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CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

The language that is most widely spoken, spreading the world at a

constant accelerating tempo and is forging its way to be the leading language of

the world today is the English language. It is the language of convenience for it

serves as the medium of instruction not just in the academic world but also in the

business circle and so with the social interaction.

Many of our great compatriots use English not really because they love

the language nor they just love Americans but as a defying force to understand

others. The use of English language does not mean neglecting our national

language but it serves as the bridge to be understood by many of our educated,

semi-educated, or miseducated and even by the uneducated brothers whose

native tongue are so diverse in their way of communicating.

Learning a foreign language and factors that may affect this process have

attracted language researchers' attention for many years. Variables which are

related to language learning in English as Foreign Language (EFL) context are

studied and their relationships with each other are being sought in order to

enhance the learning process. It is obvious that learners are of different language

proficiency levels; but, any language researcher may wonder whether proficient
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language learners are successful students with regard to their academic

achievement or not.

The Philippines is a multi-lingual country where more than 130 languages

are spoken. It is very difficult to figure out whether all these languages are

independent languages or just dialects. In such environment, English is regarded

as the most important second language, the most versatile one in communicating

with people who have different language background. At present, bilingual

education in the Philippines is provided using either English or Filipino as the

language of instruction and a regional language as the auxiliary language of

instruction depending on the subject. However, the scholastic achievement rates

for the subjects of Mathematics, Science and English taught in English language

are low, and the cause of this has been indicated as a problem with the language

of instruction that will also affect their academic performance.

In this new era of upgrading the world of civilization, English is commonly

used in teaching other subjects as a second language which has continually

applied in daily lives especially in our country. The intent of this study is to

examine the relationship of English language proficiency to the academic

performance of the fourth year laboratory high school students of Bohol Island

State University- Candijay Campus.

Literature Background

Educators charged with the instruction of limited English proficient

students face a number of unique challenges. Foremost among these is that of


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teaching students to understand, speak, read, and write English while ensuring

that they also receive rich and rigorous instruction in mathematics, science and

technology/engineering, history and social science, and other content areas.

Academic content learning need not be delayed or weakened while limited

English proficient students acquire English since language acquisition is

enhanced when integrated into academic instruction and activities.

English is widely spoken, thus, it has often been referred to as a world

language, and while it is not an official language in most countries, it is currently

the language most often taught as a foreign language. This is the language

commonly used in schools and universities in deliberating lessons in the

classroom. Proficiency in English language is needed to bring up a good

academic achievement.

Most theorists acknowledge that second language learners progress

through certain developmental stages when acquiring a second language,

though the time period for each stage varies depending on the individual learner.

In recent years, work has been undertaken to develop a framework that can be

used to describe learners’ progress in the development of these English

language skills, which lead to the English language proficiency necessary for

academic success.

Based on the theory mentioned by David Abercumbre, as stated by

Samson (1989), language like a smile is one of the unique features of man.

Language does not only bring human beings into a relationship with each other,
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but it also brings them into relationship with the external world. It mediates man

with his environment.

English provides for the enhancement of competence in speaking,

listening, reading, writing and thinking. Speaking competency comprises such

skill as pronunciation, use of expression and grammatical structures; listening

includes auditory discrimination and comprehension; reading contains vocabulary

recognition, comprehension, development and study skills; and writing includes

handwriting skills, mechanics and composition. For the effective teaching, the

specific skills constituting these competencies shall be developed in

communication situations using many and varied materials to the point of

mastery.

The second language acquisition theories of Krashen (1981), a theorist

whose work has strongly influenced practice in the U.S. since the 1970s, provide

one set of explanation. His theories provide a good starting point for a

discussion of second language acquisition issues and theories. Krashen

distinguishes between two distinct kinds of language learning: 1) picking up or

acquiring a language subconsciously through exposure and 2) learning a

language through the conscious study and application of grammatical rules. In

Krashen’s view, individuals become fluent when they acquire a language through

meaningful exposure to the language, and they do not become fluent when they

study grammar patterns and rules. Krashen further specifies that picking up or

acquiring a language requires exposure to language that is meaningful and


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interesting, and can be partially understood. This kind of language is referred to

as meaningful, comprehensible input.

According to Casteel as quoted by Camero (2008), the students and

teachers in content-subjects have to be equally prepared to perform their task not

only by mastering their own subject but also by achieving competence in the use

of the medium of instruction.

According to former Secretary of The Department of Education (DepEd),

Jesli Lapus (2009) that English proficiency is critical in learning as other key

subjects such as Science and Mathematics use English in textbooks and other

reference materials. He also added that Filipinos’ edge in the English language is

also vital as more work opportunities here and abroad place premium on

language skills. DepEd has noted gains in English proficiency of students in

public schools even as the department continues to invest in teacher training to

further improve student performance in English. DepEd notes the continuous

improvement in performance of students in the National Achievement Test (NAT)

within the five-year analysis particularly in English subject.

English is an official language in the Philippines, along with the native

Tagalog. Yet the U.S. State Department, in its "2007 Investment Climate

Statement," released in August 13, 2007, concluded that English-language

proficiency, while still better than in other Southeast Asian nations, is declining in

the Philippines.
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As Maleki and Zangani (2007) observed, having difficulties in grasping

fully the contents and concepts of the various subjects of the curriculum taught in

the target language (English language) seems to be one of the most serious

problems that English as Foreign Language(EFL) students face in the particular

course of study in Nigeria.

Since the American regime, the English has been used as the medium of

instruction. In the 1935 Constitution, Tagalog was launched as the basis of the

national language. This constitutional mandate was followed by the Bilingual

Policy by virtue of Department Order No. 25, series of 1974 of the Department of

Education, Culture and Sports (DECS), which specified that the Filipino language

will be used as the national language. Meanwhile, English was to be used in

Science, Mathematics and as a subject itself.

The previous policy was superseded by the Department Order No. 52,

series of 1987 which ordered that Filipino and English will be used as the media

of instruction at all levels in order to meet the needs of the country in the

community of nations, leading to the modernization or development process.

The current language proficiency policy as prescribed by the Commission

on Higher Education (CHED) shall be maintained and in addition to formal

instruction, the use of English shall be encouraged as a language of interaction in

the school.

