FACTORS AFFECTING THE ENGLISH PROFICIENCY

PERCEIVED BY MARITIME SHS CADET IN

CAPITOL UNIVERSITY TOWARDS
ACDEMIC PERFORMANCE

A Research
Presented to the Faculty of Maritime
Senior High School Capitol University

In Partial Fulfilment for the Requirements in Inquiries, Investigation and

Immersion.

Group 3

MARJORIE ABANG RENEL ARDENIO

JOHN DHIL ABELLANOSA KENT EDGAR AGBU
JAMES DARWIN ABES KYLE M. BANGCONG

March 2018
 Chapter 1
The Problem & its’ Scope

Introduction

Maritime Education is one of the most in demand courses in the Philippines. The

country has already set its standards in the past decades where Filipinos occupy 25

percent of maritime positions in the seafaring industry all over the world (Tinig Marino,

2009). Maritime Industry is known to be one of a highest paying job that people from

different countries are entering this field. Seafarers are required to enter different

training’s, so they could have an edge not only in technical and work attitude but also in

public relations and scenarios which really requires very good communication skills

especially when you ’re working overseas. (Lyceum of the Philippines University,

Batangas City ,2015).

English proficiency is now a business to everyone. Recently it is now already one of

the requirements on Standards of Training Certification and Watch Keeping(STCW) for

seafarers. According to (STCW 78/95) states definite standard on professional English

Skill of Maritime sailors. Maritime English has neither too much profound grammar nor

many dis-social new words, but some daily English besides abundant professional terms

and abbreviations.
 In Maritime Industry, English is considered an important tool to maintain safety of life

and property. It is important tool because given the international character of the maritime

industry, a ship can be composed of a diverse set of crews where understanding daily

on-board and external communication is a must. (Logie et.al 2010)

Philippines is one of the leading producer of seafarers in Maritime industry but

because English is not our native language, some Maritime students are not still literate

in speaking the language without knowing that English Proficiency could be one of the

basis to be hired in a Maritime shipping company. (Tinig Marino, 2008)

Because of such situations the need in English proficiency of one country can be seen

in the industry. Ship owners would prefer a seafarer with an excellent communications

skill because it means not only safety but also a good environment with coworkers and a

smooth sailing business.

It is in this context that the researchers are prompted to conduct a study to determine

the factors affecting the English Proficiency of Maritime Students and at the same time to

use it as basis for devising an instructional maritime English program which will help to

produce competent maritime graduates in the industry.

Conceptual Framework

English as an International Language: English is an international language, spoken in

many countries both as a native and as a second or foreign language. In almost every

country on the earth, English is taught in the schools. English is spoken as a native

language by about 375 million people and as a second language by another 375 million

speakers in the world, but there are still some countries who does not know how to speak

in English fluently.

English in the Philippines: The Philippines is recognized globally as one of the largest

English-speaking nations with majority of its population having at least some degree of

fluency in the language. English has always been one of the official languages of the

Philippines and is spoken by more than 14 million Filipinos.

Proficiency in the language is also one of the country’s strengths that has helped drive

the economy and even made the Philippines the top voice outsourcing destination in the

world. In the Philippines, there are some schools who teaches the English subject, the

English subject is properly introduced from elementary, up to college, that means the

students have learned English, but the country still needs to step up its efforts in improving

the teaching and learning of English, developing it as a vital skill of the workforce.

English teaching in the Philippines: Language is not merely a tool which helps the

inhabitants of this planet for expressing their thoughts and feelings but also a way of

getting civilized. Language is an

important link to the world. In the present-day world of globalization, it is very important
to teach students about the world beyond their own countries. The learning of English is

the first and foremost criteria to meet the challenges of the globalization and reach the

global standard.

Maritime English: In maritime world, the English proficiency is very important because

there are some of the Filipino seafarers are working internationally and most of their co-

workers came from different countries but knows how to speak in English. Maritime

English is needed onboard to be able to communicate clearly, understanding job

descriptions, and maintaining the safety of the vessel it is very important that all personnel

onboard know the basic terms onboard the vessel.

