eight High School students of the institution.
To accomplish the goal of the study, the researchers made a
questionnaire
to
determine
the
perception
of
the
chosen
respondents towards the impacts of the English Speaking Policy of

St. Jude Thaddeus Institute of Technology. The first part of the
questionnaire was the profile of the respondents. The second part
was the research questionnaire which enumerates the impacts of
the
English
Speaking
Policy
in
terms
of
their
academic
performance, social relations and personal development. After the

formulation
of
the
questionnaire
which
was
validated
by
the
research experts, a survey was conducted to the sample, then the

data were collected and tallied.
70
To
treat
the
data,
the
following
methods
were
used:
Frequency Count and Percentage was used to analyze the profile of

the respondents. Arithmetic Mean and Standard Deviation was used
to
analyze
the
perception
of
the
respondents.
Analysis
of
Variance (ANOVA) was used to determine whether the respondents

perception about the impacts of the English Speaking Policy is
affected by their demographic profiles.
Findings
The following are the findings of the research study.
1. Table 1 showed that there were 9 high school respondents. 3
or (33.3%) were in the age 13 years old, 5 or (55.6%) were
in the age 15 years old, 1 or(11.1%) was in the age 15 years
old; As to sex, 5 or (55.6%) were males and 4 or (44.4%)
were
females.
(100.0%)
speak
As
to
the
Surigaonon
language
at
spoken
home.
As
at
to
home,
the
or
area
of
residence, 4 or (44.4%) lived in the urban area, while 5 or

(55.6%) lived in the rural area. As to the elementary school
graduated from, 5 or (55.6%) graduated in Public Elementary
Schools
while
or
or
(44.4%)
graduated
in
Private
Elementary Schools. Furthermore, the table also shows that 5

or
(55.6%)
of
the
respondents
were
Grade
while
or
(44.4%) of them were Grade 8.

2. Table 2 showed that there were 142 college respondents. 8 or
(5.6%) out of 142 were in the age 16 years old, 43 or
71
(30.3%) respondents were in the age 17 years old, 38 or

(26.8%) of them were in the age 18 years old, 35 or (24.6%)
of them were in the age 19 years old and 18 or (12.7%) of
them were in the age 20 years old -above; As to sex, 59 or
(41.5%) were males and 83 or (58.5%) were females; As to the
language spoken at home, 116 or (81.7%) speak Surigaonon at
home while 26 or (18.3%) speak Visaya; As to the area of
residence, 115 or (81%) lived in the urban area, while 27
or(19%)
lived
in
the
rural
are;
As
to
the
high
school
graduated from, 125 or (88.0%) graduated from Public High

Schools while 17 or (12.0%) graduated from Private High
Schools.
Furthermore,
the
table
also
showed
that
21
or
(14.8%) of the respondents were taking BEED, 56 or (39.4%)

were taking BSCrim, 41 or (28.9%) were taking BSCA, 16 or
(11.3%) were taking BSBA, 6 or (4.2%) were taking BSIT, and
2 or (1.4%) were taking BSED. And also, 78 or (54.9%) were
First Year Students and 64 or (45.1%) were Second Year
Students.
3. As shown in table 3,
Item 1,
vocabulary and grammar, got a mean of 4.00 with a standard

deviation of 0.87, with a verbal description of Agree. Item
2, Helps participate in any oral activities, got a mean of
3.56
with
description
standard
of
Agree.
deviation
Item
3,
of
0.73,
English
with
verbal
speaking
policy
72
enhances writing and listening skills, got a mean of 3.67

with a standard deviation of 0.71, with a verbal description
of Agree. Item 4, Helps me get good grades, got a mean of
3.67
with
standard
deviation
of
0.71,
with
verbal
description of Agree. Item 5, Speaking English enables me to

understand other subjects with English as the medium of
instruction, got a mean of 3.67 with a standard deviation of
0.71, with a verbal description of Agree. Item 6, English
speaking improves my performance in other subjects, got a
mean of 4.00 with a standard deviation of 0.71, with a
verbal
description
of
Agree.
Item
7,
English
speaking
enables me to understand written outputs in English, got a

verbal description of Agree. Item 8, English speaking helps
me in presenting reports in English, got a mean of 3.56 with
a standard deviation of 1.00, with a verbal description of
Agree. Item 9, I can convey my ideas before my classmates in
English, got a mean of 3.78 with a standard deviation of
Speaking helps in enhancing my language proficiency, got a
verbal description of Agree. As a summary, Item 1, English
Speaking
improves
vocabulary
and
grammar,
and
item
6,
English speaking improves my performance in other subjects,
73
got the highest mean of 4.00 with a standard deviation of