In addition, CHED Memorandum No. 59, series of 1996 emphasizes that

there is minimum requirement for general subjects. Included in the requirement is


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the aim to provide students or pupils with effective communication skills in both

English and Filipino in order to foster critical understanding and appreciation of

how people give expression to their experience in the world.

Another law is Act 74 known as the Magna Carta of the Philippine Public

School System. This constitutional mandate established the school system of the

country wherein it has been decided that English should be officially and legally

used as a medium of instruction in Science, Mathematics, TLE (Technology and

Livelihood Education), and MAPEH (Music, Arts, Physical Education, and Health)

subjects. Furthermore, standardized and updated policies and programs

especially implemented to non-English teachers and students were mandated by

this law. Region wide National English Proficiency Program (RNEPP) Training on

the English language and “GABAY” Training Program for Grades I-VI mentors

(Department Order 482, 2009); Debriefing and evaluation of the Region wide

Enhancement Training of Trainers and Planning for the program expansion of the

National English Proficiency Program (NEPP) (Department Order No. 483,

2009); and The Tri-International Conference on Language Education

(Department Order No. 484, 2009).

Fakeye, David O. and Yemi Ogunsiji (2009) in their study entitled, “English

Language Proficiency as a Predictor of Academic Achievement among EFL

Students in Nigeria”, the poor performance of Nigerian senior, secondary school

students in various school subjects at public examinations has often been

blamed on their weakness in English language which is the medium through

which knowledge in school subjects is transferred to learners. The intent of this


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study was to examine the extent to which English language proficiency of

Nigerian senior secondary school students would predict their overall academic

achievement.

The study provides an insight into the root cause of falling standard of

secondary education in Nigeria. Findings from this study will also help to raise

the proficiency level of Nigerian secondary school students in English language

as a way of addressing their poor academic achievement. The curriculum

planners and all stakeholders in Education would also be sensitized about the

indispensable position of English language in the overall knowledge acquisition

process in formal education.

The English Language Proficiency Test (ELPT) was first administered to

participating students and this was followed by the interview. The scores of

students in the ELPT were used to decide their English language proficiency

scores. Then, the academic achievement scores of the participants in three core

subjects viz: English, Mathematics and Biology were collected. The English

language proficiency scores were run against the students’ scores in the core

subjects to determine the relationship between them.

The findings from the study revealed that there is a significant relationship

between English language Proficiency and academic achievements of the

subjects studied (r = 0.499). This suggests that as English proficiency increases,

so does academic success.

Similarly, Ataollah Maleki and Ebrahim Zangani (March, 2007),in a study,

“A Survey on the relationship between English Language Proficiency in the


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Academic Achievement of Iranian EFL Students”, showed that the mean of the

language proficiency score of participating students was 9.49, and the standard

deviation was 1.62. This indicates that the language ability of almost all students

was low. This suggests that as English Proficiency increases, so does academic

success. In other words, there is a positive correlation between the two variables.

Social Weather Stations (2009) said that despite a national policy that

requires public schools to use English as the medium of instruction, more and

more Filipinos “can neither converse nor understand English.” Our proficiency in

the English language—widely seen as a passport to a better life in the country—

has dropped significantly!

In the other aspect, Rahman Sahragard, Afsaneh Baharloo, and Seyyed

Mohammad Ali Soozandehfar (2011) in their study entitled, “A Closer Look at the

Relationship between Academic Achievement and Language Proficiency among

Iranian EFL Students”, intended to find out the relationship between Iranian

college students' language proficiency and their academic achievement. To

achieve this goal, 151 female and male college students majoring in English

Literature at Shiraz University participated in the study. The analysis of the data

obtained from the sample revealed that there is a significant positive relationship

between language proficiency and academic achievement. Moreover, the results

of the independent t-test indicated that male and female participants did not differ

significantly with regard to their language proficiency and academic achievement.

In addition, one-way ANOVA which was run to determine the impact of academic

level on each of the variables under study revealed that seniors outperformed the
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other levels on their language proficiency. Besides, the findings indicated that

juniors significantly differ from the other three groups in terms of their academic

achievement. The analysis of the data proves a profound relationship between

students' language proficiency and academic achievement which indicates that

those who are more proficient in English can achieve academically better.

Therefore, it is suggested that more appropriate courses which aim at improving

students' proficiency in language be included in the curriculum so that students'

academic achievement will promote as a result.


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Theory of Syntax 1935 Constitution


Language, like a smile is one of the English will be used as the medium of
unique features of man. Language instruction
does not only bring human beings into
a relationship with each other, but also Department Order No. 25
brings them into relationship with the Bilingual Policy- Filipino will be used as the
external world. national language
(David Abercumbre, as stated by (Department of Education, Culture &
Samson, 1989) Sports, s.1974)

Second Language Acquisition Department Order No. 52


Theories English and Filipino will be used as the
Individuals become fluent in language media of instruction at all levels in order to
when they acquire it through meet the needs of the country in the
meaningful exposure of the language community of nations.
(Steven Krashen, 1981) (Department of Education, Culture &
Sports, s.1987)
Adult Literacy and English as a
Second Language Emphasizes the minimum requirement for
Students and teachers in content- general subjects
subjects have to be equally prepared (CHED M.O. No.59, s.1996)
to perform their tasks not only by
mastering their own subject but also Act 74
by achieving competence in the use of English should be officially and legally
medium of instruction. used as a medium of instruction in Science,
(Casteel, 2005 as quoted by Math, TLE and MAPEH subjects in the school
Camero system of the country.
(Magna Carta of the Philippine Public
School System)

BISU Candijay Fourth Year Laboratory


High School Students

English Language Proficiency Academic Performance

Relationship between English Language


Proficiency and Academic Performance

Figure 1. Theoretical and Conceptual Framework


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THE PROBLEM

Statement of the Problem

The study primarily aimed to determine the relationship between English

language proficiency and the academic performance of the fourth year laboratory

high school students of Bohol Island State University, Candijay Campus S.Y.

2012-2013.

Specifically, it sought to discover the following aspects of the problem:

1.) What is the profile of respondents as to:

1.1. Age;

1.2. Sex; and

1.3. Average grade during the previous year?

1.4. English grade during the first grading period in the academic year

2012-2013?

