JDL 1

APPREHENSIONS ENCOUNTERED BY CUYONON LEARNERS OF THE ENGLISH
LANGUAGE AT THE SECONDARY SCHOOLS IN CORON, PALAWAN

SCHOOL YEAR 2018-2019
An Undergraduate Research
Presented to the Faculty of
Palawan State University -Coron Campus
Coron, Palawan
___________________________________________
In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in English
__________________________________________
By
LIEZEL E. JUMOLA
JOHN DANIEL F. LABRADOR
JERALD C. APOLINARIO
JESSABEL B. TORRES
October 2018
ii
ABSTRACT
This study entitled A COMPILATION OF APPREHENSIONS
ENCOUNTERED BY CUYONON LEARNERS OF ENGLISH LANGUAGE AT
THE SECONDARY SCHOOLS IN CORON, PALAWAN is an attempt to find out the
apprehensions and the reasons for such among Cuyunon learners of English.
More particularly, it will seek answers to the following specific questions:
1.) Do the respondents have apprehensions in using the English language?
2.) What are the common apprehensions of Cuyonon learners when using the
English language?
3.) What are the reasons behind the learners’ apprehension in speaking English
language?
4.) How do English language apprehensions affect the learners?
5.) Does the native language add to the apprehension?
6.) How do learners deal with their apprehensions in speaking the English
language?
This research is employed the descriptive method of study. Questionnaire was used
as the main gathering data instrument. There were ninety-eight (98) respondents who were
randomly selected. Frequency, ranking and percentages were used as statistical tools.
Based on the data gathered, the following findings are hereby summarized:
Results show that out of ninety-eight (98) respondents, 98 or 100% agreed that they
have apprehensions in using the English language.
Table 2 shows that among the common apprehensions encountered by the
respondents in using English language, item 11 “I get nervous when I do not understand
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every word the English lecturer says” ranked first with 53 respondents equivalent to
54.08% of the total respondents. Item 12 “I get nervous when the lecturer asks questions
in English which I have not prepared for in advance” ranked second with a total of 52
respondents or 53.06% of the total respondents. Third in rank are items 4” I start to panic
when I have to speak or write without preparation in my English class and item 9 “I feel
very self-conscious about speaking or writing using English in front of other students” with
a total of 51 respondents equivalent to 52.04% of the total respondents. Fifth in rank is item
1 “I never feel quite sure of myself when I am speaking or writing in my English class”
with a total of 49 respondents or 50% of the total respondents.
Table 3 shows the different reasons why respondents were apprehensive in
speaking the English language. First in rank is item 5 “I’m afraid to be judged negatively”
with a total of 75 respondents 76.53% of the total. Next in rank is item 9 “While speaking
in my language class, I feel afraid when I translate word by word the expressions from my
native language into English language” with 55 total respondents 56.12% of the total
respondents. Third in rank is item 2 “I keep thinking that the other students have better
accents than I do” with a total of 52 respondents or 53.06% of the total respondents. Fourth
in rank is item 6 “I feel nervous when I cannot make sense in English” with a total of 47
respondents or 47.96% of the total. Last in rank is item 4 “I would be worried failing to use
correct grammar in my language class” with 45 respondents or 45.92% of the total.
The table 4 shows the reasons for the respondents’ apprehensions on the use of the
English language. First in rank is item 8 “I experience heart palpitation in my English class”
with 47 respondents corresponding to 47.96%of the total respondents. Second in rank is
item 5 “I feel like my English proficiency is hard to improve due to my apprehensions”

