1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

There is a certain age at which a child looks at you in all earnestness

and delivers a long, pleased speech in all the true inflections of spoken

English, but with not one recognizable syllable. There is no way you can tell

the child that if language had been a melody, he had mastered it and done

well, but that since it was in fact a sense, he had botched it utterly. ~Annie

Dillard, Pilgrim at Tinker Creek.

Sanga (2014) mentioned that in traditional classroom setting, the

emphasis tends to be on the students doing the reading and the writing,

probably because the activities keep them quiet and it is easier to organize.

Similarly, most teachers probably do most of the talking while the students do

most of the listening, with a questionable amount of understanding. In real

life, it is not easy to separate the four macro skills, as most language skills are

preceded or being followed by a different type of skill. This integration is

constant and confusing to the learners to understand and practice

themselves.

Apparently the fluency of the students in speaking English is very

much affected, although they are encouraged to speak in English. Students

also encountered difficulties in written tasks in English such as essays, book,

 2

reports, research paper and others. Because of this, students become

dependent in using internet because when you typed in the computer,

grammatical error could be seen in the screen. Most of their problems are

concerned with grammatical structure and the use of precise words or

vocabulary. If this problem would not be solved, there will be poor learning

among the students (Mallari, 2005).

This research is focusing only on using language skills if they affect the

performance of selected Non-English sophomore students at Laguna State

Polytechnic University, S.Y 2014-2015.

Background of the Study

Under federal law, Subsection 3302 of The Elementary and Secondary

Education Act (commonly referred to as the No Child Left Behind Act),

parents must be notified that their child has been identified as an English

learner within 30 days of the beginning of the school year, and within 2 weeks

for students that enroll during any other time during the school year. Schools

are also required to provide parents with a host of information regarding their

childs of English proficiency and how this was determined, the type of

program that their child is enrolled or recommended to participate in, the

method of instruction, and more.

Language is a systematic means of communicating ideas or feelings

by the use of conventionalized signs, sounds, gestures or marks having

understood meanings. It is the code we all use to express ourselves and

 3

communicate with others. It is an audible, articulate, meaningful sound as

produced by the action of the vocal organs. It is the mental faculty or power of

vocal communication. A language is the written and spoken methods of

combining words to create meaning used by a particular group of people.

Most of the college students do not have the assurance of how

capable they are when it comes in using and to understand the English

language. Although it is not a requirement, it is very important for the students

to be able to speak the English Language because it will make them more

competent professionals (David, 2004).

English nowadays is the most effective language that the students can

use to develop their skills and competencies. Each individual has his own

ability and skills that they believe in, underlying principles to be followed, he

should realize by considering that the things he had are not all true. But how

can he make a step higher from the level he is in if he cannot adapt the first

thing he should if he does not listen and read (Macmillian, 2007).

The ability to understand English language is highly valued and very

important in self-advancement and improvement. Apparently, understanding

English language has many things to do with regards to following instruction,

communication and self-improvement (Castrence, 2003).

In the local scenario, some schools failed to develop their students'

competencies. The basic reason why failure to follow instruction is eminent

where in the results are disobedience to the instruction on school rules and
 4

regulations regarding to I.D, proper uniform, attendance and haircut which are

really alarming to school officials wherein most of their students are poor in

understanding the English language (Flores, 2004).

Lack of knowledge about English language is one of the reasons why

students get low grades. They cannot participate or interact because they are

ashamed of speaking using the language. They do not have the confidence

because they believed that they have poor English. Their fear makes them

quiet in any conversation particularly in their class (Joven, 2003).

Those problems are familiar in the situation of selected Non-English

Major Sophomore Students in Laguna State Polytechnic University, AY

2014:2015 wherein English help the students to be proficient enough in terms

of grammar, vocabulary, communication and gestures.

Theoretical Framework

According to Jean Piaget, proficiency in certain skills, including

language skills, depends on a combination of developmental readiness, social

interaction and the students self-interpretation. With adults, as well as the

children and educators, his experiments have been implemented and many of

his theories have applied in the realm of language learning. There are so

many ESL classrooms have discussion, group work, fair work, interactions

and class presentations. Most of the ESL instructors prefer heavily on these

peer-to-peer interactions because students are more likely to experiment with

each other than they are with the instructor.

 5

This study is anchored to the theory mention above since it discusses

the proficiency in acquiring particular skill. It is says in his theory that most of

the students tend to experiment with the other students than they are with

their teacher. With this, the learner can acquire a certain skill.

Krashen suggests that those who acquire the language are not usually

aware of the fact that they are learning a language. Comprehensible input can

come from a variety of sources. Based on this theory, in order to acquire the

language, the learners are not required to speak or write. By hearing and

reading understandable samples of the language, acquisition takes place

internally on the learners. And most important determinants in successful

language acquisition is motivation (Krashen 1994, Trueba1997).

In this theory, the students are able to acquire the language by means

of imitation. By means of hearing and understanding, the learners can learn

unconsciously. Motivation will boost their interest in learning a language.

Skinner (1995) suggests that language is a habit associated activity

which can be learned explicitly through repetition and memory. Learners

receive linguistic input from different speakers in their environment and

acquisition takes place through correct repetition and imitation. As a result,

second language acquisition is enhanced through a set of habits which are

related to the native language. New habits will be formed when these habits

clash with those needed for second language speech. Certain skills such as

vocabulary and grammar may well be acquired through the use of a

 6

behaviorist approach. However, the development of fluency and structural

accuracy is not easy to achieve and it requires considerable exposure to the

foreign language and/or to explicit instruction (Milton 2002).

Aside from imitation, students can learn a language by means of

repetition and memory. As they hear from different, speakers, they are now

able to speak like the others little by little. It is not easy for the a person to be

fluent and accurate. Exposure to the foreign language may help in acquiring

the language.

According to the cognitive approach, second language is a process of

building up a cognitive model of the target language through practice and

experience until learners can make one of their knowledge automatically

without even being aware of doing so (McLaughlin 1996).