2.) What is the profile of the English language proficiency of the respondents?

3.) Is there a significant relationship between the English language

proficiency of BISU-Candijay fourth year laboratory high school students

and English Grade during the first grading period in the academic year

2012-2013?
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4.) Is there a significant relationship between the English language

proficiency of BISU- Candijay fourth year laboratory high school students

and their average grade during the previous year?

Hypotheses

1. There is no significant relationship between English language proficiency

of fourth year high school students of BISU Candijay and their average

grade during the previous year.

2. There is no significant relationship between the English language

proficiency of the respondents and their grade during the first grading

period in the academic year 2012-2013.

Significance of the Study

The study is conducted to primarily determine the relationship of English

language proficiency to the academic performance of Fourth Year Laboratory

High School students of Bohol Island State University, Candijay Campus,

Cogtong, Candijay, Bohol. Furthermore, whatever the outcomes of the study will

be a great help to the people who play the important roles for the growth and

development of English language proficiency of the respondents.

The results of this study would be beneficial to the following:


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Students. The results of the study will be useful to the students in order

for them to have the awareness as far as their English language proficiency is

concerned. They would probably seek improvement to enhance one of the vital

aspects of learning which is English language.

Teachers. The results of the study would probably serve as a sort of hint

and awareness in the roles of the teachers in improving the student’s English

language proficiency. Through this, it is hoped that they will be encouraged to

vary and update their methods and techniques for the betterment of the student’s

learning in English language proficiency.

Future Researchers. The outcomes of the study would serve as their

guide and reference as they go through in conducting their future research

coherent to this study.

RESEARCH METHODOLOGY

Design

This study used the descriptive-normative survey and correlational

research design. A standardized questionnaire on English language proficiency

was utilized as the main tool in gathering the data of the study.

Environment and Participants

Bohol Island State University, Candijay Campus formerly known as Bohol

School of Fisheries and then became Central Visayas State College of


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Agriculture, Forestry and Technology (CVSCAFT) on June 22 1998 through the

virtue of Republic Act No. 8659. It is one of the six (6) external campuses of BISU

System offering secondary and tertiary level of education.

This study was concerned with the thirty eight (38) fourth year high school

students of Bohol Island State University- Candijay Campus in the academic year

2012-2013.

Instrument

This study used an instrument in determining the English Language

Proficiency of the respondents. The questionnaires were taken from the National

Achievement Test Reviewer and from the book entitled Silver Burdett English

Teachers Edition 7.

Since the instruments were all standardized tests, there was no need to

validate and conduct item analysis.

Procedure

To make the study more valid and reliable, the researchers underwent

some methods in gathering the data.

First, the researchers used standardized questionnaire taken from the

National Achievement Test Reviewer and from the book entitled Silver Burdett

English Teachers Edition 7 to gather data on the relationship between English

language proficiency and the academic performance of the Fourth Year

Laboratory High School students of Bohol Island State University, Candijay


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Campus. The questionnaire was submitted to the adviser for corrections,

comments and suggestions. Important suggestions for inclusion that have

relation to the study were taken.

After securing permission from the authorities, the researchers distributed

the instruments to the respondents. The research participants were clearly

instructed on what to do about the distributed questionnaires.

Adequate time to answer carefully the given questionnaires was provided.

All of these were returned after the research participants had finished answering.

The accomplished questionnaires were retrieved and finally tallying of counts

was made.

Statistical Treatment

To find the profile of the fourth year high school laboratory students,

percentage was used.

Formula:

F
P= x 100
N

Where:

P = Percentage

F = Frequency

N = Number of Respondents
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In determining the degree of relationship between English language proficiency

of BISU- Candijay fourth year laboratory high school students and their academic

performance, the Pearson Product Moment Coefficient of Correlation r was used.

Formula:

Where:

r = Pearson Product Moment Coefficient of Correlation

n = Sample size

∑ xy = The sum of the product of x and y

∑ x∑ y = The product of the sum of ∑x and the sum of ∑y

∑ x2 = Sum of squares of x

∑ y2 = Sum of squares of y

DEFINITION OF TERMS

The following definition of terms would provide the readers a common

understanding and interpretation to clarify the content of this study:


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Academic Performance. This term is used to refer to as the average

grades of fourth year high school students during the school year 2011-2012.

English Language Proficiency. It refers to the learning competencies in

English as to speaking, reading, writing and listening.

Relationship. It is the connection of the two studied variables, the English

Language Proficiency and the Academic Performance of the respondents.

Hone. To improve something with refinement; to bring something or

someone to a state of increased excellence.

Perceptive. possessing or showing keen insight and understanding.

Moderate Positive Correlation. It means that there is an average

positive relationship between English Language Proficiency and Academic

Performance. An increase in English Language Proficiency will imply a moderate

increase in Academic Performance.

Strong Positive Correlation. It means that there is a strong linear

positive relationship between English Language Proficiency and Academic

Performance. An increase in English Language Proficiency will imply a strong

increase in Academic Performance.


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Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of the

gathered data on the relationship between English Language Proficiency and the

academic performance of the respondents.


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2.63% 2.63%
(17-18 (21 above)
Yrs.old)

94.74% 15-16
(15-16 yrs. Old) 17-18
19-20
20-above
21 above

Figure 2. Profile of the Respondents in terms of Age


N=38

Figure 2 illustrates the ages of the respondents. It reveals that majority of

the respondents consisting of thirty six (36) students or 94.74 percent of the total

population lie within the age interval of fifteen to sixteen (15-16) years. The least

frequency lies within the age intervals seventeen to eighteen (17-18) together

with twenty-one (21) and above with the frequency of one (1) student or 2.63

percent of the total population.


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MALE
28.95%
FEMALE
71.05% Male
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Female

Figure 3. Profile of the Respondents in terms of Sex


N=38

Figure 3 shows the sex of the respondents which consists of twenty-seven

(27) female respondents representing 71.05 percent and male students consist

only of eleven (11) representing 28.95 percent of the total population. It can be

inferred that the female respondents were more dominant than the males as to

frequency count.