iv
with 42 respondents or 42.86% of the total respondents. Third in rank is item 3 “I
experience mental block and become forgetful” with 40 respondents or 40.82% of the total.
Fourth in rank is item 4 “I choose to remain silent instead of participating” with 39 total
respondents or 39.80% of the total respondents. Fifth in rank is item 2 “I experience
shaking and sweating every time I am on my English class” with 38 respondents equivalent
to 38.78% of the total respondents.
Table 5 shows that 52 out of 98 respondents believe that the Cuyuno language do
not affect their apprehensions in using English language and 46 out of 98 respondents or
46.94% believe that Cuyuno language affect their apprehensions in using English language.
Table 6 shows how the respondents deal with their apprehensions in using English
language. 51 out of 98 respondents or 52.04% pointed out to item 1 “I practice self-
discipline and control my feelings”. 39 out 98 respondents or 39.80% prefer item 2 “I think
positively” and item 6 “I face my apprehension and try to eliminate those things that cause
my apprehension”. 38 out of 98 respondents or 38.78% prefer item 7 “I read materials
written in the English language”. 33 out of 98 respondents or 33.67% prefer item 3 “I
usually use English language for communication”. 25 out of 98 respondents or 25.51%
prefer item 5 “I consult someone who is very proficient in the use of the English language”.
Based on the result of the study, the Cuyonon learners have apprehensions in using
English language. They are afraid if they don’t understand the lecturer when using English
language, they get nervous when the lecturer asks questions in English which they are not
prepared in advance, they start to panic when they have to speak or write without
preparation, they start to feel very conscious when they will be speaking or writing in front
of other students and they never feel quite sure of themselves when they are speaking or
v
writing in their English class. The reasons of their apprehensions are, they are afraid to be
judged negatively, afraid of translating expressions word by word from their native
language to English, they keep thinking that other students have better accents than theirs,
they felt nervous when they cannot make sense in English and they are worried failing to
use correct grammar in their English class. Their apprehensions affect them by
experiencing heart palpitation, having a hard time to improve their English proficiency,
experiencing mental block and become forgetful, choosing to remain silent instead of
participating and experiencing shaking and sweating during English class. Most of the
respondents believed that Cuyono language does not affect their apprehensions in using
English language. The Cuyonon learners dealt with their apprehension through practicing
self-discipline and controlling feelings, thinking positively, facing their apprehensions and
trying to eliminate things that caused their apprehensions, reading materials written in
English language and usually using English language for communication.
On the basis of present study some recommendations are drawn as follows:
• It would be worthwhile for all stakeholders in education i.e. parents, teachers and
government to encourage Cuyonon learners to overcome their apprehension
through providing study materials, conducive place of learning, recognizing
excellence, appreciating students hard work. These will help the students
positively towards their English performance inside their classroom.
• Therefore, the teacher should assist and accommodate the students to avoid them
from feeling apprehensive and nervous when asked to speak in English.

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• Teachers are also responsible in choosing the right methods and techniques and
they need to be more alert with students’ learning preference to maximize the
effectiveness of teaching English.
• Few interesting activities that involve group interaction with less peers’ evaluation
and more on developing cooperation among members are highly recommended in
English class. This is to ensure the comfortableness of the students during the
process of learning and acquiring the language where all students have the chance
to have say equally regardless of their differences in English competency.
• Students should be more supportive towards each other and teachers’ support for
the learners’ during the learning process.
• To have facility such as library that contains reading materials written in English
to activate the learner’s comprehension
• The teacher must adapt their English proficiency to their learners
• The teacher must also their greatest motivator/encourager to speak English inside
the classroom.
• From time to time, the teacher must integrate grammar lessons to her other lessons
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SIGNATURE PAGE
This is to certify that this undergraduate thesis entitled APPREHENSIONS
ENCOUNTERED BY CUYONON LEARNERS OF THE ENGLISH LANGUAGE
AT THE SECONDARY SCHOOLS IN CORON, PALAWAN submitted by JOHN
DANIEL F. LABRADOR, JESSABEL B. TORRES, JERALD C. APOLINARIO and
LIEZEL E. JUMOLA to fulfill part of the requirements for the degree Bachelor of
Secondary Education Major in English was successfully defended approved on October 8,
2018.
ATTY. ALBERT C. GARRAEZ

Thesis Adviser
NIKKI ROSE F. DOMAEL RON ARCHIE C. AUSTRIA

Thesis Co-Reader Thesis Co-Reader
DR. FERNANDO M. CRUZ

Thesis Co-Reader
This undergone thesis is hereby officially accepted as partial fulfillment of the

requirements for the degree of Bachelor of Secondary Education Major in English.
DR. FERNANDO M. CRUZ

Director, PSU CCRD
viii
ACKNOWLEDGMENT
The researchers wish to express their warmest gratitude to the following people
who have shared their unselfish time and effort in making this paper into reality:
Their adviser, Atty. Albert C. Garraez, for his generosity, kindness and
encouragement;
To their instructor, Dr. Fernando M. Cruz for his constant patience and warmth;
Mr. Ron Archie C. Austria, Ms. Vinamar Dagami-Odasco, members of the advisory
committee for their concern, support, comments, and suggestions;
To the members of the panel of readers, for their constructive criticism and valuable
suggestions;
To the school heads of every secondary school in Coron, Palawan, for the approval
to gather data in their respective jurisdiction;
They are indebted to the Cuyonon students in Coron School of Fisheries, Tagumpay
High School, Borac National High School, San Nicolas National High School, Sta. Monica
National High School, Bintuan National High School, Buenavista National High School,
Turda National High School, Decalachao National High School, Saint Augustine
Academy, during the academic year 2017-2018, who were the participants in this study,
for all their hard work, likewise for their patience and cheerfulness throughout the project;
Above all, to the Almighty God, who gave them wisdom, strength, peace of mind
and good health to finish this research.
-The Researchers
TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………………………... i
ABSTRACT…………………………………………………………………………… ii
SIGNATURE PAGE…………………………………………………………………... vii
ACKNOWLEDGEMENT……………………………………………………………... viii
LIST OF FIGURES……………………………………………………………………. x
LIST OF TABLES……………………………………………………………………... xi
LIST OF APPENDICES……………………………………………………………...... xii
Chapter 1: INTRODUCTION
Background of the Study………………………………………………….... 2
Statement of the Problem…………………………………………………... 3
Significant of the Study……………………………………...…………....... 3
Scope and Limitation………………………………………………….......... 4
Chapter 2: THEORETICAL FRAMEWORK