This study is anchored on the theories mention above since it also

deals with English language. It is necessary to include these theories to clarify

the exact scope of this study.

Conceptual Framework

Based on foregoing theoretical framework, a conceptual design is

developed to elicit the answers to the succeeding areas of investigation.

Frame 1: The independent variables consist of the respondents

Language Skills: Communication Skills and Writing Skills

Frame 2: The dependent variables consist of what the researcher

 7

wants to find out on how the independent variables affect the academic

performance of the students.

Independent Variable Dependent Variable

Language Skills Academic

Performance of Non-
Communication English Major
Skills
Writing Skills
Grades/GWA

Frame 1 Frame 2

Figure 1: Research Paradigm of the Study

Statement of the Problem

This study focused on the effect of using English on the performance

of selected Non-English Major Sophomore students at Laguna State

Polytechnic University, AY 2014:2015.

Specifically it sought to answer the following question:

1. What is the status of the respondents` language skills in terms of?

1.1 Communication Skills and

1.2 Writing Skills?

2. What is the mean level of Non-English Majors` academic

performance?

3. Do the respondents' language skills significantly affect their

academic performance?
 8

Research Hypothesis

The respondents language skills do not significantly affect their

academic performance.

Significance of the Study

The following terms are illustrated to understand the significance of this

study.

Students. This study will help the students to be aware of the effect of

using English on their performance. They will realize how English can change

their lives not just inside the classroom but also in every aspect of their lives.

Teachers. This study will be useful to teachers for them to be aware in

teaching English as a second language. The teacher will be able to use

techniques for the students to enhance their willingness to participate in all

classroom activities.

School Administration. This study will be useful and helpful to the

administration so they will become aware of the students' capabilities in using

English as a second language and its importance to the learning process and

performance of the students.

Future Researchers. This study will be helpful for the future

researcher so they can get information that will be useful to their studies. This

also will help them to know the importance of English language to the

students and to them as a researcher.

 9

Scope and Limitations of the Study

The researcher conducted an interview to 30 students of BSED Math

2D. The interview happened on room 106 at the CTE Building. The scope of

the interview is more on the two language skills which are the communication

and language skills.

This study is limited only on the Effect of Using English on the

performance of the Non-English Major Sophomore students at Laguna State

Polytechnic University Main Campus AY2014:2015.

Definition of Terms

The following terms are defined to understand the meaning of the

terms and how it is used in this study.

Communication Skills. It refers to how the students use verbal in

communicating their ideas. It is the way or process by which information is

exchanged between individuals through a common signs and behavior.

GWA. It is a representation (often numerical) of the overall scholastic

standing of students used for evaluation. GWA is based on the grades in all

subjects taken at a particular level including subjects taken outside of the

curriculum. It is the grade of the respondents obtained last semester.

Language Skills. The ability to comprehend receptive language and to

use expressive language to communicate. A student who has good spoken

language skills will more easily master reading and writing skills.

Non-English Majors. The respondents of this study specifically the

 10

BSED 2D Math.

Performance. The action of the respondents inside the classroom.

An action, task, or operation, seen in terms of how successfully it was

performed:

Skills. An ability and capacity acquired through deliberate, systematic,

and sustained effort to smoothly and adaptively

carryout complex activities or job functions involving ideas (cognitive skills),

things (technical skills), and/or people (interpersonal skills). See

also competence. It refers to the ability of selected Non-English Major

Sophomore Students to speak and comprehending English Language.

Writing Skills. It refers to the ability of the respondents to write an

essay comprehensively with grammar. Writing skills are specific abilities

which help learner put their thoughts into words in a meaningful form and to

mentally interact with the message.

 11

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The following presents the related literature and studies for further

understanding of this study.

Related Literature

Academic Performance is one of the important variables of this study.

The following statements are all about academic performance. It is the result

of the students action inside the classroom. It is the outcome of their

participation in the learning activities.

According to Lardizabal (1998) cited by Domingo(2009),academic

performance stated that human relationship is the most important as feeling

and emotions have a lot to do in learning according to the law of effect. A

student learns better and retains what is learned under pleasant conditions.

The minimum requirements of the school are learners and teachers.

Benitez (1999) cited by Lazaro (2010), mentioned that activities of the

lesson are intended to supplement the students knowledge, understanding

and appreciation of the environment principles.

According to Lucas and Corpus(2007) cited by Domingo(2009)states

that each time student learns something new, they are having fun on the

universal motivator. It is the playfulness and the sense of discovery that

allows them to learn as much as they do.

 12

According to Sternberg (2005), three kinds of intellectual abilities exist,

namely analytical, creative and practical abilities. Measures of abilities tend to

focus mainly on analytical abilities, whereas all three types of abilities need to

be regarded as equally important.

Academic performance is the outcome of education the extent to

which a student, teacher or institution has achieved their educational goals.

Academic achievement is commonly measured

by examinations or continuous assessment.

The meaning of academic performance is how well one does in school.

Poor grades are considered bad academic performance. Most people know

that academic performance generally refers to how well a student is

accomplishing his or her tasks and studies, but there are quite a number of

factors that determine the level and quality of students' academic

performance.

The above literatures are related to the present study because they

consider students performance in English to be the inert drive of the students

in maintaining the attitude of learning. It suggests achievements, participation

and outputs accomplished in particular period of time. Also, they consider

motivator like their teacher should motivate their student in learning English

as a second language and enlighten them the effect of English language skills

in their lives.

Communication Skills is one of the language skills to be tested in this

 13

study. It is the way on how the students or the respondents of this study

communicate their ideas in a meaningful way. Communication skills help the

students to become an effective and competent individual.

According to Menoy, communication is the transmission of ideas and

emotions between or among persons with the use verbal and nonverbal-cues.

It occurs everywhere; it takes place at home, in schools, in mode of transport,

in streets, in stores, in concert halls, in malls, in churches, with the latest

telecommunication advances, communication between two distinct people in

remote areas is possible.