Table 1

Profile of the Respondents in terms of


Average Grade in the previous year
N=38

Range of Description Frequency %


Grade

94-100 Excellent 1 2.63


88-93 Very Satisfactory 10 26.32
82-87 Satisfactory 18 47.37
76-81 Fair 9 23.68
75-below Poor 0 0
Total 38 100
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The table shows the average grades of the respondents in the previous

academic year. Out of the total population, the most frequent grade interval is 82-

87 with a frequency of eighteen (18) students or 47.37 percent of the total

population. However, none of the respondents got a grade within the lowest

grade interval of 75- below. The zero frequency within the said grade interval

implies that respondents are performing well in their academic subjects during

the school year 2011-2012. This would be considered as a determining factor

and would serve as the springboard of the respondents in answering the English

Language Proficiency Examination.

Table 2

Profile of Respondents’ English Grade on First Grading Period


N= 38

Range of Description Frequency %


Grade

94-100 Excellent 2 5.26


88-93 Very Satisfactory 11 28.94
82-87 Satisfactory 21 55.26
76-81 Fair 4 10.52
75-below Poor 0 0
Total Total 38 100

Table 2 shows the English grades of the respondents during the first

grading period. Out of the total population, the most frequent grade interval is

eighty-two to eighty-seven (82-87) with a frequency of twenty-one (21) students

or 55.26 percent of the total population. However, none of the respondents got a

grade within the lowest grade interval of seventy-five (75) and below. The data

reveal that most of the respondents are satisfactory in their grades in English.
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Table 3

Respondents’ English Language Proficiency


N = 38

Range of Description Frequency %


Grade

94-100 Excellent 5 13.16


88-93 Very Satisfactory 18 47.37
82-87 Satisfactory 7 18.42
76-81 Fair 5 13.16
75-below Poor 3 7.89
Total 38 100

Table 3 shows that the highest frequency of the English Language

Proficiency of the respondents lies within the interval eighty-eight to ninety three

(88-93) (very satisfactory) with eighteen (18) students representing 47.37 percent

while the lowest frequency fall in the range score seventy-five (75) and below

representing 7.89 percent of the total population.

87.18
88
84.68
86
84
82
English Proficiency Scores English Grade

Figure 4. Relationship of Respondents’ English Language


Proficiency and English Grades
N=38
r= 0.81 (strong positive correlation); critical value= 0.325

Figure 4 shows the comparison between the respondents’ English

Proficiency Scores and English Grade during the first grading period. Data reveal
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that respondents’ mean score in the English Proficiency Exam is near to their

mean English Grade in the First Grading Period. Furthermore, these data show

that respondents have a satisfactory performance in both variables.

The computed r (Pearson-Moment-Product Coefficient of Correlation) is

equal to 0.81331 which implies that there is a strong positive correlation between

respondents’ English Proficiency and English Grades. An increase in

respondents’ English Proficiency will indicate an increase to their English grade.

This means to say that respondents’ English Language Proficiency has

significantly affected their performance in the English subject. Moreover, it might

also be inferred that the teacher’s assessment tool is found to be valid in

evaluating students’ performance in English.

Since the computed r (0.8) is greater than the critical value 0.325 with

thirty-six (36) degrees of freedom at .05 level of significance, there is enough

evidence to reject first the null hypothesis. There is a significant relationship

between the English proficiency and English grade during the first grading period.

This means to say that the respondents’ English Language Proficiency has a

great impact to their English grade.


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88
87.18
86 85.47
84
1 2
English Proficiency Scores Average Grades

Figure 5. Relationship between the English Language Proficiency Test and


their Average Grade in the previous year
N=38

r= 0.529429 (moderate positive correlation) critical value= 0.325

Figure 5 exhibits the relationship between the respondents’ English

Proficiency Scores and Average Grade. Data reveal that respondents’ mean

score in the English Proficiency Exam is near to their mean Average Grade.

Furthermore, these data show that respondents have a satisfactory performance

in both variables.

The computed r (Pearson-Moment-Product Coefficient of Correlation) is

equal to 0.529429 which implies that there is a moderate positive correlation

between respondents’ English Proficiency and Average Grades. An increase in

respondents’ English Language Proficiency will indicate an increase to their

academic grade.

Since the computed r (0.5) is greater than the critical value 0.325 with

thirty-six (36) degrees of freedom at .05 level of significance, there is enough

evidence to reject the null hypothesis. There is a significant relationship between

the English proficiency and academic grade. This means to say that the

respondents’ English Language Proficiency has a great impact to their academic

grade.
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Chapter 3

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Enclose in this chapter is the précis of the study; its findings, conclusions

and recommendations.

Summary of Findings

The focal purpose of this study was to determine the relationship between

the English Language Proficiency and academic success of the fourth year high

school students of Bohol Island State University.

It aimed to answer what are the profile of the respondents as to age, sex,

English grade during the First Grading Period in the school year 2012-2013 and

their average grade during the previous year.

After undergoing a careful and critical analysis of data and organization of

the collated data, the researchers came up with the following outcomes:

Respondents of the study comprised thirty eight (38) fourth year high

school students. The age interval of 15-16 years old has the highest frequency

among the respondents. There were twenty seven (27) female participants

representing 71.05 percent and eleven (11) male participants representing 28.95

percent of the total population.

Eighteen (18) respondents with the percentage of 47.37 had average

grades in the academe within the grade interval of 82-87 with a satisfactory level.
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Grades of the majority of the respondents in English during the first

grading period lie within the grade interval of 82.87 (Satisfactory) with a

frequency of twenty-one (21) comprising 55.26 percent of the total population.

Based on the English Proficiency Test results, the most frequent grade of

the respondents lies within the grade interval 88-93 (Very Satisfactory) with a

frequency of eighteen (18) comprising 47.37 percent of the total population.

The findings from the study revealed that there is a significant relationship

between English proficiency and academic performance. This suggests that as

English language proficiency increases, so does academic success.

Conclusions

The following conclusions were drawn by the researchers based on the

over-all result of the study:

The study presented a strong positive correlation and definite relationship

between English proficiency scores and English grade which showed a

computed value of 0.8. This means that English language proficiency results

reveal a strong relationship between English proficiency scores and English

grade. Respondents’ most frequent grade lies within the grade interval of 88-93

with a very satisfactory rating.