In Capitol University there are still maritime senior high school cadets are still having the

lack of knowledge of English. To be more knowledgeable on the mastery of English,

writing, reading, and speaking in English can have an improvement on English

proficiency.

Schematic Diagram

The researchers will conduct a research where the respondents are the cadets of

Maritime Senior High school focusing on Perceived English Proficiency and knowing their

capacity to speak in English towards academic performance. With this, the researcher

will have a strategy in getting the output of the respondents.

Statement of the Problem

This study wanted to know the Factors affecting the English Proficiency perceived

by Maritime Senior High school cadets in Capitol University towards academic

performance. Specifically, this study sought to answer the following questions:

1. What is the profile of the participants in terms of?

A. Age

B. Sex

2. What are the factors affecting the English Proficiency of Maritime Senior High

School students towards academic performance?

3. How does the factors affect the English Proficiency of Maritime Senior High School

students towards academic performance?

Significant of the study

There are multiple benefits of this study. Specifically, to the students of maritime

Senior High School, parents, the administrators and to the future researchers, it aims to

give confidence for the student to speak the universal language efficiently. It further hopes

that the knowledge of learning the factors that affect the English performance of the

students will play the major role to improve their self-esteem in speaking English.

The outcome of this study may give information with regards to the factors affecting

the English proficiency perceived by maritime Senior High School students in Capitol

University.

Students. This study will help them to know the factors and benefits that affects

and benefits of speaking English and will undoubtedly encourage them to hone their

speaking ability.

Parents. The students performed some of their works regarding School

homework’s at home. Parents should have some time for their children. This study will

encourage the parents to help the children to improve their English speaking proficiency

Administrators. They will benefit from the findings of this study by using the data

to plan some strategies and facilitate activities suited to the specific needs of students of

effectively improved their fluency in speaking English to the desired proficiency level.

Future researchers. This study may also help the future researchers who wish to

study the same objective of this research on determining the factors affecting the English

proficiency perceived by the students

Scope and limitation

This study focused on the factors affecting the English Proficiency perceived by

Grade 12 Maritime Senior High School Students towards Academic Performance at

Capitol University in the School year 2017-2018. This Study determines if there is

significant relationship between the respondent’s frequency of the factors affecting the

English proficiency and their academic performance.

The respondents that are being studied were limited to the students of Grade 12

Maritime Senior High School in Capitol University. The researcher choses the

respondents because they are graduating students and some of them will not proceed

into college and will find job onboard already.

Definition of terms

The following conceptual and operational definitions are given to enable readers

to understand the important terms used in this study.

Cultural Diversity - It’s the existence of a different variety of cultures, races or

nationalities in a society specifically on-board vessel. It always occurs on board vessels

because it is expected that your crew mates will come from different countries.

English Language- It is the Universal language that is used to communicate with other

different races and nationalities all over the world. English helps us to easily understand

other people. English is very useful on board because some of the crews have different

cultural diversity.

English proficiency - It is the ability of a person to use English language to make and

communicate meaning in verbal or written aspect. It is very important because the more

you’re proficient to it, the more you can easily communicate and understand other people

all over the world.

Instructional Maritime English program - These are programs that will help the

Maritime Senior High school cadets to become more proficient and literate in speaking

the English language.

Maritime Industry - It is one of the top highest paying jobs in the world and it also requires

skillful and professional seafarers. It requires the seafarers to know the English language,

not just for communication purpose but also to produce a productive environment on

board ship.
 Chapter 2

Review of Related Literature and Studies

This Chapter presents a review of existing available literature as well as related

studies in the area regarding of Factors that affects the English Proficiency particularly in

Maritime Students. It also includes some reviews about the academic performance that

relates in the English proficiency for the students to acquire the skills to speak in English.