According to Aquino, communication is a transactional process

because your view of yourself and the word is essentially affected by your

communication with yourself and with others. Yourself concept has a great

effect on how you communicate with others. In the transactional view of

communication, every face of the process is both cause and effect; stimulus

and response, sender and receiver, message and medium.

Communication is simply the act of transferring information from one

place to another, whether this be vocally (using voice), written (using printed

or digital media such as books, magazines, websites or (emails), visually

(using logos, maps, charts or graphs) or non-verbally (using body language,

gestures and the tone and pitch of voice).

Communication is the activity of conveying information through the

exchange of ideas, feelings, intentions, attitudes, expectations, perceptions or

 14

commands, as by speech, gestures, writings, behavior and possibly by other

means such as electromagnetic, chemical or physical phenomena. It is the

meaningful exchange of information between two or more participants.

Cochran as cited by Albano et.al (2008)"...the process these students

go through in developing English language proficiency is similar to the

process of young children becoming fluent in a first language. They listen to

and "take in" a great deal of speech before they begin to speak themselves.

As their speech begins to emerge, they make predictable grammatical errors

which eventually are corrected through increased exposure and practice.

According to Verghese as cited by Aquino (2011) "learning a second

hand language is acquiring the ability to use the structure with a several

vocabulary under essentially the conditions of normal communication among

native speakers at conversational speed."

The above literatures are related to the present study because English

language skills affect the student's way of communicating to express their

ideas. It improves the transactional process of the students' communication

skills.

This study will also test the writing skills of the respondents. It is the

way on how the respondents communicate their ideas in written way, by using

signs and symbols. Their writing skills tested by writing an essay and graded

by means of rubrics.

Writing is a medium of communication that represents language

 15

through the inscription of signs and symbols. In most languages, writing is a

component to speech or a spoken language.

Writing is not a language but a form of technology. Within a language

system, writing relies on many of the same structures as speech, such

as vocabulary, grammar and semantics, with the added dependency of a

system of signs or symbols, usually in the form of a formal alphabet. The

result of writing is generally called text, and the recipient of text is called a

reader.

Writing helps the learners to gain independence, comprehensibility,

fluency and creativity in writing. If a learner has mastered these skills, they

will be able to write so that not only they can read what they have written, but

other speakers of that language can read and understand it (Anon, 1999).

Writing is clear, coherent, and focused and shows awareness of

audience. Lead is attention grabbing and states the purpose for writing with

sophistication (O'Keefe,Spring 2003).

Writing is a complex system used to facilitate communication as letters,

newspapers, advertisements; each one of them carries out a specific

purpose. Writing for Cristal (1995) is"... a way of communicating which uses a

system of visual marks made on some kind of surface."

Ouazteza (2010), writing is a very important skill in language learning,

it takes many years to achieve proficiency i.e. to be accurate and fluent even

if the learner is talented, gifted, /she needs a teacher to teach him/her,

 16

especially if the learner is a second or a foreign language learner.

The above literature is related to present study because writing is one

way of evaluating the students' English language skills in terms of their

grammar and vocabulary.

Grade is another significant variable in this study since it is the result of

their performance inside the classroom. Their grades will be the evidence of

how well did they perform in the class. It will reflect on their behavior in the

learning process whether it is good or bad.

Grade is the level of study that is completed by a student during one

year. It can be assigned in letters as a range (for example 1 to 6) as a

percentage of a total number correct, or as number out of a possible total.

Grade is a level of study that is completed by a student during one

year; the students in the same year of study at a school; a number or letter

that indicates how a student performed in a class or on a test.

Grade is calculated by dividing the total amount of grade points earned

by the total amount of credit hours attempted.

Grades are standardized measurements of varying levels of

comprehension within a subject area. Grades can be assigned in letters as

A,B,C,D,E or F, as a range, as a descriptors like excellent, great, satisfactory,

needs improvement, in percentage or as is common in some post-secondary

institutions in some countries (Bean,2008).

Navarro as cited by Bautista (2013), the realm of education is

 17

standardized measurements of varying levels of comprehension within a

subject area.

According to Bruner (2009), performance is the understanding of basic

relationship in the structure of a subject matter. This involves understanding

relationship and relating knowledge structure to one another which will enable

the learner to remember the material better and to transfer this knowledge to

new learning situations.

The above literature is related to the present study because grade is

the output based on the students' performance in an English class.

Related Studies

Academic Performance is one of the important variables of this study. The

following statements are all about academic performance. The following

statements are all about academic performance. It is the result of the

students action inside the classroom. It is the outcome pf their participation in

the learning activities.

According to Gonzales cited by Sanga (2013), commented that the low

performance of the students in English can be attributed to lack of support in

the form of materials and trained teachers. This made higher authorities

realized the need to improve the quality of English instruction as a response,

the training of teacher has given couple with the need instruction materials

and other facilities.

In the study performed by Huffner and Cantor as cited by Rivera that

 18

such programs can influence knowledge, beliefs, attitudes and values. It

offers insight into how to deal with personal and social problems. Programs

contain elements of truth and reality than can be absorbed, retrained and

utilized at a later date by young viewers, particularly when they meet similar

or analogous situations themselves in real life.

Perceived cognitive competence is defined as the extent to which

children believe that they possess the necessary cognitive skills to be

successful when completing academic tasks Such as reading, writing and

arithmetic (Pike, 2005).

Carbatejo (2004) states that the impotence includes lack of mastery of

the subject matter and unpreparedness this often led to poor class

performance on the part of the teachers and learners to some extent, lack of

interest in classroom activities.

Punzalan as cited by Villanueva et.al (2013) suggested that teachers

should use variety of teaching strategies to impart knowledge and skills

efficiently and effectively.

Deuda (2009), propose that there should be a constant monitoring of

parents in their children's school activities to ensure proper guidance and

good academic performance.

The above statement is related to the present study because the

performance is the most important in the learning process. Teachers must

have lots of teaching techniques and strategies to arouse the interest of their
 19

students and to have a higher grade towards English language proficiency.