On the other hand, the relationship of the academic average grades of the

respondents taken during the school year 2011-2012 and their English

proficiency scores had a computed value of 0.52. This implied that there was a

moderate positive correlation between the two variables. English language


28

proficiency skills can really contribute to the success of the respondents to their

academic achievement.

Of the two mentioned findings, it can be again said that there is sufficient

evidence to reject the null hypothesis.

Recommendations

The researchers made the following recommendations for the

enhancement of the English Language Proficiency as highly suggested on the

derived findings and conclusions:

1. Encourage students to read by citing articles for further readings.

2. Teachers as role models should use English language in handling

English subjects so that students will also be perceptive and responsive.

3. Practice the English speaking policy.

4. Organizations like Theater Guild, Dramatics Club, and Toast Master’s

Club might be facilitated in by the members of the English Club.

5. An English club action plan has to be crafted.


29

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Camero, Jasmin (2008), House Panel Okays Bill on Use of English as Medium of
Instruction.

Commission on Higher Education (1996) Memorandum No. 59

Department of Education Culture and Sports (1974) Department Order No. 25

Department of Education Culture and Sports (1987) Department Order No. 52

Department of Education (2009) Department Order No. 482

Department of Education (2009) Department Order No. 483

Department of Education (2009) Department Order No. 484

Fakeye, David O., Yemi Ogunsiji (2009), English Language Proficiency as a


Predictor of Academic Achievement among EFL Students in Nigeria,
Nigeria.

Farhady, Hossein, Abdolah Jafarpoor,and Parvis Birjandi (2006), Testing


Language Skills: From Theory to Practice, Tehran: SAMT Publications.

Gray, Betty., Nancy N. Ragno, Marion Davies Toth (1985), Silver Burdett English
Teachers Edition 7, Silver Burdett Company, United States of America,
p.485

Harbert, Wayne (2006), Language Proficiency and Academic Success,


Minnesota.

Krashen, Stephen D. (1981), Second Language Acquisition and Second


Language Learning,.

Lapus, Jesli (2009), DedEd cites gain English Teaching and Learning.

Maleki, Ataollah, Ebrahim Zangani (2007), A Survey on the Relationship between


English Language Proficiency in the Academic Achievement of
Iranian EFL Students, Iran.

Republic Act No. 4670 (1996) Magna Carta of the Philippine Public School
Teachers

Samson, Amparo B. (1989), The Implementation of Communication Arts


(English) in the Secondary Education Program, Cebu City.
30

Sahragard, Rahman, Afsaneh Baharloo, Seyyed Mohammad Ali Soozandehfar


(2001) A Closer Look at the Relationship between Academic Achievement
and Language Proficiency among Iranian EFL Students, Iran.
31

APPENDIX A

LETTERS OF REQUEST

June 15, 2012

INOCENCIO L. COSARE
Campus Director
BISU-Candijay Campus

Sir:

Greetings!

In partial fulfillment of the requirements for the degree of Bachelor of


Secondary Education major in English, the researchers are asking permission
from your good office to conduct a study entitled “RELATIONSHIP BETWEEN
ENGLISH LANGUAGE PROFICIENCY AND THE ACADEMIC PERFORMANCE
OF THE FOURTH YEAR HIGH SCHOOL STUDENTS OF BISU- CANDIJAY
CAMPUS”.

The researchers are looking forward for your approval.

Thank you so much and God Bless!

Sincerely yours,

(SGD.) CERELINE OLAIVAR

(SGD.) CHERRY MAE TOSTON

(SGD.) CATHERINE CAGA


Recommending Approval:

(SGD.) JACINTA C. TUTOR (SGD.) VILMA G. BERMOY, Ph.D.


Adviser Dean, College of Teacher Education

Approved:

(SGD.) INOCENCIO L. COSARE, Ph.D.


Campus Director
32

Republic of the Philippines


BOHOL ISLAND STATE UNIVERSITY
Candijay Campus
Cogtong, Candijay, Bohol

February 3, 2012

PROF. JACINTA C. TUTOR


Instructor III
BISU-Candijay Campus

Madam:

Greetings!

We, the undersigned, are undergoing research entitled “THE


RELATIONSHIP BETWEEN ENGLISH LANGUAGE PROFICIENCY TO THE
ENGLISH ACADEMIC PERFORMANCE OF FOURTH YEAR LABORATORY
HIGH SCHOOL STUDENTS OF BISU- CANDIJAY CAMPUS S.Y. 2012-2013” as
one of the requirements of our course.

In this connection, we would like to request you to be our adviser and


editor for the realization of our study.

We hope for a favorable response to this request. Thank you so much.

Respectfully yours,

(SGD.) OLAIVAR, CERELINE F.

(SGD.) CAGA, CATHERINE C.

(SGD.) TOSTON, CHERRY MAE A.

Approved:

(SGD.) JACINTA C. TUTOR


Instructor III
Republic of the Philippines
33

BOHOL ISLAND STATE UNIVERSITY


Candijay Campus
Cogtong, Candijay, Bohol

February 3, 2012

PROF. LUZMINDA G. MACHETE


Assistant Professor III
BISU-Candijay Campus

Madam:

Greetings!

We, the undersigned, are undergoing research entitled “THE


RELATIONSHIP BETWEEN ENGLISH LANGUAGE PROFICIENCY TO THE
ENGLISH ACADEMIC PERFORMANCE OF FOURTH YEAR LABORATORY
HIGH SCHOOL STUDENTS OF BISU- CANDIJAY CAMPUS S.Y. 2012-2013” as
one of the requirements of our course.

In this connection, we would like to request you to be our specialist for the
realization of our study.

We hope for a favorable response to this request. Thank you so much.

Respectfully yours,

(SGD.) OLAIVAR, CERELINE F.

(SGD.) CAGA, CATHERINE C.

(SGD.) TOSTON, CHERRY MAE A.

Approved:

(SGD.) LUZMINDA G. MACHETE


Assistant Professor III
Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
34

Candijay Campus
Cogtong, Candijay, Bohol

February 3, 2012

DONALD CAGA
Casual Instructor
BISU-Candijay Campus

Sir:

Greetings!

We, the undersigned, are undergoing research entitled “THE


RELATIONSHIP BETWEEN ENGLISH LANGUAGE PROFICIENCY AND THE
ENGLISH ACADEMIC PERFORMANCE OF FOURTH YEAR LABORATORY
HIGH SCHOOL STUDENTS OF BISU- CANDIJAY CAMPUS S.Y. 2012-2013” as
one of the requirements of our course.