0.87 and 0.71 respectively, with a verbal description of
Agree. Item 2, Helps participate in any oral activities, and
item 8, English speaking helps me in presenting reports in
English, got the lowest mean of 3.56 with standard deviation
of 0.73 and 1.00,respectively. The perception of the high
school respondents about the impact of the English Speaking
Policy in terms of their academic performance got an overall mean of 3.74, with a verbal description of Agree.
4. As shown in table 4, Item 1, English Speaking improves
vocabulary and grammar, got a mean of 4.06 with a standard
2, Helps participate in any oral activities, got a mean of
3.83
with
description
standard
of
Agree.
deviation
Item
3,
of
0.89,
English
with
verbal
speaking
policy
enhances writing and listening skills, got a mean of 3.86

of Agree. Item 4, Helps me get good grades, got a mean of
3.81
with
standard
deviation
of
1.07,
with
verbal
description of Agree. Item 5, Speaking English enables me to

understand other subjects with English as the medium of
instruction, got a mean of 4.01 with a standard deviation of
speaking improves my performance in other subjects, got a
74

verbal
description
of
Agree.
Item
7,
English
speaking
enables me to understand written outputs in English, got a

verbal description of Agree. Item 8, English speaking helps
me in presenting reports in English, got a mean of 3.96 with
Agree. Item 9, I can convey my ideas before my classmates in
Speaking helps in enhancing my language proficiency, got a
verbal description of Agree. As a summary, Item 10, English
Speaking helps in enhancing my language proficiency, got the
highest mean of 4.13 with a standard deviation of 0.89, with
a verbal description of Agree. Item 9, I can convey my ideas
before my classmates in English, got the lowest mean of 3.73
of Agree. The perception of the college respondents about
the impact of the English Speaking Policy in terms of their
academic performance got an over-all mean of 3.69, with a
verbal description of Agree.
5. As shown in table 5, Item 1, Communicate to people both
local
and
foreign,
got
mean
of
4.11
with
standard
75

2, I can speak English in front of other people, got a mean
of 3.78 with a standard deviation of 0.67, with a verbal
description of Agree. Item 3, Shares ideas to other people
using
the
English
language,
got
mean
of
3.67
with
standard deviation of 0.71, with a verbal description of

Agree.
Item 4,
Helps me to socialize better with other
people, got a mean of 3.44 with a standard deviation of

0.73, with a verbal description of Agree. Item 5, I can
understand other people who speak English, got a mean of
3.33
with
standard
deviation
of
0.87,
with
verbal
description of Moderately Agree. Item 6, I can translate

English language to Filipino or our regional dialect, got a
verbal description of Agree. Item 7, I can help others who
have difficulty in English speaking, got a mean of 3.44 with
Agree.
friends
Item 8,
and
Through English speaking I can make new
acquaintances,
got
mean
of
3.44
with

Agree. Item 9, English speaking helps me understand concepts
conveyed by other people, got a mean of 3.44 with a standard
10, I can become a good acquaintance to other people, got a
76

verbal description of Agree. As a summary, Item 10, I can
become a good acquaintance to other people, and item 1,
Communicate to people both local and foreign got the highest
mean of 4.11 with a standard deviation of 1.05 and 0.93
respectively, with a verbal description of Agree. Item 5, I
can
understand
other
people
who
speak
English,
got
the
lowest mean of 3.33 with a standard deviation of 0.87, with

a verbal description of Moderately Agree. The perception of
the high school respondents about the impact of the English
Speaking Policy in terms of their social relations got an
over-all mean of 3.67, with a verbal description of Agree.
6. As shown in table 6, Item 1, Communicate to people both
local
and
foreign,
got
mean
of
3.91
with
standard

2, I can speak English in front of other people, got a mean
description of Agree. Item 3, Shares ideas to other people
using
the
English
language,
got
mean
of
3.86
with

Agree.
Item 4,
Helps me to socialize better with other
people, got a mean of 3.77 with a standard deviation of

0.96, with a verbal description of Agree. Item 5, I can
understand other people who speak English, got a mean of
77
3.79
with
description
standard
of
deviation
Agree.
Item
6,
of
I
1.16,
can
with
translate
verbal
English
language to Filipino or our regional dialect, got a mean of

3.63
with
standard
deviation
of
1.03,
with
verbal
description of Agree. Item 7, I can help others who have

difficulty in English speaking, got a mean of 3.48 with a
Agree.
Item 8,
friends
and
acquaintances,
got
mean
of
3.36
with

Moderately
Agree.
Item
9,
English
speaking
helps
me
understand concepts conveyed by other people, got a mean of