On English language. According to Logie et.al.(2008) English language is a means

of global communication and socialization. It is the major language of news and

information in the world. It is also the language of business and government and even of

maritime communication. This paved way to the Maritime Training Council to upgrade the

English proficiency of the Filipino marine officers in order to help them attain the required

communication skills while in the performance of their duties and responsibilities on board

ship. In addition to this, the STCW stated that seafarers should have the ability to

understand orders and to communicate in English with others in relation to shipboard

duties. To fulfill this development of English communication skills of seafarers, the

Maritime English Center (MEC) launched the Maritime English course as an innovative

and highly practical course program that is designed to help seafarers or maritime

students broaden their knowledge of proper maritime English and also to attain

proficiency in English language, upgrade their qualifications and enhance shore based

maritime employment prospects.

 In maritime industry, English is considered as an important tool to maintain safety of

life and property at sea. It is important tool because given the international character of

the maritime industry, a particular ship can be composed of a diverse set of crews where

understanding daily on-board and external communication is a must for every crew

member.

Because of this, legislation on maritime job requirement has strongly emphasized the

importance of English language proficiency in relation to shipboard operations and safety

at sea. Companies employing non-native English seafarers have an obligation to ensure

that effective English language country is available especially as members of the crew

are now required to demonstrate a knowledge of English adequate for professional and

safety purposes. So, to ensure safety of life and property at sea, each seafarer must have

a broad knowledge of English and good communication skills to be able to respond as

the situation demand and also to be able to produce a productive environment.

On Maritime Education and Maritime English. According to Ramirez (2009), there

are around 118 maritime institutions all over the Philippines, producing thousands of

seafarers over the years, thus helping make the country “the labor capital of the world”

(p. 279). Students in the maritime field enroll in courses such as BS Marine Engineering

and BS Marine Transportation. The maritime field is heavily reliant on constant and exact

communication as well as understanding of mathematical formulas and their application

on the field (c.f. Sampson & Zhao, 2010). Students are also expected to be proficient in

English since the technical jargon is mainly in English, and because of the high probability

of working in a multicultural environment. Cwilewicz & Pudlowski’s (2011) work on

didactic programs for a maritime academy in Poland state exactly this same view: to

ensure safety of their passengers and colleagues, maritime students must also learn

effective communication skills.

An accompanying issue, however, concerns the quality of English in the maritime

field. Winbow (2012) points out that in most countries, maritime professionals generally

lack English communication skills. This generalization English for maritime purposes 43

is attributed to the status of English in the countries where these professionals come

from—as either ESL (English as a Second Language) or EFL (English as a Foreign

Language). More often, miscommunication due to cultural differences and the perceived

lack of proficiency in the English language of these maritime students are identified as

sources of concern in the language classroom. With the involvement of technical

terms/jargon and the high use of written and spoken communication, it is therefore even

more imperative for maritime professionals to undergo extensive English communication

skills training. Of course, cross-cultural and/or communication skills training must be

contextualized to achieve maximum effectiveness. After finding out that most available

materials in ESL maritime English teaching are designed for more traditional teaching of

English, Benton (2012) suggests that maritime instructors use materials that suit the

specific needs of their maritime students.

According to Ungku Harum (2012); Kassim & Ali (2013), English Speaking is one of

the crucial language in working in multinational companies, students may capable in

writing a reports and emails right as well as to interact with colleagues and clients on

English policy.
 On Impacts of English Proficiency on Academic Performance of International

Students. According to Li et al., (2014) Existing research on factors to academic

achievement of students in higher education reveals a number of factors in multiple

dimensions. These factors that were identified in the literature are applicable to both

domestic and the international students in higher education. However, there are other

factors involved when it comes to the international students’ academic performance I

higher education, since international students have unique characteristics that distinguish

them from domestic students (Li et al., 2014).

Many empirical studies indicate that English proficiency plays a crucial role for

international students in completing their studies in English-medium institutions,

especially for those students in completing English (e.g., Li et al, 2014). In addition to

English proficiency, some culture-specific and cross-cultural issues (e.g., academic

culture shock associated with a different education system, lecture style, and

relationships between students and lectures) have been identified as factors that

contribute to the international students’ potential for academic success (Li et al., 2014).