Communication Skills is one of the language skills to be tested in this

study. It is the way on how the students or the respondents of this study

communicate their ideas in a meaningful way. Communication skills help the

students to become an effective and competent individual.

According to Scherba, communication is any act by which one person

gives to or receives from person information about that person's needs,

desires and perceptions. Communication may be intentional or unintentional,

may involve conventional or unconventional signals, may take linguistic or

nonlinguistic forms, and may occur through spoken or other modes. It is

ability to unable large numbers of people to easily access real time enterprise

information and transform it into richly formatted reports is critical to the

success of any organization.

Serrano as cited by Del Rosario (2013) stated that its important to vary

one's speech rate as situation warrant. According to him, however, non-

natives worry that they lack fluency in English and thus, may speak quickly to

make up for it. By speeding up their speech without adequate language

knowledge, non-native speakers make it more difficult for native listeners to

understand them.

As individuals engage in social interaction, verbal and non-verbal

communication channels afford them wealth of potential information

(Burgoon, 2006).
 20

Filipinos illiteracy in English language is caused by its non-use in

school today and since Tagalog does not follow English grammar, students do

not learn grammatical English according to Pamin (2008).

The profile of students in terms of gender, socio-economic status and

the use of internet had no significant bearing on the performance of the

respondents of the two state universities in the English Proficiency Test

administered in the study as revealed in the study of Pamin (2008).

In the Philippines, English served as the common language in order to

communicate and to be understood. Although it is not our mother tongue, it is

the medium of instruction in all school and universities. This statement proves

the importance of English as a second language. It is a necessity to learn and

ae proficient in the language because it is used widely in major subjects like

English, Math and Science (De Castro,2012)

The above statement is related to the present study because English

language skills affects student in giving or receiving information about other

person needs, desires, perception and knowledge.

This study will also test the writing skills of the respondents. It is the

way on how the respondents communicate their ideas in written way, by using

signs and symbols. Their writing skills tested by writing an essay and graded

by means of rubrics.

The act or art of forming letters and characters on paper, wood, stone or

other material for the purpose of recording the ideas which characters and
 21

words express, or of communicating them to others by visible signs. Anything

that is written or printed; anything express in characters and letters. Writing

also refers to the letters or symbols written or imprinted on a surface to

represent the sounds or words of a language.

For other researchers, writing is not as simple as that, but it is a

complex process which is neither easy nor spontaneous for many second

language learners'(Hedge, 2000).

Brown (2001) as cited by Onozawa states that writing is a thinking

process, a writer produces a final written product based on their thinking after

the writer goes through the thinking process.

When various group activities are utilized in writing classes, the

learners exchange comments and responses, or work together to write a

paragraph or an essay Onozawa, 2010), a writing strategy used to strategized

the writing skills.

Writing is a complex system used to facilitate communication as letters,

newspapers, advertisements; each one of them carries out a specific

purpose. Writing for Cristal (1995) is"... a way of communicating which uses a

system of visual marks made on some kind of surface."

Nunan (1991) as cited by Onozawa also affirms that the approach also

encourages collaborative group work between learners as a way of

enhancing motivation and developing positive attitudes towards writing.

The above statement is related to the present study because writing

 22

involves grammar as well as vocabulary of the students which will really

measure their proficiency in English Language

Grade is another significant variable in this study since it is the result of

their performance inside the classroom. Their grades will be the evidence of

how well did they perform in the class. It will reflect on their behavior in the

learning process whether it is good or bad.

According to Young (1998), grade is a broader level of measuring

achievement. In our case, overall grade weigh mean that certain parts of a

class had a more value than other parts, an example of that making of the

tests and quizzes and any special work for a class. There might be times that

the daily work is not counted toward the grade at all.

In an experiment by Grolnick and Ryan (1987), students told that they would

be graded on how well they learned a social studies lesson had more trouble

understanding the main point of the text than did students who were told that

no grades would be involved.

Kohn (1999) claims that grades tend to diminish students interest in

what they are learning. Investigators state that the impact on intrinsic

instruction of receiving grades has found a negative effect. As it said, grades

also determine the willingness of a student, therefore it may be concluded

that a Teacher Education student whose grades in Major subject are low also

has lack of interest in the job of teaching itself.

According to Aquino (2010), it is acquiring new or modifying existing

 23

knowledge, behavior, skill or preference and may involve synthesizing

different kinds of information. The ability to learn is processed by humans,

animals and some machines.

Papa (2009) stated that learning may occur as a result of habitual or

classical conditioning.

Salas as cited by Bantilan (2009) made a study which shows that one

of the factors affecting the students in academic performance is their financial

needs. For those who are working students, studying is very important to

have a successful future.

The above statement is related to the present study because grade is

the proof if the respondents' language skills are proficient.

 24

Chapter 3

RESEARCH METHODOLOGY

This chapter presents methodology used, source of data gathering

procedure and statistical treatment.

Research Design

This data used the descriptive method of research to determine the

effect of English Language Skills on the academic performance of the

selected BSED Non-English Sophomore Students at Laguna State

Polytechnic University A.Y 2014-2015.

Calderon as cited by Sanga (2013) states that the descriptive method

of research is a fact finding study with adequate and accurate interpretation.

Respondent of the Study

The primary sources of data utilized in this study were the selected

BSED Non-English Major Sophomore students of Laguna State Polytechnic

University. It is composed of thirty students from BSED 2D; 17 girls and 13

boys. The respondents were chosen by the use of the lottery method.

Sampling Technique

Purposive sampling was employed to select the thirty (30) subjects

who became the actual respondents' based on their performance in English.

A purposive sampling, also commonly called a judgmental sample was

one that was selected based on the knowledge of a population on the

 25

purpose of the study. The subjects were selected because of some

characteristic (Sanga, 2014).

Research Procedure

For the assurance of hundred percent responses, the researcher

formally approached the thirty (30) selected BSED Non-English Sophomore

Students of Laguna State Polytechnic University through letter and asked

them to be used as actual respondents of the study. The tentative draft of the

rubrics was submitted to the adviser for judgmental validation in order to

prove further its contents and organization. When everything is settled, the

study presented and studied. The data gathered from the responses of the

selected BSED Non-English Major Sophomore students respondents were

tallied and analyzed.