3.68
with
description
standard
of
Agree.
deviation
Item
of
10,
1.06,
with
can
become
verbal
a
good
acquaintance to other people, got a mean of 3.77 with a

Agree. As a summary, Item 1, Communicate to people both
local
and
foreign
got
the
highest
mean
of
3.91
with
standard deviation of 0.98 and with a verbal description of

Agree.
Item 8,
friends and acquaintances, got the lowest mean of 3.36 with

Moderately Agree. The perception of the college respondents
about the impact of the English Speaking Policy in terms of
78
their social relations got an over-all mean of 3.69, with a

verbal description of Agree.
7. As shown in table 7, Item 1, Speaking English develops my
self
confidence,
got
mean
of
4.00
with
standard

2, I can speak English without hesitation, got a mean of
3.11
with
standard
deviation
of
0.60,
with
verbal
description of Moderately Agree. Item 3, I dont experience

stage fright or resentment because of speaking English, got
a mean of 3.33 with a standard deviation of 0.71, with a
verbal description of Moderately Agree. Item 4, I can speak
English with a neutralized accent, got a mean of 2.88 with a
Moderately Agree. Item 5, English speaking helps develop my
self-esteem, got a mean of 3.33 with a standard deviation of
1.00, with a verbal description of Moderately Agree. Item 6,
English speaking helps me become a better person, got a mean
description
of
Agree.
Item
7,
can
reflect
on
principles/norms that are spoken or written in English, got

a mean of 3.00 with a standard deviation of 1.32, with a
verbal
description
of
Moderately
Agree.
Item
8,
English
speaking helps me study efficiently, got a mean of 3.11 with

79
Moderately Agree. Item 9, I can organize my ideas through

speaking develops my self-efficacy, got a mean of 3.78 with
Agree. As a summary, Item 1, Speaking English develops my
self
confidence,
got
the
highest
mean
of
4.00
with

Agree.
accent,
Item
got
4,
the
can
speak
lowest
English
mean
of
with
2.88
with
neutralized
a
standard
deviation of 0.33, with a verbal description of Moderately

Agree. The perception of the high school respondents about
the impact of the English Speaking Policy in terms of their
personal development got an over-all mean of 3.34, with a
8. As shown in table 8, Item 1, Speaking English develops my
self
confidence,
got
mean
of
4.09
with
standard

2, I can speak English without hesitation, got a mean of
3.53
with
description
standard
of
Agree.
deviation
Item
3,
of
I
0.86,
dont
with
experience
verbal
stage
fright or resentment because of speaking English, got a mean

description of Moderately Agree. Item 4, I can speak English
80
with
neutralized
accent,
got
mean
of
3.45
with

Agree.
Item
5,
English
speaking
helps
develop
my
self-
esteem, got a mean of 3.89 with a standard deviation of

speaking helps me become a better person, got a mean of 3.95
of Agree. Item 7, I can reflect on principles/norms that are
spoken or written in English, got a mean of 3.60 with a
Agree. Item 8, English speaking helps me study efficiently,
verbal description of Agree. Item 9, I can organize my ideas
through
English,
got
mean
of
3.70
with
standard

10, English speaking develops my self-efficacy, got a mean
description of Agree. As a summary, Item 1, Speaking English
develops my self confidence, got the highest mean of 4.09
of
Agree.
Item
3,
dont
experience
stage
fright
or
resentment because of speaking English, got the lowest mean

description
of
Moderately
Agree.
The
perception
of
the
81
college respondents about the impact of the English Speaking

Policy in terms of their personal development got an overall mean of 3.71, with a verbal description of Agree.
9. As shown in table 9, when the respondents were grouped
according
to
age,
the
perception
of
the
high
school
respondents about the impact of the English Speaking Policy

of St. Jude Thaddeus Institute of Technology in relation to
their academic performance, social relations, and personal
development, the p values were 0.685, 0.415, and 0.670,
respectively,
led
the
researchers
to
accept
the
null
hypothesis. Thus, there is no significant difference on the

perception of the high school respondents on the impact of
the English Speaking Policy of St. Jude Thaddeus Institute
of Technology when grouped according to age.
10.
When the respondents were grouped according to sex, the
high school respondents perception on the impact of the
English Speaking Policy of St. Jude Thaddeus Institute of
Technology in terms of their academic performance, social
relations,
and
personal
development,
the
values
were
0.725, 0.906, 0.294, respectively, led the researchers to

accept the null hypothesis. Thus, there is no significant
difference in the perception of the high school respondents
on the impact of the English Speaking Policy when grouped
according to sex.
82
11.
As to the language spoken at home, the null hypothesis
cannot be tested because; the high school respondents only