On speaking English policy. According to the research thesis of Ayuman, et.al

(2015) the impression of second year maritime education student of Capitol University

towards speak English policy. Most respondents agreed that speak English policy helps

to motivate their ability to speak and give them confidence to speak English without

getting shy as well as to help them speak in confidence to speak up during class. Most

respondents agreed that speaking English isn’t very hard and also agreed that the

institution gave them challenging method and gave adequate assistance for them to be
proficient in English. The respondents also agreed that Speak English policy them

prepare for their future career and it’s better to speak English in school than speak

Vernacular language. Most respondents also agreed that speak English Policy should be

mandatory and should be promoted at school so that it will help them to be Proficient in

English language.

On academic performance in English. according to Hernandez (2015) updated

language strategies allow students to develop knowledge of subject matter through the

competency in English. The teacher ensures that the lessons are comprehensible to

different learners. In the Philippines setting, the teacher must use comprehensive literary

genres suited for the learners. For language proficiency and English language

development, an effective technique is to draw the learner’s background in the areas of

practical application. Topics must be related to their personal experience and connection.

It is Important to maintain a comfortable participatory learning environment that allows the

students to practice English language without fear, seeking clarification for taking

linguistic risk. It is generally accepted that teachers of English play a leading role in

providing learners with the knowledge, skills and understanding they need to read, write,

speak and listen effectively.

 This is according to Goodwyn, et.al (2015) point out that all teachers have a stake

in effective literacy. Learners may fail to understand academic concepts through the

language they are still learning because their subject content teachers are incapable of

assisting them to do so.

Gouthro (2016) mentioned in her research that excellent teachers make the

difference. These teachers who knows their students are alert to the literacy demands of

curriculum and have a repertoire of flexible practices. They recognize and value the needs

interest, and capacities of the learners.

 CHAPTER 3

Research Methodology

This chapter deals with the essential elements of the research process. It

discusses the research method, local, subjects, category and codes, research

instruments gathering of data and statistical treatment of data.

Research Design

This study will use the Descriptive Quantitative research design. It focuses on

gaining insights and perspectives by giving questionnaires to Grade 12 maritime students

related to the factors affecting their English proficiency.

Research Locale

The Research Locale is in the Maritime Senior High School Bldg. of Capitol

University. The researcher chosen this place or area because of the issues that has been

raised by the STCW 78/95 that Maritime sailors should have definite standard on

professional English Skills.

Figure 2: Location of the map of CU

 Capitol University is located at Corrales Ext, Barangay 23, Cagayan de Oro, 9000

Misamis Oriental. Cagayan de Oro City is a 1st class highly urbanized city in Northern

Mindanao, Philippines. Capitol University is at center of the city , it is surrounded by malls

and big establishement in the area.

Capitol University is one of the 56 senior high schools offering Maritime

Specialization. CU’s College of Maritime Education and the Maritime Training Center are

now ISO 9001:2015 Certified by DNV-GLA and they are also one of the first schools in

the Philippines that obtained ISO 9000 certification.. The school complies with the IMO-

STCW as well with CHED requirements.

The Respondents

The respondents of the study are the Grade 12 Maritime Senior High School

students of Capitol University. The researcher uses the Majority Rule in getting the

sample population size of the respondents in this study.

Majority Rule Formula

n=N/2+1/7

n=231/2+1/7

n=115+1/7

n=116/7

n=16.5 or 17 respondents/section
Research Instrument

For this study, the researchers made a questionnaire for the respondents. The

questionnaire has 2 parts, the first part is the collected personal information of the

respondents such as age, gender and the name. This information gave first-hand

overview to the researcher on the background of the respondents.

The second part is the main research instrument, these questions are about the

factors on English Proficiency that is composed of 6 (six) questions specifically made to

get if the respondents are proficiently literate on speaking English language.