In this connection, we would like to request you to be our statistician for


the realization of our study.

We hope for a favorable response to this request. Thank you so much.

Sincerely yours,

(SGD.) CERELINE OLAIVAR

(SGD.) CATHERINE CAGA

(SGD.) CHERRY MAE TOSTON

Approved:

(SGD.) DONALD O. CAGA


Instructor

Republic of the Philippines


BOHOL ISLAND STATE UNIVERSITY
35

Candijay Campus, Cogtong


Candijay, Bohol

September 25, 2012

INOCENCIO L. COSARE, Ph. D.


Campus Director
BISU-Candijay Campus

Sir:

We have the honor to ask permission for the schedule of the Pre-
Oral Defense for the Bachelor in Secondary Education fourth year
students.

The schedule of the Pre Oral Defense is on October 28, 2012


(Friday) at 1:00 in the afternoon. Below is the sequence of five groups with
the corresponding title and researchers:

1.) CURSIVE WRITING DIFFICULTIES AS PERCIEVED BY THE


SECOND YEAR AND THIRD YEAR BACHELOR IN ELEMENTARY
EDUCATION STUDENTS ACADEMIC YEAR 2012-2013
-Alane A. Gumop-as
-Leonavelle A. Calo
-Marilou D. Casicas

2.) STUDENTS’ BEHAVIOR TOWARDS ENGLISH: EFFECTS TO THEIR


ENGLISH PERFORMANCE
-Daisy B. Betonio
-Agape G. Tadle
-Kenneth C. Lirasan

3.) RELATIONSHIP BETWEEN ENGLISH LANGUAGE PROFICIENCY


AND THE ACADEMIC PERFORMANCE OF FOURTH YER HIGH
SCHOOL STUDENTS OF BISU CANDIJAY CAMPUS
-Cereline Olaivar
-Cherry Mae Toston
-Catherine Caga

4.) STATUS OF LIBRARY SERVICES UTILIZATION AMONG BISU-


CANDIJAY CAMPUS STUDENTS A.Y. 2012-2013
-Pamela Grace J. Olaer
-Christin B. Handugan
-Kimberly Tan
36

5.) RELATIONSHIP OF SOCIAL ENVIRONMENT AND STUDENTS’


ATTITUDE TOWARDS LEARNING ENGLISH
-Lilibeth S. Lague
-Roselie Cutamora
-Nelia E. Abueva

The members of the panel are the following:

Inocencio L. Cosare, Ph.D -Chairman


Vilma G. Bermoy, Ph.D. -Dean, CTE
Prof. Tertuliano Tuyogon -Member
Ma. Magdalena Bernales, Ph.D. -Member
Prof. Luzminda G. Machete -Member
Prof. Jacinta C. Tutor -Member
Rosario N. Piloton, Ph.D. -Member

We are anticipating for your favorable action on this matter.

Very truly yours,

(SGD.) JACINTA C. TUTOR


Thesis Adviser

Noted:

(SGD.) VILMA G. BERMOY, Ph. d.


Dean, College of Teacher Education

Republic of the Philippines


BOHOL ISLAND STATE UNIVERSITY
37

Candijay Campus, Cogtong


Candijay, Bohol

October 26, 2012

INOCENCIO L. COSARE, Ph. D.


Campus Director
BISU-Candijay Campus

Sir:

We have the honor to ask permission for the schedule of the Oral
Defense for the Bachelor in Secondary Education fourth year students.

The schedule of the Oral Defense is on October 30, 2012


(Tuesday) at 3:00 in the afternoon. Below is the sequence of two groups
with the corresponding title and researchers:

1.) RELATIONSHIP BETWEEN ENGLISH LANGUAGE PROFICIENCY


AND THE ACADEMIC PERFORMANCE OF FOURTH YER HIGH
SCHOOL STUDENTS OF BISU CANDIJAY CAMPUS
-Cereline Olaivar
-Cherry Mae Toston
-Catherine Caga

2.) STUDENTS’ BEHAVIOR TOWARDS ENGLISH: EFFECTS TO THEIR


ENGLISH PERFORMANCE
-Daisy B. Betonio
-Agape G. Tadle
-Kenneth C. Lirasan

The members of the panel are the following:

Inocencio L. Cosare, Ph.D. -Chairman


Vilma G. Bermoy, Ph.D. -Dean, CTE
Prof. Tertuliano Tuyogon -Member
Ma. Magdalena Bernales, Ph.D. -Member
Prof. Luzminda G. Machete -Member
Prof. Jacinta C. Tutor -Member
Rosario N. Piloton, Ph.D. -Member

We are anticipating for your favorable action on this matter.


38

Very truly yours,

(SGD.) JACINTA C. TUTOR


Thesis Adviser

Noted:

(SGD.) VILMA G. BERMOY, Ph. D.


Dean, College of Teacher Education

Republic of the Philippines


BOHOL ISLAND STATE UNIVERSITY
39

Candijay Campus, Cogtong


Candijay, Bohol

October 8, 2012

INOCENCIO L. COSARE, Ph.D.


Campus Director
BISU-Candijay Campus

Sir:

Greetings!

In partial fulfillment of the requirements for the course, I would like to ask
permission for a group of Bachelor of Secondary Education major in English
fourth year students to be able to conduct a study entitled “RELATIONSHIP
BETWEEN ENGLISH LANGUAGE PROFICIENCY AND THE ACADEMIC
PERFORMANCE OF THE FOURTH YEAR HIGH SCHOOL STUDENTS OF
BISU CANDIJAY CAMPUS”.

I am looking forward for your approval.

Thank you so much and God Bless!

Respectfully yours,

(SGD.) VILMA G. BERMOY, Ph.D.


Dean, College of Teacher Education

Approved:

(SGD.) INOCENCIO L. COSARE, Ph. D.


Campus Director

Republic of the Philippines


BOHOL ISLAND STATE UNIVERSITY
40

Candijay Campus, Cogtong


Candijay, Bohol

October 8, 2012

INOCENCIO L. COSARE, Ph. D.