speak one language at home which is Surigaonon.
12.
As shown in table 11, when the respondents were grouped
according
to
respondents
the
area
of
residence,
perception
on
the
the
impact
of
high
the
school
English
Speaking Policy of St. Jude Thaddeus Institute of Technology

in terms of their academic performance, social relations,
and personal development, the p values were 0.725, 0.906,
0.294, respectively, led the researchers to accept the null
hypothesis. Hence, there is no significant difference in the
perception of the high school respondents on the impact of
the English Speaking Policy when grouped according to the
area of residence.
13.
As shown in table 12, When the respondents were grouped
according
to
elementary
school
graduated
from,
the
high
school respondents perception on the impact of the English

hypothesis. Therefore, there is no significant difference in
the perception of the high school respondents on the impact
of the English Speaking Policy when grouped according to
elementary school graduated from.
83
14.
according
to
grade
level,
the
high
school
respondents
perception on the impact of the English Speaking Policy of

St. Jude Thaddeus Institute of Technology in terms of their
academic
performance,
social
relations,
development,
the
values
were
respectively,
led
to
acceptance
0.847,
of
the
and
personal
0.744,
null
0.598,
hypothesis.
Thus, there is no significant difference in the perception

of the high school respondents on the impact of the English
Speaking Policy when grouped according to grade level.
15.
according to age, the perception of the college respondents
about the impact of the English Speaking Policy of St. Jude
Thaddeus
academic
Institute
of
performance,
Technology
social
in
relation
relations,
and
to
their
personal
development, the p values were 0.519, 0.168, and 0.416,

respectively,
led
the
researchers
to
accept
the
null
hypothesis. Hence, there is no significant difference on the

perception of the college respondents on the impact of the
English Speaking Policy of St. Jude Thaddeus Institute of
16.
according to sex, the college respondents perception on the
impact of the English Speaking Policy of St. Jude Thaddeus
Institute
of
Technology
in
terms
of
their
academic
84
performance, social relations, and personal development, the

p values were 0.244, 0.194, 0.199, respectively, led to the
acceptance
of
significant
the
null
difference
hypothesis.
in
the
Thus,
perception
there
of
the
is
no
college
respondents on the impact of the English Speaking Policy

when grouped according to sex.
17.
according to the language spoken at home, the perception of
the college respondents about the impact of the English
0.024, respectively, led the researchers to reject the null
hypothesis. Thus there is a significant difference on the
college
respondents
English
Speaking
perception
Policy
when
about
grouped
the
impact
according
of
the
to
the
language spoken at home.

18.
according to the area of residence, the college respondents
perception on the impact of the English Speaking Policy of
St. Jude Thaddeus Institute of Technology in terms of their
academic
performance,
development,
the
social
values
relations,
were
0.481,
and
0.338,
personal
0.417,
respectively, led to the acceptance of the null hypothesis.

Thus, there is no significant difference in the perception
85
of the college respondents on the impact of the English

Speaking
Policy
when
grouped
according
to
the
area
of
residence.
19.
according
to
respondents
high
school
perception
graduated
on
the
from,
impact
of
the
college
the
English

hypothesis. Thus, there is no significant difference in the
perception of the college respondents on the impact of the
English
Speaking
Policy
when
grouped
according
to
high
school graduated from.

20.
according to course, the college respondents perception on
the
impact
of
the
English
Speaking
Policy
of
St.
Jude
Thaddeus Institute of Technology in terms of their academic

p values were 0.543, 0.220, 0.101, respectively, led to
acceptance
significant
of
the
null
difference
in
hypothesis.
the
Thus,
perception
of
there
the
is
no
college

86
21.
according to year level, the college respondents perception

on the impact of the English Speaking Policy of St. Jude
Thaddeus Institute of Technology in terms of their academic
p values were 0.708, 0.723, 0.608, respectively, led the
researchers to accept the null hypothesis. Thus, there is no
significant
difference
in
the
perception
of
the
college

Conclusions
Based on the findings presented, the following conclusions
have been derived:
1. All
or
(100%)
of
the
high
school
respondents
speak
Surigaonon; Majority or (81.7%) of the College Respondents

speak Surigaonon.
2. As to the high school respondents academic performance,
Item 1, English Speaking improves vocabulary and grammar,
and item 6, English speaking improves my performance in
other subjects, got the highest mean of 4.00 with a standard
deviation
of
0.87
and
0.71
respectively,
with
verbal
description of Agree. Item 2, Helps participate in any oral

activities,
and
item
8,
English
speaking
helps
me
in
presenting reports in English, got the lowest mean of 3.56
87
with standard deviation of 0.73 and 1.00, respectively. The

perception of the high school respondents about the impact
of the English Speaking Policy in terms of their academic
performance got an over-all mean of 3.74, with a verbal
3. As to the college respondents academic performance, Item
10,
English
Speaking
helps
in
enhancing
my
language
proficiency, got the highest mean of 4.13 with a standard