Data collection and Quantification

The researcher will undergo a proposed defense regarding on the survey that will

be conducted on the Grade 12 Maritime Senior High School student, that is facilitated by

the research Instructor. After the proposed defense and when researchers survey is

approved, the researchers started disseminating the survey questionnaire to the

respondents. The study used survey questionnaire to answer the researcher’s statement

of the problem

Sources of Data

The data of the study came from a various of sources, the researcher gathered

some data from the published research materials, which is also related to our current

study “Factors affecting the English Proficiency perceived by Maritime SHS Cadets in

Capitol University towards Academic performance”. The data also came from a credible

and reliable source of articles and documents to support our study

Statistical treatment of Data

The researcher uses the dichotomous type of questionnaire to gather data from

the respondents. Using the dichotomous Questionnaire, the researcher has identified the

most common factors that affects the English proficiency of the Maritime Senior High

School towards academic performance. The participants during the survey will simply put

a mark on the Yes or No answer with the following explanation regarding on the factor

that is being identified.

Dichotomous type of Questionnaire

Yes

No
 . Chapter 4

Presentation, Analysis and interpretation of the data.

The researcher has conducted a survey which proves the point of the researcher

with the data they have gathered. In this section the researcher well presents their

findings using a table by getting the percentage of the data. This section well also

presents the following factors that will answer the statement of the problem in

chronological way.

What is the profile of the participants in terms of?

A. Age

Table: 1.1

Age Frequency Percentage

17 years Old 30 25.64%

18 years Old 70 59.83%

19 years Old 14 11.96%

20 years Old 3 2.56%

Total: 117 100%

 B. Sex

Table: 1.2

Sex Frequency Percentage

Male 105 89.74%

Female 12 10.26%

Total: 117 100%

The data presents problem the findings, that in table 1.1 majority of the age have

been identified are 17 years old with a frequency of 105 and has percentage of 89.74%,

18 years old has a frequency of 70 and a percentage of 59.83%, 19 years old with a

frequency of 14 and a percentage at 11.96%, and 20 years old which has frequency of

only 3 and a percentage of 2.56%.

The data presented in table 1.2 presented that the total of sex who participated

during our survey, much of the male has a huge frequency which is 105 and percentage

of 89.74% unlike the female which only has a frequency of 12 and a percentage at 10.26%

which give as a conclusion that there are more male than the female during our survey.
What are the factors and how does the factors affect the English Proficiency of a Maritime

Cadet?

1) Does the English policy of the school (Capitol University) help you to speak

fluently in English?

Table 2.1
Frequency Percentage

Yes, it pursues me to speak 37 32%

English inside the campus.

Yes, it improves the way I 20 17%

communicate using the English

language.

No, it doesn’t help me, to speak in 14 12%

English.

No, the English policy of the 46 39%

school is not so strict.

Total: 117 100%

One of the factors that affect the English proficiency of the grade 12 maritime

senior high school is the factors about the English policy in the school. The survey shows

that there are 46 or 39% who answered “No, the English policy of the school is not so

strict.” from a total population of 117 participants.

According to Dr. Nicola Galloway, implementing a strong English policy in schools

will not only improve their graduates' job prospects, but will make them more tempting to

applicants drawn by well-paid future careers.

 2) Does your previous School (Junior High school) implement a good speaking

English environment?

Table 2.2

Frequency Percentage

Yes, because I came from a Public School who 23 20%

really Implemented a speak English policy.

Yes, because I came from a Private School who 26 22%

really implemented a speak English policy.

No, because I came from a Public school who 38 32%

doesn’t

implemented a speak English policy.

No, because I came from a Private school who 30 26%

doesn’t implemented a speak English policy.

Total: 117 100%

Another of the factor that affect the English proficiency of the grade 12 maritime senior

high school is the factor about their Previous school or their Junior High school. The

survey shows that there are 38 or 32% who answered “No, because I came from a public

school who doesn’t implement the speak English policy” from a total population of 117

participants

According to Li et al., (2008) Both Public and Private school should implement a

good English speaking environment so that no matter what school you came from, you

are able to speak and communicate with the English language proficiently.
 3) Does your communication subject in SHS help you to be more proficient in

speaking the English language?