Research Instrument

This study used rubrics in gathering data. Encarta reference dictionary

(2004) defines rubrics as a set of standard used to evaluate information. The

first part of the rubrics consisted of items about the variables of

communication in terms of pronunciation and gestures. The second part of

the rubrics consists of items about the variables of writing skills in terms of

grammar and vocabulary. The rubrics had a total of five items standard each

to be evaluated as follows;
 26

Rating Range Description

5 4.20-5.00 Very Satisfactory

4 3.40-4.19 Satisfactory

3 2.60-3.39 Fair

2 1.80-2.59 Unconditional

1 1.00-1.79 Fail

Statistical Treatment

The data obtained were treated statistically with the use of mean and

standard deviation to determine the mean level of the respondents academic

performance.

Weighted mean formula is used to determine the status of the

language skills in terms of communication and writing skills to the

performance of the respondents.

Standard deviation formula for long method is used to know the

variability or spread data around the mean. As claimed by Manaraug (2005)

this long method is appropriate if the data are not arranged in ascending or

descending order.

Chi square is used to determine the effect of language skills in terms of

communication and writing skills to the performance of the respondents.

 27

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents analyses and interprets the data gathered from

the respondents` writing and communication skills.

The data were presented on the order of occurrence in the statement

of the problem in chapter one using tables. Data were treated using statistical

treatment such as weighted mean, standard deviation and chi square method.

Specifically it sought to answer the following questions; 1.what is the

status of the language skills in terms of Communication Skills and Writing

Skills? 2. What is the mean level of Non-English Majors` academic

performance? 3. Do the respondents' language skills significantly affect their

academic performance?

Status of the Respondents` Language Skills in Terms of Communication

Skills
Table 1 presents the status of respondents language skills in terms of

communication skills. It is computed by means of mean and standard

deviation.

In the Philippines, English served as the common language in order to

communicate and to be understood. Although it is not our mother tongue, it is

the medium of instruction in all school and universities. This statement proves

the importance of English as a second language. It is a necessity to learn and

be proficient in the language because it is used widely in major subjects like

 28

English, Math and Science (De Castro, 2012).

Table 1. Status of the Respondents` Language Skills in Terms of

Communication Skills

Communication Skills Mean SD Rank Status

a. Pronounce words correctly. Very
3.80 0.41 1 Satisfactory
b. Pronounce the words like Very
Satisfactory
the native speaker do.
3.57 0.50 6
c. Know when to pause and Satisfactory
speak again.
3.37 0.49 8
d. Know how to put stress on Very
Satisfactory
words.
3.60 0.50 5
e. Speak in English without Very
Satisfactory
any repetition.
3.63 0.49 3.5
f. Use hand gestures while Very
Satisfactory
speaking.
3.50 0.51 7
g. Speak comfortably even Very
Satisfactory
though there are people
3.5
around.
3.63 0.49
h. Speak with sincerity. 2 Very
3.77 0.43 Satisfactory
Weighted Mean 3.61 Very Satisfactory
Legend 4.21-5.00= Outstanding
3.41-4.2= Very Satisfactory
2.61-3.4= Satisfactory
1.81-2.6= Less Satisfactory
1.0-1.80= Poor

Table 1 shows that item letter (a) pronounce words correctly get the 1 st

rank with 3.80 as its mean with a remark of very satisfactory. It is followed by

item letter (h) speak with sincerity with 3.77 as its mean and a status of very

satisfactory. The 3rd rank is items letter (g) speak comfortably even though
 29

there are people around and letter (e) speak in English without any repetition

with 3.63 as their mean and both very satisfactory. It is followed by item letter

(d) know how to put stress on words with 3.60 as its mean and a status of

very satisfactory. In the 6th rank is item letter (b) pronounce the words like the

native speaker do with 3.57 as its computed mean and a remark of very

satisfactory. The 7th rank is item letter (f) use hand gestures while speaking

with 3.50 as computed mean and a remark of very satisfactory also. While

item letter (c) knows when to pause and speak again is on the last rank with

3.37 and a remark of satisfactory. The table further shows that respondents`

communication skills had a weighted mean of 3.61 with a status of very

satisfactory.

Status of the Respondents` Language Skills in Terms of Writing Skills

Table 2 shows the status of the respondents language skills in terms

of writing skills. It is computed by means of mean and standard deviation.

Table 2 shows that item letter (a) match accurately matched the

meaning and context clues in sentences is on the 1 st rank with 3.90 and a

status of very satisfactory. It is followed by item letter (h) observe appropriate

punctuation mark with 3.80 as computed mean and a remark of very

satisfactory. The 3rd rank is items letter (e) observe subject and verb

agreement and letter (f) use appropriate conjunction to connect two ideas with

3.73 as their mean and a remark of both very satisfactory. On the 5 th rank are

items letter (d) write completely the definition of a term and letter (g) use
 30

proper tenses of verb with 3.67 as their computed mean and both very

satisfactory. On the 7th rank is item letter (c) use English word with deep

meaning with 3.63 as computed mean and a remark of very satisfactory.

While item letter (b) avoid redundancy with 3.30 and a remark of satisfactory

is on the last rank. The table further shows that the respondents` writing skills

is 3.68 with a remark of very satisfactory.