9, I can convey my ideas before my classmates in English,
got the lowest mean of 3.73 with a standard deviation of
0.81, with a verbal description of Agree. The perception of
Speaking Policy in terms of their academic performance got
an over-all mean of 3.69, with a verbal description of
Agree.
4. As to the high school respondents social relations, Item
10, I can become a good acquaintance to other people, and
item 1, Communicate to people both local and foreign got the
highest mean of 4.11 with a standard deviation of 1.05 and
0.93 respectively, with a verbal description of Agree. Item
5, I can understand other people who speak English, got the
the high school respondents about the impact of the English
88

5. As to the college respondents social relations, Item 1,
Communicate to people both local and foreign got the highest
mean of 3.91 with a standard deviation of 0.98 and with a
verbal
description
of
Agree.
Item
8,
Through
English
speaking I can make new friends and acquaintances, got the

6. As to the high school respondents personal development,
English Speaking Policy has great impact in developing their
self confidence, while it has less impact in enabling them
to speak with a neutralized accent.
7. As to the college respondents personal development, Item 1,
Speaking
English
develops
my
self
confidence,
got
the
highest mean of 4.00 with a standard deviation of 0.87, with

a verbal description of Agree. Item 4, I can speak English
with a neutralized accent, got the lowest mean of 2.88 with
Moderately
Agree.
The
perception
of
the
high
school
respondents about the impact of the English Speaking Policy
89
in terms of their personal development got an over-all mean

of 3.34, with a verbal description of Moderately Agree.
8. As to the high school respondents age, sex, area
residence,
elementary
school
graduated
from,
and
of
grade
level; the high school respondents have the same perception

on the impact of the English Speaking Policy.
9. As to the high school respondents language spoken at home,
the significant difference cannot be determined because the
high school respondents speak Surigaonon at home.
10.
As to the college respondents perception on the impact
of
the
Englihs
according
to
graduated
from,
significant
according
speaking
age,
sex,
area
course,
difference
to
policy
age,
sex,
of
and
when
when
residence,
year
the
area
of
they
level,
are
high
there
grouped
school
is
no
respondents
are
grouped
residence,
high
school
graduated from, course, and year level

11.
As to the college respondents perception when they are
grouped according to their language spoken at home, there is
a
significant
difference
on
the
college
respondents
perception about the impact of the English Speaking Policy

when grouped according to the language spoken at home.
Recommendations
Based
on
the
findings
and
recommendations have been suggested.
conclusions,
the
following
90
1. As to the high school respondents academic performance, the

high school students are encouraged to speak English in
presenting reports, answers and the like.
2. As to the high school respondents academic performance,
teachers should encourage their students to speak English
during oral participation.
3. As to the college respondents academic performance, college
instructors should let the students convey their ideas in
English during class discussion.
4. As to the high school respondents
social
relations,
students are encouraged to read articles, books and other

reading materials to improve their vocabulary and grammar
skills, and view English movies so that the level of their
understanding of the English language would increase.
5. As to the college respondents social relations, when they
make new friends and acquaintances, students should speak
English in starting conversations.
6. As to the high school respondents personal development,
during reading activities, students are encouraged to read
aloud with proper pronunciation of words. They should mimic
audio materials that express proper pronunciation of English
words.
7. As to the college respondents personal development, events,
such as ECLP/English Week, which encourage students to speak
English, should be held occasionally. Students should have
the opportunity to join these events to expose them in
speaking in front of others.
91
Proposed Enhancement Program

This proposed Enhancement Program is designed to heighten
Institute
of
administration,
Technology.
faculty
This
and
is
staff
recommended
of
the
to
the
aforementioned
institution.
Rationale
The Enhancement Program on the English Speaking Policy of
St.
Jude
Thaddeus
Institute
of
Technology
will
help
the
administration, faculty, and staff of St. Jude Thaddeus Institute

of Technology in terms of increasing the impact of the English
Speaking
Policy
to
the
students
of
the
aforementioned
institution.
Objectives
This proposed Enhancement Program aims to:
1. Provide
avenues
for
English
Language
proficiency
among
students.
2. Promote English speaking inside the campus.
Plan Description
The
Enhancement
activities:
Program
consists
of
the
following
92
Designate students to act as monitors to have wider
scope of the policy implementation.