Campus Director
BISU-Candijay Campus

Sir:

Greetings!

A group of BSEd-English IV students are undertaking a research entitled


“RELATIONSHIP BETWEEN ENGLISH LANGUAGE PROFICIENCY AND THE
ACADEMIC PERFORMANCE OF THE FOURTH YEAR HIGH SCHOOL
STUDENTS OF BISU CANDIJAY CAMPUS” as one of the requirements of the
course.

In line with this, I would like to request these students to be allowed to


distribute questionnaires to the fourth year Laboratory High School students.

I hope for a favorable response to this request.

Thank you and God bless!

Respectfully yours,

(SGD.) VILMA G. BERMOY, Ph.D.


Dean, College of Teacher Education

Approved:

(SGD.) INOCENCIO L. COSARE, Ph. D.


Campus Director

APPENDIX B
RESEARCH INSTRUMENT
41

Questionnaires

Name: ___________________ Year:_____________________

I- Profile of the Respondents:

Direction: Check the blanks that correspond to your profile.

A. Age

__15-16 __17-18 __19-20 __21-above (pls. specify)__

B. Gender

__Male __Female

Direction: Fill-up the blank with the needed data:

C. Grade in English during the First Grading Period S.Y. 2012-2013

______

D. Average grade in the S.Y. 2011-2012

______

II- Verbal Ability

Direction: Read the questions carefully and encircle the best answer.

1. Language ___ harmony and peace among countrymen.

A. build B. built C. builds D. building

2. The producer of the movies is the mother of Margaret. The producer is:

A. Margaret’s mother

B. Margarets’ mother

C. Margarets mother

D. Margaret mother’s

3. The finished project is not only by Zelden but by the whole organization. It’s

____
42

A. there B. there’s C. their D. theirs

4. The report will be reviewed by the supervisor before it is sent to the manager.

When transformed to active voice, the sentence becomes:

A. The supervisor will review the report before he sends it to the manager.

B. The supervisor will have reviewed the report before he sends it to the

manager.

C. The supervisor reviews the report before he sends it to the manager.

D. The supervisor reviewed the report before he sends it to the manager.

5. Transform the sentence in the passive voice; Students had better practice

English every day.

A. English had better be practiced every day by students.

B. English had better be practice every day by students.

C. English had be practiced every day by students.

D. English had been practiced every day by students.

III- Reading Comprehension

Direction: Read the given paragraph and answer the questions that follow by
encircling the letters of the correct answers.

Bamboo is one of the most useful grasses in the world. In


fact, it may be more like a tree than a grass. It has leaves and often
reaches great heights and the bamboo stem may even grow as thick
as trees. It can be used to make fences, houses, ladders, toys,
umbrellas and crafts. Its leaves are used as food for animals or to
6. The make
sentencepaper. directly stating
From the stem the buckets
are made main water
idea pipes,
is flutes,
found at
and flower pots. The juice from bamboo is turned into medicine and
the______________________
the young tender stems are eaten as vegetables. There are literally
hundreds of uses for bamboo.
A. beginning of the paragraph
43

B. middle of the paragraph

C. end of the paragraph

D. second sentence

7. A good title for the paragraph would be___________________

A. The Bamboo as a Tree

B. The Versatile Bamboo

C. A Grass called Bamboo

D. The Famous Bamboo

8. The bamboo juice can be used as__________________________

A. flutes B. paper C. medicines D. toys

9. The tender stems of the bamboo can be eaten as ______________________

A. dessert B. salad C. viand D. vegetables

10. What is the word in the paragraph that has the same meaning as the word

tender?

A. tough B. soft C. firm D. strong

Listening to Directions

Direction: Follow the directions your teachers will read to you. Each direction will

be read only once.

1. Write yes if your first name begins with C, W, U, P, T or R. Otherwise, write no.

2. Of the words institution, attachment and organization, write the longest.

3. Even if cows are larger than dogs, write no.

4. Are you in Europe? Give the wrong answer.


44

5. If fourteen plus nine equals twenty-two, draw a circle, if it does not, draw a

square.

Writing

Direction: Write one possible cause for each effect below.

1. The forum was rescheduled.

2. The cat climbed the tree.

3. English language proficiency is declining.

4. Farmers are leaving agriculture.

5. An elderly woman fell on the sidewalk.

APPENDIX C

STATISTICAL COMPUTATIONS
45

Pearson-Product-Moment Coefficient of Correlation of Respondents’ Scores in


English Proficiency Test and Grade in English during the First Grading Period

N=38

Students X X2 Y Y2 XY
1 70 4900 78 6084 5460
2 75 5625 80 6400 6000
3 90 8100 88 7744 7920
4 98 9604 89 7921 8722
5 78 6084 80 6400 6240
6 90 8100 87 7569 7830
7 88 7744 88 7744 7744
8 80 6400 79 6241 6320
9 88 7744 87 7569 7656
10 83 6889 82 6724 6806
11 83 6889 78 6084 6474
12 93 8649 88 7744 8184
13 83 6889 79 6241 6557
14 88 7744 82 6724 7216
15 83 6889 80 6400 6640
16 85 7225 83 6889 7055
17 85 7225 85 7225 7225
18 98 9604 89 7921 8722
19 95 9025 91 8281 8645
20 78 6084 79 6241 6162
21 90 8100 85 7225 7650
22 93 8649 89 7921 8277
23 93 8649 83 6889 7719
24 90 8100 82 6724 7380
25 93 8649 84 7056 7812
26 85 7225 81 6561 6885
27 93 8649 87 7569 8091
28 90 8100 88 7744 7920
29 93 8649 88 7744 8184
30 88 7744 85 7225 7480
31 98 9604 95 9025 9310
32 95 9025 92 8464 8740
33 78 6084 82 6724 6396
34 90 8100 90 8100 8100
35 78 6084 82 6724 6396
36 90 8100 87 7569 7830
37 90 8100 84 7056 7560
46