Review of Related Literature and Studies…………………………………… 5
Research Assumption……………………………………………………… 13
Conceptual Framework…………………………………………………….... 13
Research Paradigm…………………………………………………………. 14
Definition of Terms…………………………………………………………. 14
Chapter 3: METHODOLOGY
Research Design…………………………………………………………… 16
Population and Sample…………………………………………………... 16
Data Gathering Instrument…………………………………………………. 16
Data Collection Procedure…………………………………………………. 17
Statistical Treatment of Data………………………………………………. 17
Chapter 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA.18
Chapter 5: SUMMARY OF FINDINGS AND CONCLUSIONS…………………... 29
REFERENCES………………………………………………………………………... 35
APPENDICES………………………………………………………………………... 37
CURRICULUM VITAE……………………………………………………………... 51
x
LIST OF FIGURES
Figure Page
1 The Research Paradigm …………………………………………… 14

xi
LIST OF TABLES
Table Page
1 Respondents’ Apprehensions in Using English Language…………… 18
2 Common Apprehensions the Respondents Encountered…………........ 19
3 Reasons of Apprehension in Speaking English Language………….….22
4 Reasons how English Language Apprehension affects Respondents ….24
5 Contribution of Cuyono Language to Respondents’ Apprehension

in Using English Language…………………………………………….26
6 Different Ways of Dealing Apprehensions in Using English Language.27

xii
LIST OF APPENDICES
Appendix Page
A Letter to the Director ………………………………………………. 38
B Letter of Request to the CSF Administrator……………...……......... 39
C Letter of Request to the SMNHS TIC…………………….……....….40
D Letter of Request to the DNHS TIC………………………………….41
E Letter of Request to the SNNHS TIC………………………………...42
F Letter of Request to the BNH TIC……………………………………43
G Letter of Request to the BNHS TIC……………………………….….44
H Letter of Request to the BNHS TIC……………………………….….45
I Letter of Request to the TNHS TIC….………...……...………………46
J Letter of Request to the TMNH TIC…………………………..……...47
K Letter of Request to the SAA School Director………………………..48
L The Research Instrument……………………………………..……….49

Chapter I
INRODUCTION
Among some major languages in the world, English language has its own role and
benefits due to its wide use in the world such as in academe, politics, economy, sports, etc.
Our world nowadays does not seem to be able to link and communicate without the use of
international language.
For the last new few decades, the chance of encountering apprehensions in learning
English language is remote. Research into language apprehension has consistently shown
that apprehension could have a detrimental effect on L2 performance. Today, English is
one of the most important languages in the world. Further, English today is needed almost
everywhere. On the other hand, English language is well known as a foreign language, it
is the most studied foreign language in the Philippines at all education levels. A foreign
language is “one that is learned in a place where the language is not typically used as the
medium of ordinary communication”. Language anxiety has occupied a great body of
research for the past few decades. Previous research findings on language anxiety have
revealed the fact that anxiety can impede foreign language performance and its production.
In most of the time, the language learners are facing some kinds of problems in learning a
new language. Language anxiety has long been recognized as an obstacle in second
language learning. Anxiety experienced in learning English language can be debilitating
and may influence students’ achievements of their goals”. In the other words, anxiety is
one of the most significant factors affecting language learning. High level of language
anxiety is correlated with poor performance in language learning.