Conduct activities, such as ECLP/English Day/Week, to
promote English speaking.

Conduct film showing/reading
vocabulary and grammar.

Evaluate current policy guidelines to ensure better
implementation.
Analyze the result of the enhancement program for more
activities
to
improve
improvements.
Evaluation
The proposed enhancement program will be evaluated in the
following year after its implementation. An instrument will be
used to assist its evaluation.
93
An Enhancement Program on the English Speaking Policy of St. Jude

Thaddeus Institute of Technology, Surigao City
Areas of
Objectives
Strategy
Responsible
Resources
Concern
Designation
of Student
Monitors
Orientation
of Student
Monitors
Weekly Film
Showing/
Reading
Activity
To assign
students to
act as
monitors to
implement
the policy.
To orient
the
designated
student
monitors of
their
responsibilities.
To conduct
weekly film
showing/read
ing
activeties
to improve
vocabu-lary
and grammar.
Evaluation and
Person
ELCP Director
Selection of
ELCP
Director
Student
Monitors
Orientation/Se
minar
ELCP Director
ECLP
Director
Film Showing,
Reading
Booster,
Vocabulary
Journal,
Spelling
Booster
English
Instructors,
ECLP
Instructors
English
Instructo
rs, ECLP
Instructo
rs
94
Organization
of Events
that promote
English
Speaking
To organize
events that
promote
English
speaking
ECLP/English
Day/Week
Student to
student
interaction
for Learning
English
To promote
student to
student
interaction
to learn the
English
language
Peer Teaching
ECLP
Director/Engli
sh Club
Adviser
ECLP
Director/
English
Club
Adviser
English
Instructors,
Peer Tutor
English
Instructo
rs, Peer
Tutor
BIBLIOGRAPHY
Books
Isabel Pefianco Martin: Diffusion and directions: English
language policy in the Philippines (2012)
Law
14th Congress of the Republic of the Philippines. 2008. An Act
Establishing a Multi-lingual Education and Literacy Program
(House Bill 3719)
.Online
Sources
Arroyo, G. 2003. Establishing the Policy to Strengthen the Use of

the English Language as a Medium of Instruction in the
Educational System. Executive Order No. 210, 17 May 2003.
<http://elibrary.judiciary.gov.ph/index10.php?
doctype=Executive+Orders&docid=a45475
a11ec72b843d74959b60fd7bd645f73003691a4> (11 May 2011).
Periodicals and Journals
Arroyo, G. 2001. State of the Nation Address at the Opening of
Congress, Batasang Pambansa, Quezon City on 23 July 2001.
95

Unpublished Works
Estioko, L. 1994. History of Education: A Filipino Perspective.
Manila: Society of Divine Word.
Fernandez, D. 2009. he Red Carabao. In How, How the Carabao:
Tales of Teaching English in the Philippines, I.P. Martin (ed),
2124. Quezon City: Ateneo de Manila University Loyola Schools.
Gonzales, A. 1996. Language and nationalism in the Philippines:
An update. In Readings in Philippine Sociolinguistics, M.L.S.
Bautista (ed), 228239. Manila: DLSU Press.
APPENDIX A
St. Jude Thaddeus Institute of Technology
Surigao City
February 17, 2015
MAYLONA B. PALEN
Vice President for Academic Affairs
This Institution
Maam:
We are currently conducting the research study entitled A Study
on the Impact of the English Speaking Policy of St. Jude Thaddeus
Institute of Technology As Perceived by the First Year and Second
Year College and Grade Seven and Grade Eight High School Students
of St. Jude Thaddeus Institute of Technology, Surigao City: A
Basis for An Enhancement Program.
In view of this, we would like to request your good office to
allow us to administer our research questionnaires to
the aforementioned respondents of the study.
96
Your approval will contribute to the accomplishment of this

study. Thank you.
Respectfully,
DONNARD T. LASTIMOSA
Research Group Leader
Approved by:
MAYLONA B. PALEN
Vice President for Academic Affairs
APPENDIX B
Research Questionnaire
A Study on the Impact of the English Speaking Policy of St. Jude
Thaddeus Institute of Technology As Perceived by the First Year
and Second Year College Students and Grade Seven and Grade
Eight High School Students of St. Jude Thaddeus
Institute of Technology, Surigao City:
A Basis for an Enhancement Program
I.
Profile of the Respondents

Name: _____________________
(optional)
Grade Level (High School):
( ) Grade Seven
( ) Grade Eight
Year Level (College):