Table: 2.3

Frequency Percentage

Yes, the subject is very effective and beneficial for me. 20 17%

Yes, because our teacher in oral communication is 29 25%

very literate in teaching the subject

No, the subject is useless, it doesn’t teach me how to 23 20%

speak the English language

No, our teacher in oral communication is not proficient 45 38%

enough to teach the English language.

Total: 117 100%

Factors that affect the English proficiency of the grade 12 maritime senior high

school is the factors about their communication subject in senior high school which is

oral communication. The survey shows that there are 45 or 38% who answered “No, our

teacher in oral communication is not proficient enough to teach the English language”

from a total population of 117 participants

English subjects should be effective that will teach the students even the basics

such as correct grammar, exact pronunciation, and spelling. The subject must teach the

students to become bilingual, improve their knowledge of a target culture, and see English

as opening opportunities for students to work and study abroad. (Ramirez, 2009)
 4) Do your Junior High school English teachers help you to be more proficient with

the English Language?

Table 2.4

Frequency Percentage

Yes, because the teacher itself are proficient with the 40 34%

English Language

Yes, because they are teaching already the English 29 25%

subject for a couple of years.

No, because they are not English major 17 15%

No, because the teacher itself are not proficient with the 31 26%

language.

Total: 117 100%

One of the factors that affect the English proficiency of the grade 12 maritime

senior high school is the factor about their Junior high school English teachers. The

survey shows that there are 40 or 34% who answered “Yes, because the teacher itself

are proficient with the English Language” from a total population of 117 participants.

The issue of proficiency is always at the forefront for English language teachers.

As English language teachers, they need a certain level of proficiency in the language to

teach it, so they can serve as models for our students, and provide them with valuable

language input that can help them learn. (Michael Karas, 2017)
 5) Do your parents help you to become proficient in English?

Table: 2.5

Frequency Percentage

Yes, because we speak English in our 5 4%

home

Yes, because my parents are also 25 21%

proficient in English speaking.

No, because they don’t know how to 32 27%

speak English.

No, because we are using mother tongue 55 47%

in our home

Total: 117 100%

Other factors that affect the English proficiency of the grade 12 maritime senior

high school is the parents. The survey shows that there are 55 or 47% who answered

“No, because we are using tongue in our home” from a total population of 117 participants.

According to MY Stella, (2009) Parental English Proficiency and early English

education from the parents have a very big impact to the child’s English proficiency

because the earlier the English language is introduced the more the person became

interested and used to it.

 6.) Do you read English textbooks?

Table: 2.6

Frequency Percentage

Yes, because I love reading. 3 3%

Yes, because I always read books if I have 9 8%

free time.

No, because I prefer playing games than 65 55%

reading books.

I never read books. 40 34%

Total: 117 100%

The researcher identified a factor that affects the English proficiency of the grade

12 maritime Senior high school, the hobby of the students to read English textbooks.

The survey shows that there are 65 or 55% who answered “No, because I prefer playing

games than reading books” from a total population of 117 participants.

According to USA Learns, (2015) Reading books can be a great way to pick up

new vocabulary, see grammar in action and develop your understanding of a language.

When you read in English, you can improve your vocabulary, your grammar, and your

writing skills at the same time the context of articles, stories, and conversations helps you

figure out and understand the meaning of English words in the text that are new to you.

Reading is a very important language learning skill.

 7) Does stage fright (nervousness) affect your English proficiency?

Table: 2.7

Frequency Percentage

Yes, because I felt nervous when I speak the English 45 39%

language.

Yes, because I am afraid they will make fun of me 52 44%

when I speak English.

No, because I am used to speaking English. 12 10%

No, I am confident enough to speak the language. 8 7%

Total: 117 100%

One of the factors that affect the English proficiency of the grade 12 maritime

senior high school are those students who have a stage fright (nervousness). The

survey shows that there are 52 or 44% who answered “Yes, because I am afraid they will

make fun of me when I speak English.” from a total population of 117 participants.

Stage fright or nervousness has a big effect on the oral communication of a

students in the classroom. It doesn’t just give negative results, but it also stops the student

from learning the language. (Zhang Xianping, 2016)

 8) Does your standard of living affect your English proficiency?