2
Background of the Study
Language learners usually express anxiety, apprehension and nervousness when
learning a new language. Language anxiety/apprehension can originate from learners’ own
sense of self, their self-related cognitions, language learning difficulties, differences in
learners & target cultures, differences in social status of the speakers & interlocutors and
from fear of losing self-identity.
Foreign language anxiety/apprehensions or xenoglossophobia is the feeling of
unease, worry, nervousness of learning or using L2. It’s a form of what psychologist
describe as a specific anxiety reaction. classroom language learning arising from the
uniqueness of the language learning process”
Language anxiety also is a strong indicator of negative attitudes towards language
learning. Chao (2003) conducted a study that employed both qualitative and quantitative
methods to investigate the level of anxiety among private college students who learned
English as a foreign language in Taiwan. The findings of this study revealed that the level
anxiety was moderately high. Onwuegbuzie, Baily and Daley (1999) examined the factors
predicted foreign language anxiety and found significant relations between the following
variables: age, academic achievement, prior high school experience with foreign
languages, and expected overall average for current language course. In terms of students
age it was found that older students had higher language anxiety than did younger students.
3
Statement of the Problem
English language?
language?
language?
Significance of the Study
This study will be important to the following:
To the Department of Education (DepEd), this study will serve as an instrument in
determining beliefs regarding apprehensions towards the English learners. This study will
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also help the curriculum developers to create methods and strategies regarding the result
of this study;
To the Academe especially to Palawan State University, this study will enrich the
knowledge bank of the research department and the library;
To future researchers who will also have related study, this research may provide
initial findings where they could base their research. It will also motivate and inspire further
findings researchers about apprehensions in learning English language;
To the BSEd English teachers, this study will help them to cope up with this kind
of problem. They will also be aware of different apprehensions of their students and how
will they help their learners with these conditions;
And most significantly, it will help Cuyonon learners how to deal and overcome
their apprehensions. They will be benefitting in this study and be aware of their conditions.
Scope and Delimitation
This research will cover the secondary learners of English language who are native
speaker of Cuyonon language in the coastal and inland High Schools in Coron, Palawan.
This research was conducted from the month of February 2018 to October 2018.
Chapter II
THEORETICAL FRAMEWORK
This chapter presents a review of literature and a review of related studies that will
serve as the theoretical basis of the current study. It also presents a conceptual framework
which was based on the theoretical framework. A research paradigm and a definition of
terms was also included.
Review of Related Literature and Studies
Learning a second language can be a frightful experience. The apprehension and
pressure on students to perform well in the second language causes them anxiety that is
specific to the second language classroom. Through the review of literature, this subject
will be looked at in greater detail by investigating the research and the causes and solutions
of anxiety in foreign or second language learning.
Many people, who are good learners in other subject areas, can experience anxiety
when learning a second language. This causes a mental block to new information.
Researchers have been taking a look at this specific second language learning anxiety and
what its causes are. The term specific anxiety reaction, according to Horwitz, E., Horwitz
M., and Cope (1986), was given by psychologists to distinguish between anxiety that
occurs only in specific situations and anxiety that people feel on a regular basis. Students
and teachers feel that second language learning anxiety is a huge hurtle to get over when
attempting to learn a language other than your own (p. 125).