( ) First Year
( ) Second Year
97
Age(High School):
Language Spoken at Home:
(
(
(
(
(
(
(
(
(
)
)
)
)
)
11
12
13
14
15
years
years
years
years
years
old
old
old
old
old
Age (College):
(
(
(
(
(
)
)
)
)
)
)
)
)
)
Surigaonon
Tagalog
Visayan
English
Course:
( ) BEED
( ) BSED
( ) BSCrim
( ) BSCA
( ) BSBA
( ) BSIT
16 years old
17 years old
18 years old
19 years old
20- above
Sex:
Type of Elementary/High School

School Graduated From:
( ) Male
( ) Female
( ) Public
( ) Private
Area of Residence:
( ) Urban
( ) Rural
II.
Research Questionnaire
Direction: Rate the following Impact of English Speaking Policy

using the scale below. Put a check on the rating.
5
4
3
2
1
Strongly Agree
Agree
Moderately Agree
Disagree
Strongly Disagree
IMPACT OF ENGLISH SPEAKING POLICY

11.
English Speaking improves vocabulary and grammar
12.
Helps participate in any oral activities
13.
English speaking policy enhances writing and
listening skills
14.
Helps me get good grades
98
15.
Speaking English enables me to understand other

subjects with English as the medium of instruction
16.
English speaking improves my performance in other

subjects
17.
English speaking enables me to understand written
outputs in English.
18.
English speaking helps me in presenting reports in
English.
19.
I can convey my ideas before my classmates in
English.
20.
English Speaking helps in enhancing my language
proficiency.
Social Relations
11.
Communicate to people both local and foreign
12.
I can speak English in front of other people
13.
Shares ideas to other people using the English
language
14.
Helps me to socialize better with other people
15.
I can understand other people who speak English.
16.
I can translate English language to Filipino or

our regional dialect.
17.
I can help others who have difficulty in English
speaking.
18.
Through English speaking I can make new friends
and acquaintances.
19.
English speaking helps me understand concepts
conveyed by other people.
20.
I can become a good acquaintance to other people.
11.
Speaking English develops my self confidence.
12.
I can speak English without hesitation.
13.
I dont experience stage fright or resentment
because of speaking English.
14.
I can speak English with a neutralized accent.
15.
English speaking helps develop my self-esteem.
16.
English speaking helps me become a better person.
17.
I can reflect on principles/norms that are spoken
or written in English.
18.
English speaking helps me study efficiently.
19.
I can make my ideas organized through English.
20.
English speaking develops my self-efficacy.
99
APPENDIX C
ENHANCEMENT
100
PROGRAM
Proposed Enhancement Program

This proposed Enhancement Program is designed to heighten
Institute
of
administration,
Technology.
faculty
and
This
is
staff
recommended
of
the
to
the
aforementioned
institution.
Rationale
The Enhancement Program on the English Speaking Policy of
St.
Jude
Thaddeus
Institute
of
Technology
will
help
the
administration, faculty, and staff of St. Jude Thaddeus Institute
101
of Technology in terms of increasing the impact of the English

Speaking
Policy
to
the
students
of
the
aforementioned
institution.
Objectives
This proposed Enhancement Program aims to:
1. Provide
avenues
for
English
Language
proficiency
among
students.
2. Promote English speaking inside the campus.
Plan Description
The
Enhancement
Program
consists
of
the
following
activities:
Designate students to act as monitors to have wider
scope of the policy implementation.

Conduct activities, such as ECLP/English Day/Week, to
promote English speaking.

Conduct film showing/reading
vocabulary and grammar.

Evaluate current policy guidelines to ensure better
implementation.
Analyze the result of the enhancement program for more
improvements.
Evaluation
activities
to
improve
102
The proposed enhancement program will be evaluated in the

following year after its implementation. An instrument will be
used to assist its evaluation.
An Enhancement Program for the English Speaking Policy of St.