38 75 5625 82 6724 6150


x=¿ y=¿ xy=¿
∑ ¿ 331 ∑ x2 =29 ∑ ¿ 321 ∑ y2 = ∑ ¿ 2814
Total 3 0649 8 273190 58

Pearson-Product-Moment Coefficient of Correlation of Respondents’ Scores in


English Proficiency Test and Average Grade in the S.Y. 2011-2012

N=38
47

Students X X2 Y Y2 XY
48

1 83.11 6907.2721 78 6084 6482.58


2 80.65 6504.4225 80 6400 6452
3 91.88 8441.9344 88 7744 8085.44
4 88.41 7816.3281 89 7921 7868.49
5 85.76 7354.7776 80 6400 6860.8
6 86.2 7430.44 87 7569 7499.4
7 87.79 7707.0841 88 7744 7725.52
8 87.94 7733.4436 79 6241 6947.26
9 88.55 7841.1025 87 7569 7703.85
10 82.26 6766.7076 82 6724 6745.32
11 81.47 6637.3609 78 6084 6354.66
12 90.32 8157.7024 88 7744 7948.16
13 81.5 6642.25 79 6241 6438.5
14 80.69 6510.8761 82 6724 6616.58
15 78.55 6170.1025 80 6400 6284
16 86.26 7440.7876 83 6889 7159.58
17 86.94 7558.5636 85 7225 7389.9
18 83.73 7010.7129 89 7921 7451.97
19 90.74 8233.7476 91 8281 8257.34
20 82.2 6756.84 79 6241 6493.8
21 86.32 7451.1424 85 7225 7337.2
22 91.64 8397.8896 89 7921 8155.96
23 79.79 6366.4441 83 6889 6622.57
24 85.82 7365.0724 82 6724 7037.24
25 87.34 7628.2756 84 7056 7336.56
26 81.44 6632.4736 81 6561 6596.64
27 83.23 6927.2329 87 7569 7241.01
28 86.38 7461.5044 88 7744 7601.44
29 87.08 7582.9264 88 7744 7663.04
30 83.5 6972.25 85 7225 7097.5
31 94.14 8862.3396 95 9025 8943.3
32 93.38 8719.8244 92 8464 8590.96
33 85.47 7305.1209 82 6724 7008.54
34 91.76 8419.8976 90 8100 8258.4
35 79.89 6382.4121 82 6724 6550.98
36 83.55 6980.6025 87 7569 7268.85
37 81.14 6583.6996 84 7056 6815.76
38 81.02 6564.2404 82 6724 6643.64
x=¿ y=¿ xy=¿
∑ ¿ 3247. ∑ x2 = ∑ ¿ 321 ∑ y2 = ∑¿
Total 84 278225.8046 8 273190 275534.74
49

Appendix D

Pearson Computations
50

Relationship Between the English Proficiency


Result and English Grade of the Respondents

r = 38 (281458) – (3313) (3218)

 ¿¿ 38 (290649) – (3313)2 ¿ ¿ 2
¿ 38 (273190) – (3218) ¿
r = 0.79470661/ 0.8 (strong positive correlation)

Relationship Between the English Proficiency


Result and Average Grade of the Respondents

r = 38 (275534.74) – (3247.84) (3218)

 ¿¿ 38 (278225.8046) – (3247.84)2 ¿ ¿ 2
¿ 38 (273190) – (3218) ¿
r = 0.5 (moderate positive correlation)

RESEARCHER’S BIODATA

Personal Data

Name: Cereline F. Olaivar


51

Address: Cogtong, Candijay, Bohol


Date of Birth: April 18, 1992
Civil Status: Single
Mother: Felomina F. Olaivar
Father: William G. Olaivar (deceased)

Educational Attainment

Elementary: Rizal Elementary School (2004)


Secondary: Atimonan National Comprehensive High School
(2008)
Tertiary: Bohol Island State University Candijay Campus
Bachelor of Secondary Education major in English
(2013)

Seminars/ Conferences Attended

Provincial College Level Press Conference and


Convention of Student Journalists and Advisers
Date: December 5-7, 2012
Sponsoring Agency: BISU Editors Guild

Planning Workshop and Teambuilding Activity


Date: March 18, 2012
Sponsoring Agency: BISU Candijay Campus

1st Inter-school Seminar Workshop and Re-echo on


Campus Journalism
Date: December 1-2, 2011
Sponsoring Agency: BISU Editors Guild

OSSEI National Training Workshop on Campus


Journalism
Date: September 15-17, 2011
Sponsoring Agency: OSSEI
Seminar-Workshop on Fire Safety and Related
Emergency Procedures
Date: June 16-17, 2011
Sponsoring Agency: BISU Candijay Campus

RCY Bohol Summer Camp


52

Date: April 15-17, 2


Sponsoring Agency: Red Cross Youth Bohol Chapter

Joint 9th Visayas and 10th Mindanao Rizal Youth


Leadership Institute Conference
Date: October 28-30, 2010
Sponsoring Agency:

Philippine National Red Cross Leadership Formation


Course
Date: September 22-23, 2009
Sponsoring Agency: Red Cross Youth-Bohol Chapter

Philippine National Red Cross Youth Volunteer


Orientation Course
Date: September 22-23, 2009
Sponsoring Agency: Red Cross Youth-Bohol Chapter

Philippine National Red Cross Leadership Development


Course
Date: September 22-23, 2009
Sponsoring Agency: Red Cross Youth-Bohol Chapter

RESEARCHER’S BIODATA

Personal Data
53

Name: Cherry Mae A. Toston


Address:#2 Downtown Avenue Untaga,Alicia,Bohol
Date of Birth: September 23, 1991
Civil Status: Single
Mother: Bienvenida A. Toston
Guardian: Basilides A. Corre

Educational Attainment

Elementary: Tanghaligue Elementary School (2004)


Secondary: Alicia National High School (2008)
Tertiary: Bohol Island State University Candijay Campus
Bachelor of Secondary Education major in English
(2013)

RESEARCHER’S BIODATA

Personal Data
54

Name: Catherine C. Caga


Address: Casbu, Guindulman, Bohol
Date of Birth: August 03, 1984
Civil Status: Single
Mother: Victoria C. Caga
Father: Vicente L. Caga

Educational Attainment

Elementary: Casbu Elementary School (1997)


Secondary: Catungawan High School (2001)
Tertiary: Bohol Institute of Technology Tagbilaran City
Associate in Computer Secretarial (2003)
Tertiary: Bohol Island State University Candijay Campus
Bachelor of Secondary Education major in English
(2013)
55