6
The term second language anxiety is used as an umbrella term for other more
specific anxiety inducing situations. MacIntyre and Gardner (1991) found through a
controlled laboratory setting that anxiety in interpersonal settings and associated with recall
of vocabulary words and learning is communicative anxiety. Other types of anxiety
include classroom anxiety, learning anxiety, state anxiety, test anxiety, and audience
anxiety. Each depends on the type of anxiety that can occur within second language
learning. MacIntyre and Gardner (1991) state that, “This distinction between language
anxiety and other forms of anxiety has been made for some time and is now being
recognized as a key issue in the understanding of the role of anxiety in language learning”
(p. 297).
In the past, research on how anxiety correlates to second language learning and
performance, results were spread out and proved nothing. However, recent improvements
in measurement and a more accurate theory of language anxiety, have made for more
productive research and according to Young (1991), “…a better understanding of its
sources in the foreign and second language classroom” (p. 426).
MacIntyre and Gardner (1991) performed a study in which several different types of
anxiety; test anxiety, audience anxiety, math class anxiety, and others, were closely looked
at. A relationship was found where anxiety was related to second language performance
(p. 297).
Researchers have run into many problems and received varied results when
attempting to quantify the effects of anxiety on foreign language learning. Horwitz et al.
(1986) says that Scovel (1978) claims that scholars cannot find a definite relationship
between anxiety and second language success because of the unreliability of anxiety
7
measures used (p. 126). A model that shows how language anxiety is distinguished from
other anxieties was formed by MacIntyre and Gardner (1991). They believe that second
language anxiety is a specific response to anxiety within the second language classroom.
They state that “With repeat occurrences, anxiety becomes reliably associated with the
language class and differentiated from the other contexts” (p. 297). Differences between
students who have more or less anxiety are followed back to see what caused the negative
effects. The thoughts of the anxious individuals were negative and put themselves down.
The less anxious could concentrate on the task better that the anxious because they did not
have such negative self-awareness as the others did. The results, according to Macintyre
and Gardner (1991) are that “…the students can be aware that only in language class do
they experience difficulty. This leads to the differentiation of language anxiety from other
forms of anxiety and to the isolation of its effects in the second language context” (p.297).
Studies also show the effects of anxiety on language learning. Horwitz et al. (1991)
states that Kleinmann’s (1977) findings reveal that students with high levels of anxiety
perused less difficult grammatical constructions than the less anxious students did (p. 126).
Therefore, students under relaxed personal conditions are benefiting from the second
language class more than the anxious students. During this period of anxiety students go
through feelings of worry and dread, have trouble concentrating, sweat, experience heart
palpitations, and become forgetful. These psycho-physiological symptoms hinder the
language learning experience (Horwitz et al., 1986).
There are many causes or factors that lead to second language learning anxiety.
The first is fear of negative evaluation. Students’ fears are brought on by the environment
of the foreign language classroom, where they are constantly being evaluated. The
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evaluation from the only fluent speaker in the room, the teacher, is crucial to a second
language student (Horwitz et al., 1986). However, the evaluation or criticisms from peers
is also a major cause of anxiety. Young (1991) found that anxious learners thought their
skills in language were weaker than their peers’ and they were looking down at them. They
are afraid to speak out loud in front of the class, during speaking practice. Kitano (2001)
uses information from Young’s (1990) survey study in which students learning Spanish
said that they would speak out loud and answer more questions if they were not afraid to
give the wrong answer.
Another cause of foreign or second language learning anxiety is learners’ self-
perception of speaking ability in the target language. Horwitz et al. (1986) claims that most
of the learners’ anxiety comes from their self-concept of ability. They are also comparing
their skills with native speakers of the target language, which lead to embarrassment and
sham that they are not pronouncing exactly like the native speakers. Of all the skills taught
in the foreign language class, students perceive speaking ability the most important. Kitano
(2001) argues that “…speaking skill is usually the first thing that learners compare with
that of peers, teachers, and native speakers” (p. 550). Hence, learners’ low self-perception
of speaking ability is a cause or source of anxiety in second language learning.
A source of anxiety can also come from the fear of testing. There is a great deal of
students who experience test anxiety. When many grammar items must be remembered,
Horwitz et al. (1986) state that many students report that knew the grammar but forgot it
while taking the test. Anxiety is produced when students remember, after the test, that they
made a mistake and put down a wrong answer because of their nervousness during the test.
Test anxiety can also be brought on by the question types that are on the test. If the student
9
has never seen that specific question formats he or she might experience test anxiety during
that test and future tests. Young (1991) states that, “In language testing, the greater degree
of student evaluation and the more unfamiliar and ambiguous the test tasks and formats,
the more the learner anxiety is produced” (p.429).
Studying can cause test anxiety as well. Some students may study a lot if they
received a poor grade on a previous test or are anxious about making mistakes on an
upcoming test. If the material that the student studied is not what is on the test, fear and
anxiety could produce. This may lead to studying avoidance. Horwitz et al. (1986) states
that, “Anxious students may avoid studying and in some cases skip class entirely in an
effort alleviate their anxiety” (p. 127).
Anxious second or foreign language learners have trouble distinguishing between
the target language’s sounds and structure. When the target language is spoken by his
teacher, a male student reported to only hear a loud buzzing sound (Horwitz et al., 1986).
Also reported by Horwitz et al. (1986), many students, who experience foreign language
learning anxiety, claim to understand little to none of the teacher’s output. Not being able
to comprehend the target language is a major cause of anxiety.
Finally, the instructor can serve as a source of anxiety. Contrary to research, some
instructors think that intimidating their students will cause them to become motivated to
learn the foreign language. Young (1991) describes it best by stating that:
• Instructors who believe their role is to correct students constantly when they
make any error, who feel that they cannot have students working in pairs
because the class may get out of control, who believe that the teacher should
be doing most of the talking and teaching, and who think their role is more
10
like a drill sergeant than a facilitator’s may be contributing to learner
language anxiety. (p. 428)
Teachers who engage in any of the above behavior should find a new career. The
teacher in a second language classroom should not contribute to the already enormous
stresses in the students’ language learning. The way in which mistakes are perceived by
the instructor could also add to students’ anxiety. Although some correction is needed in
a second or foreign language classroom, it is the way in which the instructor corrects them.
With most of the causes of anxiety in foreign language learning covered, those
causes need solutions to help lower the students’ anxiety. Young (1991) suggests,
“Recognizing learner manifestations of anxieties related to speaking, negative evaluation,
and foreign language learning- generated anxieties are important first steps in coping with
language anxiety” (p. 429). Teachers can help students who are experiencing anxiety to
recognize their fears and physically write them down in a journal or notebook. They can
share their anxieties within a support group or foreign language class to see that they are
not alone in their fears. Teachers can also help students to approach the anxiety-proving
situation in a more realistic way instead of avoiding the situation.
Another method for reducing anxiety is to use an anxiety graph, which helps
students to narrow in on the cause of their anxiety. Young (1991) explains how to use an
anxiety graph, “Students chart their level of anxiety to show that not every phase of an oral
interaction produces an equal amount of anxiety” (p. 430). Along with a teacher or
counselor, students can analyze their graph. They can see where the highest point is and
find a better approach to that anxiety induced situation. Students can also use this
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opportunity to express their feelings into writing. Journal Writing provides students with
an outlet to their emotions, fears, realizations, and future plans (Young, 1991).
Having students write focused essays as a solution to their anxiety is a theory
developed by MacIntyre and Gardner (1991) in which it, “…forced the students to
concentrate on their own reactions to events making a given type of experience highly
salient to them” (p. 297). The anticipated result is that the students’ view of themselves
will change. The whole essay will be entirely on the situation or perception that they want
to alter. The examination of the situations in which anxiety is provoked will then be
analyzed by the student through the completion of the essay. This, in turn, will help the
students to better understand and cope with their specific anxiety induced situations.
Well planned activities can also help to examine students’ fears of second language
learning. Young (1991) speaks of a suggestion from Crookall and Oxford (1991) in which
students participate in an activity called Agony Column. Students will take on three roles
in this editorial imitation. The three roles are themselves, an “agony aunt” such as a “Dear
Abby”, and a counselor. The students will first write letters to the agony aunt explaining
their anxiety. They will then read each other’s letters and play the parts of the agony aunt
by giving advice to the anxiety. Finally, the students will act as counselors. In small groups
they will react to the replies and reliability of the given advice (Young, 1991). This is a
good activity for higher leveled students who can read, write, and analyze in the target
language. Participating in silent individualized reading can help students reduce anxiety
by working at their own pace. MacIntyre, Knowles, and Clement (1997) suggest that,
“When reading, one may review a passage many times, recover any missed information,
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and gain confidence in one’s interpretation without publicly acknowledging having
trouble” (p. 280).
Reducing learners’ anxiety can also be done by participating in a support group. In
addition, they can work with a tutor to help strengthen those areas that the student is lacking
in. Joining a language club can also be a good solution to second language learning anxiety.
Submerging into the target language in a relaxed, un-graded environment might help
students to become more motivated in their second language learning. Young (1991)
suggests learners participate in self-talk to motivate themselves into a situation where he
or she experiences anxiety. Some examples of self-talk are, “Just relax”, “I can do this”,
“Take a deep breath”, and so on.
Teachers can help anxious learners with their study of the second language.
Horwitz (1988) suggests teachers “discuss with their students reasonable commitments for
successful language learning and the value of some language ability if it is less than fluent”
(p.286). Second language teachers need to be sensitive to their students’ needs and fears.
Becoming a facilitator of learning can help the student as well as the teacher. His or her
responsibility will be to provide students with comprehensible output and opportunities to
communicate in the target language inauthentic situations with authentic materials (Young,
1991).
Another solution to students’ anxiety is that instructors re-evaluate their teaching
beliefs. Young (1991) suggests that instructors videotape themselves to help them to take
an outside look at their teaching style and the reaction of the class as well as individual
learners. Another valuable tool for teachers is to become involved in conferences,