Table 2. Status of the Respondents` Language Skills in Terms of Writing

Skills
Statements Mean SD Rank Interpretation
a. Match accurately matched the
meaning and context clues in Very
sentences. 3.90 0.31 1 Satisfactory
b. Avoid redundancy 3.30 0.47 8 Satisfactory
c. Use English words with deep Very
meaning. 3.63 0.49 7 Satisfactory
d. Write completely the definition of a Very
term 3.67 0.48 5.5 Satisfactory
e. Observe subject and verb Very
agreement. 3.73 0.45 3.5 Satisfactory
f. Use appropriate conjunction to Very
connect two ideas. 3.73 0.45 3.5 Satisfactory
g. Use proper tenses of verb. 3.67 0.48 5.5 Outstanding
h. Observe appropriate punctuation Very
mark. 3.80 0.41 2 Satisfactory
Weighted Mean Very
3.68 Satisfactory
Legend 4.21-5.00= Outstanding
3.41-4.2= Very Satisfactory
2.61-3.4= Satisfactory
1.81-2.6= Less Satisfactory
1.0-1.80= Poor

Writing helps the learners to gain independence, comprehensibility,

fluency and creativity in writing. If a learner has mastered these skills, they

will be able to write so that not only they can read what they have written, but
 31

other speakers of that language can read and understand it (Anon, 1999).

Mean level of Non-English Majors` Academic Performance

Table 3 represents the mean level of the academic performance of the Non-

English Majors academic performance last semester.

The table indicates that most of the students got an average between

1.51-2.00 last semesters with 66.67% relative frequency and a remark of very

satisfactory. There are seven students got an average between 2.01-2.50

with a relative frequency of 23.33% which is satisfactory. Two students got an

average grade between 1.00-1.50 with 6.67% relative frequency and an

outstanding remark. Only one student got an average between 2.51-3.00 with

3.33% relative frequency and a remark of less satisfactory. The mean level of

the respondents academic performance is 1.89 with remarks of Very

Satisfactory.

Table 3.Mean Level of Non-English Majors` Academic Performance

Average Grade Frequency Relative Frequency Remark
1.00 - 1.50 2 6.67% Outstanding
Very
1.51 - 2.00 20 66.67%
Satisfactory
2.01 - 2.50 7 23.33% Satisfactory
Less
2.51 - 3.00 1 3.33%
Satisfactory
Total 30 100.00% Poor
Mean General Average 1.89 Very Satisfactory

The meaning of academic performance is how well one does in school.

Poor grades are considered bad academic performance. Most people know

that academic performance generally refers to how well a student is

 32

accomplishing his or her tasks and studies, but there are quite a number of

factors that determine the level and quality of students' academic

performance.

Effect of Language Skills to the Academic Performance of Non-English

Majors
Table 4 shows the effect of Language Skills to the academic

Performance of Non-English Majors. Chi Square was used to get the

computedx2value and the critical x2value.

Table 4. Effect of Language Skills to the Academic Performance of Non

English Majors

Language Skills Weighted df Critical Interpretation

Mean Computed x2 value
x2 value
Communication 3.61 4 9.49 Significant
Skills 36.59
3.68 4 9.49 Significant
Writing Skills 42.12
3. 65 4 9.49 Significant
Overall 42.12

The table indicates that among the two language skills, writing skills

with a weighted mean of 3.68 is higher than the communication skills with

3.61weighted mean. Based on the formula of Chi Square, the researcher got

the significant effect of the respondents` language skills to their academic

performance. The degree of freedom among the language skills is all four (4)

and critical value is all 9.49. The decision among all Language Skills is all and

significant.

Kohn (1999) claims that grades tend to diminish students interest in

 33

what they are learning. Investigators state that the impact on intrinsic

instruction of receiving grades has found a negative effect. As it said, grades

also determine the willingness of a student, therefore it may be concluded

that a Teacher Education student whose grades in Major subject are low also

has lack of interest in the job of teaching itself.

 34

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the summary, conclusions and the

recommendations of this study.

Summary

This study, The Language Skills` Effect on the Academic Performance

of the BSED Non-English Major Sophomores in Laguna State Polytechnic

University Main Campus, made use of the descriptive method of research.

Data from the students; essay and interview were subjected to statistical

procedures. Data were gathered, organized, analyzed and interpreted

appropriately.

Specifically it sought to answer the following questions; 1.what is the

status of the language skills in terms of Communication and Writing Skills 2.

What is the mean level of Non-English Majors` academic performance? 3. Do

the respondents' language skills significantly affect their academic

performance?

1. Respondents` Language Skills in Terms of Communication

Skills and Writing Skills
The respondents` language skills in terms of communication skills was

Very satisfactory with a weighted mean of 3.61 writing skills was Very

Satisfactory with 3.68.

2. The Mean Level of the Respondents Academic Performance

 35

The mean general average of the respondents academic performance

was 1.89 with remarks of very Satisfactory

3. The respondents` language skills significantly affect their

Academic Performance.

The respondents` language skills had a significant effect on their

academic performance because the acquired data, Chi Square which were

36.59 for communication skills and 42.12 for writing skills were greater than

the critical value of 9.49.

Conclusions

It was found out that English language skills really affected the

academic performance of the students inside the classroom.

According to Gonzales (2013), low performance of the students in

English can be attributed to lack of support in the form of materials and

trained teachers. This made higher authorities realized the need to improve

the quality of English instruction as a response, the training of teacher has

given couple with the need instruction materials and other facilities. Language

Skills are really important and it can really affect the performance of the

students inside the classroom because there is a need of good instructional

materials that serves as their behavior motivator and trained teachers.

Recommendations

In the light of the findings and conclusions, the following

recommendations are advanced.

 36

1. English clubs should be organized and support the activities of the

English classes. They should give focus on the materials and activities which

could be beneficial on the academic part of the students. Also, they may send

teachers to different seminar workshops and trainings locally and

internationally to improve their way of teaching English.

2. The Deans of colleges, with the help of the students` organization,

may organize different programs and activities in all courses to enhance

students proficiency in English both, oral and written.

3. Teachers must provide different varieties of teaching techniques and

also, provide materials that will suit to the diverse learning styles of the

students. The teaching methodologies affect the performance of the students.