Table: 2.8

Frequency Percentage

Yes, I came from a poor environment when no one 61 52%

else is proficient enough in English

Yes, no one else speak the English language in our 33 28%

place

No, i came from a wealthy environment where 11 9%

everyone knows English.

No, we have all the resources about English language 12 10%

Total: 117 100%

One of the factors that affect the English proficiency of the grade 12 maritime

senior high school is the standard of living in their community. The survey shows that

there are 61 or 52% who answered “Yes, I came from a poor environment when no one

else is proficient enough in English” from a total population of 117 participants.

Area/places with better economies have better English also while places with poor

environment have a least number of people who are proficient enough with the English

language. (Christopher McCormick, 2013)

 9) Does your mother tongue affect your English proficiency?

Table 2.9

Frequency Percentage

Yes, because I would prefer using my native 58 50%

language than English language.

Yes, because it’s easier to speak my native 21 18%

language.

No, because I encourage myself to learn more about 22 19%

English language.

No, I refer using English rather than my native 16 13%

language.

Total: 117 100%

One factor that affect the English proficiency of the grade 12 maritime Senior High

school is the mother tongue used in their community especially in their houses. The

survey shows that there are 58 or 50% who answered “Yes, because I would prefer using

my native language than English language.” from a total population of 117 participants.

The use of mother tongue as medium of instruction is sometimes a reason for

Filipino students to be less proficient in the English language because even when they

grew up they are still using their native language instead of learning about the English

Language. (N Nel, 2014)

 10) Does watching English movies help you to speak English fluently?

Table: 2.10

Frequency Percentage

Yes, because it helps me to speak in English. 29 25%

Yes, because I can see the subtitles that helps me to 50 43%

understand the movie.

No, because I can’t understand what they are saying. 23 20%

I never watch English movies. 15 12%

Total: 117 100%

One of the factors that the researcher has identified that affects the English

proficiency of the grade 12 maritime senior high school is the hobby of the students to

watch English movies that helps the students to speak English fluently. The survey shows

that there are 50 or 43% who answered “Yes, because I can see the subtitles that helps

me to understand the movie” from a total population of 117 participants.

According to Bloomsbury International, (2013) Watching movies is a great way for

you to improve your English, especially your listening and speaking skills. Films are not

usually created for English language learners, they are made for native English speakers.

Therefore, the language is exactly how you hear it in real life, it is spoken quickly, with

native accents and pronunciation and using many idioms and colloquial expressions.
 Chapter 5

Summary, Conclusion and Recommendation

The researcher already finished the Data gathering of the study. It has acquired

some data that is needed to come up with its Summary, Conclusion, and

Recommendation. In this section the researcher will present the overall findings of the

study and their accomplishment.

Summary

The study sought to answer the profile of the respondents in terms of Age and Sex,

to know what are the factors that affects the English proficiency of a Maritime Cadet and

how does the factors affect the English proficiency. The importance of the study is that it

benefits and helps the student, parents of the students, administrators and future

researches. The study uses Descriptive Quantitative kind of research in order to gain

insights and perspectives about the study by giving the respondents questionnaire.

The respondents of the study are the Grade 12 Maritime Senior High School

because they are the graduating students and they have also given the chance to work

already onboard. The researcher uses Majority rule formula to compute the data and also,

they have uses dichotomous type of questionnaire for the respondents.

Major Findings

In this section of the study major statements of factual information that are based

on the analyzed data that the researchers have gathered are presented.

Problem #1 What is the profile of the participants in terms of age and sex?

The problem number 1 uses table to illustrate the profile of the respondents in

terms of age and sex. The researchers have able to find the major findings of the

respondents in terms of age, majority of them are those students who are in the

adolescence stage. Based from the data we have gathered 17 years old to 20 years old

who participated in our survey and present their answers regarding on the factors of the

study.

The second table of the problem number 1 discuss the profile of the participants in

terms of gender/sex. The table shows majority of the participants are male who ages 18

years old based from the age bracket that are gathered.