13
workshops, and panels to keep up-to-date with new teaching philosophies, practices, and
research (Young, 1991).
Students’ dialects will have a direct influence on their academic performance and
even instructors’ expectations of students’ academic potential (Adger, Wolfram, &
Christian, 2007; Charity Hudley & Mallinson, 2011; Godley, Sweetland, Wheeler,
Minnici, & Carpenter, 2006). Dialects are often addressed in the classroom only in the
context of attempting to encourage students to accommodate more standardized varieties.
In this case, because language and identity are closely linked, students may feel tension
between home and school varieties, resulting in psychosocial difficulties (Charity Hudley
& Mallinson, 2011).
Research Assumption
The researchers assumed that:
• Cuyonon learners have different apprehensions encountered in using the English
language and;
• Their native language contributes to their apprehensions.
Conceptual Framework
English language became the independent variable because they are the ones being
unchanged and fixed in the research. The age, dialect and past experiences are the
intervening variables which influence and affect the dependent variable and apprehension
in using English language is the dependent variable. This is illustrated in the research
paradigm.
14
Research Paradigm
Independent Variable Intervening Variable Dependent Variable
Age Apprehensio
English Dialects ns in using
language Past English
Experiences language
Fig. 1
Definition of Terms
The following terms are operationally defined in order to shed light and give clarity
as to their use in this study.
Apprehension. These are the anxiety or fear that Cuyonon learners of English
language encounter.
Coastal. This is a place or area near the coastline of Coron, Palawan.
Cuyunon. This is a language spoken on the coast of Palawan and the Cuyo Islands
in the Philippines.
Encountered. These are the possible experiences they faced during their
apprehensions.
English Language. This is the one that causes apprehensions to Cuyonon learners.
Inland. This is a part of town that is away from the coast of Coron, Palawan.
15
Learners. These are the Cuyonon learners who encountered apprehensions in using
English language.
L2. This is the second language (English) which Cuyonon learners are afraid of.
Secondary Level. These are the public and private high schools in Coron, Palawan.
Significant others. These are the more knowledgeable individual who will help
and guide the Cuyonon others.