Jude Thaddeus Institute of Technology, Surigao City
Areas of
Objectives
Strategy
Responsible
Resources
Concern
Designation
of Student
Monitors
Orientation
of Student
Monitors
To assign
students to
act as
monitors to
implement
the policy.
To orient
the
designated
student
monitors of
their
responsibilities.
Evaluation and
Person
ELCP Director
Selection of
General
Fund
Student
Monitors
Orientation/Se
minar
ELCP Director
General
Fund
103
Weekly Film
Showing/
Reading
Activity
To conduct
weekly film
showing/read
ing
activeties
to improve
vocabu-lary
and grammar.
Film Showing,
Reading
Booster,
Vocabulary
Journal,
Spelling
Booster
Organization
of Events
that promote
English
Speaking
To organize
events that
promote
English
speaking
ECLP/English
Day/Week
Student to
student
interaction
for Learning
English
To promote
student to
student
interaction
to learn the
English
language
Peer Teaching
English
Instructors,
ECLP
Instructors
General
Fund
ECLP
Director/Engli
sh Club
Adviser
General
Fund
English
Instructors,
Peer Tutor
General
Fund
CURRICULUM VITAE
NAME
: DONNARD TIGBAS LASTIMOSA
DATE OF BIRTH
: APRIL 16, 1994
PLACE OF BIRTH
: SURIGAO PROVINCIAL HOSPITAL
ADDRESS
: NAVARRO ST., SURIGAO CITY
FATHERS NAME
: JOEY A. LASTIMOSA
MOTHERS NAME
: ROSELYN T. LASTIMOSA
FATHERS OCCUPATION : DANCE INSTRUCTOR

MOTHERS OCCUPATION : PROFESSIONAL TEACHER
104
EDUCATIONAL BACKGROUND
TERTIARY
ST. JUDE THADDEUS INSTITUTE OF TECHNOLOGY
SECONDARY :
ELEMENTARY:
MARIANO ESPINA MEMORIAL CENTRAL ELEMENTARY SCHOOL
CURRICULUM VITAE
NAME
: ANDRES S. MALUAS, JR.
DATE OF BIRTH
PLACE OF BIRTH
ADDRESS
FATHERS NAME
MOTHERS NAME
FATHERS OCCUPATION :
MOTHERS OCCUPATION :
105
EDUCATIONAL BACKGROUND
TERTIARY
SECONDARY :
ELEMENTARY:

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1

language was systematically promoted as a civilizing tool. Today,

DepEd), which was first introduced in 1974 and then re-issued

bilingual Filipinos competent in both English and the national

English language to maintain and improve their competitive edge

Technology. (Arroyo, 2003)

coffee with a call centre agent as a touching experience: I had

declared that the Philippines ranks among top off-shoring hubs

States Embassy in Manila, reports that only four percent of

English skills despite 400,000 graduates being produced every

institutions or HEIs. Keitel writes: It has been an evolution for

Initially, one reaction was, we speak English already... are we

required for call center employment. (Keitel, 2008)

market is the proficiency of our skilled workers in the English

By these statements, it is rather important to stress out

venture the world of globalization. That is why; Saint Jude

proficiency performance of the students in the school evaluation

unconsciously, and definitely they can fashion their fluency to a

significant role in the cause of globalization among students.

observed to achieve lesser impact of the said policy.

following inquiry was taken into account:

High School Respondents

A1.4 Area of Residence ( ) Urban ( ) Rural

A1.6 Grade Level

B1.1 Age ( ) 16 ( ) 17 ( ) 18 ( ) 19 ( ) 20-above

B1.4 Area of Residence ( ) Urban ( ) Rural

B1.7 Year Level ( ) First Year ( ) Second Year

socio- cultural rules of language use, 3.) discourse competence

utterances to form a unified whole both in spoken and written

By far the most important development in TESOL has been the

concern for teaching linguistic competence has widened to include

Communicative Competence. Multilingual Matters, 1992)

consider the following mandate, rules and reminder (Beykont and

1. Always speak and participate in English.

2. Extent of the Impact of

Scope and Limitation of the Study

awaken their consciousness of the English speaking policy imposed

refers to a language user's grammatical knowledge of syntax,

connection of a series of utterances to form a unified whole both

Fluency - speaking spontaneously and meaningfully with no

cultural rules of language use.

strategy to compensate for whatever breakdown in communication

This chapter contains the literature and studies, both local

language for the context; discourse competence in coherence and

strategies. Hedge (2000) adds fluency to the list, which is most

excessive repetition. Hedge (2000: 261) is more specific in her

intelligible pronunciation and appropriate intonation, and doing

Phillipson (1984 in Hedge 1993: 275) define fluency in terms of

three types of competence: semantic which links propositions and

fluency which links speech segments.

conversation "lubricates the social wheels," (McCarthy 1991: 136)

unpredictable. It ranges from an informal chat to a more formal

predictable as information is exchanged in order to fulfill a

transactional and interactional dialogues, using both fillers as

Furthermore, it includes successful articulation of sounds, as

problem items: clustering of words into chunks, breath groups or

messages) and interaction with conversational negotiation.

devices help students, besides making the oral production easier

interaction and information routines. Negotiation skills serve as

discussing the elements of speaking that are necessary for fluent

oral production, distinguishes between two aspects - knowledge of

Output Hypothesis, referred to Task-based learning, learners must

by pushing ahead with its National English Proficiency Program