Factors that Affect the Self-Esteem of the Students in using English

Language as Medium of Communication Among Grade 9 Students of

Governor Luis A. Ferrer Junior East National High School S.Y 2019-2020

Research Submitted by:

Alexa L. Tayactac

Psalmuel John D. Lee

Janiel B. Binocas

Richmond L. Balangitao

Research Submitted to:

Mrs. Afryl P. Maralang

 ACKNOWLEDGEMENT

We would like to take this opportunity to first and foremost thank God for

being our strength and guide in the writing of this research. Without Him, we

would not have had the wisdom or the physical ability to do so.

We would like to express our deep and sincere gratitude to our research

supervisor, Mrs. Afryl P. Maralang, Grade 10 English teacher, Governor Luis A.

Ferrer Junior East National High School, for giving us the opportunity to do

research and providing invaluable guidance throughout this research. It was a

great privilege and honor to study under her guidance.

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TABLE OF CONTENTS

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 CHAPTER I : INTRODUCTION

INTRODUCTION

Self-esteem in using English language as medium of communication may

fall in high and low categories. People are often described as having either high

self-esteem, meaning they think very well of themselves in using English

language as medium of communication, or low self-esteem, meaning they are

filled with doubts and criticisms about themselves in using English language as

medium of communication. This research aims to determine the factors that

affect the self-esteem in using English language as Medium of communication

among grade 9 students, the ways on how do they overcome the fear in using

English language, and the number of grade 9 students who uses English

language as medium of communication

OBJECTIVE

The Research aims to determine the following:

1. The factors that affect the self-esteem of the students in using English

language as Medium of communication

2. The ways on how they boost their self-esteem in using English language as

medium of communication

3. The number of students who uses English language as medium of

communication

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STATEMENT OF THE PROBLEM

1. What are the factors that affect the self-esteem of the students in using

English language as medium of communication?

2. What are the ways of boosting the self-esteem in using English language as

medium of communication?

3. How many students uses English language as medium of communication?

SCOPE AND LIMITATION

This research will only focus on the self-esteem in using English language

as medium of communication of grade 9 students at Governor Luis A. Ferrer

Junior East National High School and will exclude or not involve any other school

and grade levels.

SIGNIFICANCE OF THE STUDY

The Research is significant and beneficial to the following:

1. Students - to be aware of the factors that affect their self-esteem in using

English language as medium of communication and to determine the ways on

how they can boost their self-esteem.

2. Teachers -to be aware of the factors that affect the self-esteem in using

English language as medium of communication among the students and to

support them in boosting their self-esteem.

3. Future Researchers – A help as a future reference for more related studies in

the future.

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DEFINITION OF TERMS

Self-esteem – confidence in one’s own worth or abilities; self-respect.

Language – the system of conventional spoken, manual, or written symbols by

means of which human beings, as members of a social group and participants in

its culture, express themselves.

English language – an Indo-European language belonging to the West Germanic

branch; official language of Britain and the United States and most of the

commonwealth countries.

Medium of communication - a channel or system of communication—the means

by which information (the message) is transmitted between a speaker or writer

(the sender) and an audience (the receiver).

Student - a person who is studying at a school or college.

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 CHAPTER II : REVIEW RELATED LITERATURE

In this section, some studies pertinent to the factors that affect the self-

esteem in using English language as medium of communication are reviewed.

Park and Lee (2005) investigated the connection between second language

learners’ anxiety, self-confidence, and speaking performance. One hundred and

thirty two Korean learners participated in this research. The results obtained from

this research showed that students’ anxiety level is a negative factor that affects

their oral performance.

Tanveer (2007) examined the factors caused anxiety for learners in

learning speaking ability and the impact of anxiety on target language

communication. The obtained results indicated that learners’ feeling of stress and

anxiety stop their language learning and performance abilities. The researcher

emphasized that the high anxiety lowers the learners’ speaking performance.

Urrutia and Vega (2010) demonstrated that students’ oral performance

was influenced by their lack of vocabulary, diffidence, and fear of being despised.

It was also indicated that learners’ cooperation, self-confidence, vocabulary

knowledge, and the class environment encouraged them to improve their

speaking skills.

Eissa, Misbah, and Najat (1988) performed a study towards the

Hindrances of using English as a means of instruction and communication. The

results of this study displayed that learners had many difficulties in using English

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language as a means of instruction. A lot of participants stated that their learners

have low English proficiency.

Prieto (2007) performed a study about the cooperative learning tasks. The

findings of her study showed that one way to improve speaking skill is to interact

with others, learn from others, and the choice of the topics based on the learners’

interests in order to encourage them.

Lukitasari (2003) carried out a study towards learners’ strategies in

overcoming their speaking problems. The results obtained from this study show

that learners face a lot of speaking difficulties such as inhibition, nothing to say,

low participation, and mother tongue use in their speaking classes. The other

result of this study demonstrate that learners did not better their speaking skill

because they had not learnt three components of speaking called vocabulary,

grammar, and pronunciation.

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 CHAPTER 3 : METHODOLOGY

RESEARCH DESIGN

This research follows the Diagnostic research design that evaluate the

underlying cause of a specific topic or phenomenon.

RESEARCH INSTRUMENT/METHOD

This research uses questionnaires or survey questions as Research

instrument.

RESEARCH SAMPLING

This research applies the sampling technique called single random

selection by choosing 50 grade 9 students by chance.

RESEARCH LOCALE

This research was conducted at Governor Luis A. Ferrer Junior East

National High School.

RESEARCH PROCEDURE

The researchers came up with a process of giving questionnaires to

random 50 grade 9 students and analyze the gathered data to come up with a

result and to achieve the objective.