Chapter III
METHODOLOGY
This chapter deals with the technical aspect on how the research shall be conducted.
It discusses the research design, population, data gathering instrument and statistical
treatment.
Research Design
The researcher used descriptive survey to investigate the apprehensions of Cuyonon
learners of English language in Coron, Palawan. A researcher-made questionnaire was
used. The frequency, percentage and ranking of the data gathered were determined.
Tabulation, analysis and interpretation followed.
Population and Sample
The respondents of the study were Cuyonon learners of the English language at the
Secondary level in Coron, Palawan, ranging from grade 7 to grade 12. To determine the
sample out of the 4712 students, the Slovin’s Formula and stratified random sampling
technique were used.
Data Gathering Instrument
The researcher used questionnaires in facilitating the data collection. The questions
were prepared in English.
The questionnaire was divided into 6 parts. Part I asked about if the learners have
apprehensions or none.,
17
Part II asked about their common apprehensions, Part III enumerated the reasons of
apprehensions of their apprehensions, Part IV raised reasons of how English language
apprehensions affects the Cuyonon learners, Part V asked if Cuyono language affects or
adds to apprehensions, Part VI raised ways on how Cuyonon of English language deal with
their apprehensions.
Research Procedure
The sampling procedure adopted for this study was stratified random sampling
method. The Stratified random sampling procedure was administered through randomly
selecting Cuyonon learners from each Secondary School depending on the total population
of respondents. Before the actual gathering of data, the respondents were notified through
a letter of permission from the office of their respective school. It was conducted after the
research panel approved of the questionnaire.
Statistical Treatment
As this is a simple survey, only summary statistics were employed in the conduct
of this study. Frequency, ranking and percentages were used.
Frequency is the number of times a data value occurs.
Ranking is a relationship between a set of items such that, for any two items, the
first is either ‘ranked higher than’, ‘ranked lower than’ or ‘ranked equal to’ the second.
A percentage is another way of expressing a proportion. A percentage is equal to
the proportion times 100.

Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the findings, analysis and interpretation of data gathered
presented in tabular form. At the bottom of each table, an interpretation is provided.
Table 1
Respondents’ Apprehensions in Using English Language
Number of Percentage
Respondents
YES 98 100%
NO 0 0%
Results show that out of ninety-eight (98) respondents, 98 or 100% agreed
that they have apprehensions in using the English language.

19
Table 2
Common Apprehensions the Respondents Encountered
Common Apprehensions Encountered Number of Percentage Rank
Respondents
1.I never feel quite sure of myself when I am 49 50% 5
speaking or writing in my English class.
2. I tremble when I know that I am going to be 40 40.82% 12
called in English class.
3. It frightens me when I do not understand a 45 45.92% 8.5
lecturer in English.
4. I start to panic when I have to speak or write 51 52.04% 3.5
without preparation for my English class.
5. It embarrasses me to volunteer answers in 32 32.65% 14
my English class.
6. I would be nervous speaking or writing in 46 46.94% 6.5
English with native speakers of the language.
7. I am not confident when I speak or write 39 39.80% 13
using English in my class.

20
8. I can feel my heart pounding when I am 42 42.86% 11
going to my English class.
9. I feel very self-conscious about speaking or 51 52.04% 3.5
writing using English in front of other
students.
10. I get nervous and confused when I am 45 45.92% 8.5
speaking or writing using English in my class.
11. I get nervous when I do not understand 53 54.08% 1
every word the English lecturer says.
12. I get nervous when the lecturer asks 52 53.06% 2
questions in English which I have not prepared
for advance.
13. I am afraid to be scolded by my English 46 46.94% 6.5
teacher whenever I commit mistakes.
14. I am afraid of negative evaluation and 44 44.90% 10
criticism.
21

22
Table 3
Reasons of Apprehension in Speaking English Language
Reasons of Apprehension Number of Percentage Rank
Respondents
1.I never feel quite sure of myself when I am 37 37.76% 7.5
speaking in my English language class.
2. I keep thinking that the other students have 52 53.06% 3
better accents than I do.
3. The more I try to speak English fluently in 44 44.90% 6
the class, the more disappointed I get.
4. I would be worried failing to use correct 45 45.92% 5
grammar in my language class.
5. I’m afraid to be judged negatively. 75 76.53% 1
6. I feel nervous when I cannot make sense in 47 47.96% 4
English.
7. I always feel that the other students will 35 35.71% 9
laugh at my accent as I speak English in class.
8. It frightens me whenever I speak English 37 37.76% 7.5
with grammatical mistakes in the class.