 37

BIBLIOGRAPHY

A.Book

Brown, H.D (2001), Teaching by Principles: An Interactive Approach to

LanguagePedagogy (2nded.) New York: Addison Wesley Longman
Carpio, Encarnation (1997) Effective Speaking. Rex Printing Company

Castrence , P.S. (2003), Philippine Review Of English Language

Crystal, D. (1995) The Cambridge Encyclopedia of English Language,

CambridgeUniversity Press
David, C. (2004), English: The Language the World Wants to Speak
Flecker, F. (2006), The Book of Popular Science Book I
Flores, E.F. (2004), Moorings Edited by realubitet. Al. UP Diliman: DCL 2004
Hedge, T. (2000) Teaching and Learning in the Language Classroom. Oxford
University Printing Press
Joven, C. (2003), Philippine Prose and Poetry, Volume I. Manila Philippines.
Kohn (1999) the Case Against Grades (From Degrading to Grading)

Macmillian, C. (2007), Read and Understand English, New York Vol. I

Mallari. I.V (2005), The New Dimensions in English, Rex Book Store
Nunan, D. (1991) Language Teaching Methodology: A Textbook for
Teachers.Edlinburgh,Herlow, England: Longman
B.Unpublished Materials

Albano, CustodioDuamaros, Din Thi. The Extent of Improvement on the

Speaking Skills on the Vietnamese Students and their Exposure to
English TV Programs and Movies at Laguna State Polytechnic
University SY 2007-2008.
Aquino, Alicia Ann. Effects of Mass Media on the Behavior of Broadcasting
Students of Laguna State Polytechnic University AY 2010-2011.
Chen, Chao-Chu (2007) A Study of EFL Adult Learners Language Anxiety in
Continuing And Extension Education.
De Castro, Evelyn P. Teacher and Student Related Factors and Their
 38

Performances in Cluster a, Binan District, City of Binan, Laguna.

Unpublished Masters Thesis Laguna State Polytechnic University 2012
Domingo, Dionell D. et. al Reading Differences and their effects on he
Reading Comprehension Performance of the Selected BSED English
Major Students of Laguna State Polytechnic University AY 2007-2008
Pamin, Caesar dela Rosa Proficiency in English In Relation to Selected
Variables of the Level II Nursing Students of Two State Universities
Unpublished Master`s Thesis. Laguna State Polytechnic University,
2008
C. Internet

Cate, Ten (2005) How Motivation Affects Academic Performance: A Structural

Equation Modelling Analysis
http://sdtheory.s3.amazonaws.com/SDT/documents/2012_KusurkarEtA
l_AdvInHealthSciEdu.pdf

Coates, Gordon (2004) Notes on Communication

http://www.wanterfall.com/Downloads/Communication.pdf

Coulmas, Florian (2006) Writing Systems: An Introduction to their Linguistic

Analysis
http://assets.cambridge.org/97805217/82173/excerpt/9780521782173_
excerpt.pdf
Dixon, Tara (2013) Communication Skills
http://cw.routledge.com/textbooks/9780415537902/data/learning/11_C
ommunication%20Skills.pdf

Elger, Don (2002) Theory of Performance

http://www.webpages.uidaho.edu/ele/scholars/Results/Workshops/Faci
litators_Institute/Theory%20of%20Performance.pdf

Grimstad, Karen and Wakefield, Ray (July 2008) Writing Theory and Practice
in the Second Language Classroom
http://writing.umn/isw/assets/pdf/publications/HomstadThorson94.pdf

Jyi-yeon (2001) Defining Writing Ability for Classroom Writing Assessment in

High Schools
http://files.eric.ed.gov/fulltext/EJ921024.pdf

Koster, Jan (2004) Theories of Language

http://www.let.rug.nl/koster/papers/theories_of_language_CUP.pdf
 39

Lenneberg, Eric (2011) The Study of Language and Language Acquisition

http://www.ling.upenn.edu/~ycharles/klnl.pdf

Matsuda, Paul Kei (2005) Basic Writing and Second Language Writers
http://wac.colostate.edu/jbw/v22n2/matsuda.pdf

O, Keek, Julia Spring (2003) Writing Rubrics

http://www.teacher.web.com/CA/MillerMiddleSchool/MillerMustang/pdf
Onozawa, Chieko (March 2010) A Study of the Process Writing Approach_A
Suggestion for an Electric Writing Approach
Prince, Lesley (2003) Brief Notes on Communication
http://www.lesleyprince.com/Communication%20notes%20for%20web
%20site.pdf
 40

APPENDICES

APPENDIX A
Laguna State Polytechnic University
Main Campus
Sta. Cruz, Laguna
January 7, 2015
Dr. Lucita G. Subillaga
Dean, College of Teacher Education
LSPU-SCC

Warm Greetings!

The researcher, a third year student taking up Bachelor of

Secondary Education Major in English from the College of Teacher Education
of Laguna State Polytechnic University Santa Cruz Campus, is asking
permission to conduct her thesis in Laguna State Polytechnic University on
Thursday, January 8, 2015.

The thesis` title THE LANGUAGE SKILLS` EFFECT ON THE

ACADEMIC PERFORMANCE OF THE BSED NON-ENGLISH MAJOR
SOPHOMORES IN LAGUNA STATE POLYTECHNIC UNIVERSITY MAIN
CAMPUS. In view of this, the BSED IID major in Mathematics students will be
asked to interview and write an essay about the effects of English language in
their performance inside the classroom by the researcher which will contribute
a lot on the current study.

Your favorable response and consideration will be very much appreciated.

Thank you and may God Bless you.

Respectfully yours,

MARRY JOY F. CALLO

BSED IIIA
Noted by:
FLORHAIDA V. PAMATMAT Ed. D
Thesis Adviser

Approved by:
Prof. LUCITA G. SUBILLAGA Ed. D
Dean, College of Teacher Education
 41

APPENDIX B

Student`s Rubrics for Writing Skills

The researcher will ask the thirty (30) respondents to write an essay

about their favorite subject. Afterwards the researcher will check the essay

with the help of the following rubrics.

The respondents can 5 4 3 2 1

Match accurately matched
the meaning and context
clues in sentences.
Avoid redundancy
Use English words with
deep meaning.
Write completely the
definition of a term
Observe subject and verb
agreement.
Use appropriate conjunction
to connect two ideas.
Use proper tenses of verb.
Observe appropriate
punctuation mark.