Problem #2 What are the factors affecting the English Proficiency of Maritime

Senior High School Cadet towards academic performance?

The factors that affects the English proficiency of the Maritime Senior High School

are a) English policy b) Previous school (Junior High School) c) Communication

Subject d) Junior High School teachers e) Parents f) English textbooks g) Stage

fright (nervousness) h) Standard of living i) Mother tongue j) English movies. The

factors are formulated by the researcher and also from the literature and studies that have

been gathered.

Problem #3 How does the factors affects the English proficiency of a Maritime

Senior High School Cadet towards academic performance.

Based on the data that has been gathered during the survey, major findings have

been identified regarding on how each factor affects the English proficiency. Factor a)

English policy, highest findings based from the survey 46 or 39% of the respondents

have answered “No, it doesn’t help me, to speak in English” b) Previous school (Junior

High School), highest findings based from the survey 38 or 32% of the respondents have

answered “ No, because I came from a Public school who doesn’t implement a speak

English policy” c) Communication Subject, highest findings based from the survey 45

or 38% of the respondents have answered “No, our teacher in oral communication is not

proficient enough to teach the English language” d) Junior High School teacher, highest

findings based from the survey 40 or 34% have answered “Yes, because the teacher itself

are proficient with the English Language” e) Parents, highest findings based from our

research 55 or 47% have answered ” No, because we are using mother tongue in our

home” f) English Textbooks, based from the findings from the research 65 or 55% from

the survey has answered “No, because I prefer playing games than reading” g) Stage

Fright (Nervousness), base from the results of the findings 52 or 44% from the survey

has answered “Yes, because I felt nervous when I speak in English” h) Standard of

Living), the highest findings based on the findings from the research answered “Yes, I

came from a poor environment when no one is proficient enough in English” i) Mother
Tongue, the highest findings based from survey 58 or 50% have answered “Yes, because

I would prefer using my native language than English language” j) English Movies,

based from the findings of the survey 50 or 43% of the respondents has answered “Yes,

because I can see the subtitles that helps me to understand the movie.”

Among those factors that the researchers have formulated the researcher have

also identified a major finding about the most factor that affects the English proficiency of

the Maritime senior high school. Reading text book have come to be the most factor that

really affects the Maritime senior high school, that is according to the data that have been

gathered during data analysis. The data have presented a large percent of the

respondents.

Conclusion

Upon further evaluation of the study based from the data in the presentation,

analysis, and interpretation of data and the researchers conclude the following:

Problem #1

The researchers can conclude that majority of the Maritime Cadets which is also

the respondents are male who ages 18 years old and most of the respondents are in the

adolescence stage.
Problem #2

The researcher can conclude that Maritime Cadets specifically Grade 12 students

in Capitol University has been affected with the factors that the researcher formulated in

the survey questionnaire and the factors has a big impact on how they become proficient

enough with the English language.

Problem #3

Based on the findings of problem #3, the researcher can conclude that the

respondents have a similar answer to the questions, that means almost all of them are

affected with the factors and they should know how to overcome those factors and find

alternative ways on how to help themselves in learning and being proficient with the

English language.

Recommendation

The aim of this study is to know how many students those are capable in speaking

English in Capitol University Maritime Senior High School specifically on Grade 12

student. That’s why the researcher would like to recommend the following

To the School, the school should improve the English speaking policy and be strict

on implementing it, so that the student will be equipped on English speaking.

 To the Student, the student should be aware of the importance of English

proficiency, specially they are future mariner they may work overseas, and English

speaking is very important.

To the Teacher, the researcher would like to recommend the Senior High School

teacher to implement the English speaking policy, so that the student are able to practice

in speaking the English fluently while they are studying, they are also learning o speak in

English, also every meeting, the teacher must have new words that is not really

encountered by by the students so that the student can have additional vocabulary.

To the future researcher who will continue to expand the study the researcher

would like to recommend that since the study is only on the Grade 12 Pre-Baccalaureate

Maritime High School students but the whole senior high school students of Capitol

University, to prove that the students of Capitol University are still not complement enough

especially in speaking in English.