Legend: 5- Very Satisfactory

4- Satisfactory
3- Fair
2- Unconditional
1-Fail
 42

APPENDIX C

Student`s Rubrics for Communication Skills

The researcher will be having an interview to the thirty (30)

respondents.

Interview sheet
Why did you choose teacher as your profession?
Among other subjects, why did you choose that particular field as your
major?
What are the effects of being proficient in English in your study inside
the classroom?
The respondents can 5 4 3 2 1

Pronounce words correctly.

Pronounce the words like
the native speaker do.
Know when to pause and
when to speak again
Know how to put stress on
words.
Speak in English without
any repetition.
Use hand gestures while
speaking.
Speak comfortably even
though there are people
around.
Speak with sincerity.

Legend: 5- Very Satisfactory 2- Unconditional

4- Satisfactory 1- Fail
3- Fair
 43

APPENDIX D

Data Matrix
RESPONDENT 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
1 4 4 4 3 4 4 4 4 4 3 4 4 4 4 4 4 1.77
2 4 4 3 3 3 3 3 4 4 3 4 3 3 4 4 4 1.88
3 3 3 3 3 4 3 3 4 4 3 3 3 3 4 4 4 1.61
4 4 4 3 4 4 4 4 4 4 3 4 3 4 4 4 4 2.10
5 3 3 3 3 3 3 3 4 4 3 4 4 3 3 3 4 2.02
6 4 4 3 4 3 4 3 4 4 3 4 4 4 4 4 4 1.60
7 3 3 3 3 3 3 3 4 4 3 3 4 4 4 4 4 1.84
8 4 3 3 3 3 4 4 4 3 3 4 4 4 4 4 4 1.96
9 4 3 3 4 4 4 4 4 3 3 4 4 4 4 4 4 2.05
10 3 4 4 3 4 4 4 3 4 3 4 3 4 4 4 3 1.75
11 4 4 3 4 3 4 4 4 4 4 3 3 3 3 3 3 1.92
12 4 3 4 4 3 3 4 4 4 3 4 4 3 3 2 3 1.60
13 4 4 4 3 4 4 4 3 4 4 3 4 4 4 4 4 1.46
14 4 3 3 4 4 3 4 3 4 3 4 4 4 4 4 4 1.66
15 3 3 4 3 3 4 4 4 4 3 4 4 3 4 4 4 2.13
16 4 3 4 3 4 3 3 4 4 4 4 4 3 4 4 4 1.96
17 4 4 4 4 4 4 4 4 4 3 3 4 4 4 4 4 1.46
18 4 3 3 4 3 3 3 4 4 4 3 4 4 4 3 4 1.80
19 4 4 3 4 4 4 4 4 3 3 4 4 4 4 3 4 1.93
20 4 4 3 4 3 4 4 4 4 4 3 4 4 3 3 4 2.00
21 4 4 4 4 4 3 4 4 4 3 4 3 4 4 4 4 1.75
22 4 4 3 3 3 4 4 4 4 3 3 3 4 4 3 3 2.09
23 4 4 3 4 4 3 3 4 4 4 3 4 3 4 4 4 1.66
24 4 4 4 4 4 4 3 3 4 3 4 4 4 3 4 4 1.79
25 4 3 3 4 4 3 4 4 4 4 4 3 4 4 34 4 1.85
26 4 3 3 4 4 4 4 4 4 4 4 4 4 3 3 3 2.19
27 4 4 4 4 4 3 3 3 4 3 3 3 4 4 4 4 2.14
28 4 3 3 4 4 3 4 4 4 3 3 4 4 3 3 4 2.86
29 4 4 3 4 4 3 3 3 4 3 4 3 4 3 4 4 1.99
30 3 4 4 3 4 3 4 3 4 4 4 4 4 4 4 3 1.85
 44

APPENDIX E

Formula on how to get the Relative Frequency and

Mean level of Non-English Majors` Academic Performance

Average Grade Frequency Relative Frequency Remark

1.00 1.50 2 6.67% Outstanding
Very
1.51 2.00 20 66.67%
Satisfactory
2.01 2.50 7 23.33% Satisfactory
Less
2.51 3.00 1 3.33%
Satisfactory
Total 30 100.00% Poor
Mean General Average 1.89 Very Satisfactory

rf=f/nx100

Where rf=relative frequency

f=relative frequency

n=total no. of respondents

= (1 + 2)()
2

= 1 + 2 + 3
N

Where y=partial mean

x=midpoint of general average

Owx= mean level of the respondents` general average

 45

CURRICULUM VITAE

MARRY JOY F. CALLO

Senior English Major Student of

Laguna State Polytechnic University

Address:Brgy. Binan, Pagsanjan, Laguna Philippines

Email:marryjoy1117@yahoo.com

Contact No.: 09356507014

PERSONAL INFORMATION
Age: 19 years old

Gender: Female

Civil Status: Single

Father`s Name: Marcos V. Callo

Occupation: Ice Cream Proprietor

Mother`s Name: Melanie V. Callo

Occupation: House Keeper

EDUCATIONAL ATTAINMENT

Laguna State Polytechnic University Present

Bachelor of Secondary Education

Major in English

Pedro Guevara Memorial National High School 2012

Caesar Lanuza Elementary School 2008

 46

AWARDS AND RECOGNITIONS

1st Honorable Mention In Caesar Lanuza Elementary School

Member of Honor Society in Pedro Guevara Memorial National High

School from 1st year to 4th year level

1st in Essay writing contest

2nd in Story Telling

1st in Mathematics Quiz Bee

2nd in Science Quiz Bee

1st in Inventory Contest

1st in Softball (Regional Division)

2nd in Badminton and Volleyball ( District Meet)

SKILLS

Proficient in English (Oral and Written)

Computer Literate

Knows to play a guitar

Knows to dance

Knows to write and interpret poems using approaches

Photojournalist