23
9. While speaking in my language class, I feel 55 56.12% 2
afraid when I translate word by word the
expressions from my native language into
English language.

24
Table 4
Reasons How English Language Apprehension Affects Respondents
Respondents
1.I feel less motivated to attend our English 31 31.63% 9
class.
2. I experience shaking and sweating every 38 38.78% 5
time I am on my English class.
3. I experience mental block and become 40 40.82% 3
forgetful.
4. I choose to remain silent instead of 39 39.80% 4
participating.
5. I feel like my English proficiency is hard 42 42.86% 2
to improve due to my apprehensions.
6. I go through feelings of worry and dread. 37 37.76% 6
7. I have trouble concentrating in my English 35 35.71% 7
class.
8. I experience heart palpitation in my 47 47.96% 1
English class.
25
9. I become less confident. 34 34.69% 8
10. It causes me anxiety. 24 24.49% 10
Table 4 shows the reasons for the respondents’ apprehensions on the use of the

26
Table 5
Contribution of Cuyono Language to Respondents’ Apprehension
in Using English Language
Number of Percentage
Respondents
YES 46 46.94%
NO 52 53.06%
Total 98 100 %
27
Table 6
Different Ways of Dealing Apprehensions in Using English Language
Respondents
1.I practice self-discipline and control my 51 52.04 1
feelings.
2. I think positively. 39 39.80 2.5
3. I usually use English language for 33 33.67 5
communication.
4. I expose myself to English language user. 23 23.47 7
5. I consult someone who is very proficient in 25 25.51 6
the use of the English language.
6. I face my apprehension and try to eliminate 39 39.80 2.5
those things that cause my apprehension.
7. I read materials written in the English 38 38.78 4
language.
28
Chapter V
SUMMARY, CONCLUSIONS and RECOMMENDATIONS
English language?
language?
language?
30
Summary of Findings
Based on the data gathered, the following findings are hereby summarized:
Results show that out of ninety-eight (98) respondents, 98 or 100% agreed that they
have apprehensions in using the English language.
31
The table 4 shows the reasons for the respondents’ apprehensions on the use of the
32
Conclusions
Based on the result of the study, the Cuyonon learners have apprehensions in using
English language. They are afraid if they don’t understand the lecturer when using English
language, they get nervous when the lecturer asks questions in English which they are not
prepared in advance, they start to panic when they have to speak or write without
preparation, they start to feel very conscious when they will be speaking or writing in front
of other students and they never feel quite sure of themselves when they are speaking or
writing in their English class. The reasons of their apprehensions are, they are afraid to be
judged negatively, afraid of translating expressions word by word from their native
language to English, they keep thinking that other students have better accents than theirs,
they felt nervous when they cannot make sense in English and they are worried failing to
use correct grammar in their English class. Their apprehensions affect them by
experiencing heart palpitation, having a hard time to improve their English proficiency,
experiencing mental block and become forgetful, choosing to remain silent instead of
participating and experiencing shaking and sweating during English class. Most of the
respondents believed that Cuyono language does not affect their apprehensions in using
English language. The Cuyonon learners dealt with their apprehension through practicing
self-discipline and controlling feelings, thinking positively, facing their apprehensions and
trying to eliminate things that caused their apprehensions, reading materials written in
English language and usually using English language for communication.

33
Recommendations
On the basis of present study some recommendations are drawn as follows:
• It would be worthwhile for all stakeholders in education i.e. parents, teachers and
government to encourage Cuyonon learners to overcome their apprehension
through providing study materials, conducive place of learning, recognizing
excellence, appreciating students hard work. These will help the students
positively towards their English performance inside their classroom.
• Therefore, the teacher should assist and accommodate the students to avoid them
from feeling apprehensive and nervous when asked to speak in English.
• Teachers are also responsible in choosing the right methods and techniques and
they need to be more alert with students’ learning preference to maximize the
effectiveness of teaching English.
• Few interesting activities that involve group interaction with less peers’ evaluation
and more on developing cooperation among members are highly recommended in
English class. This is to ensure the comfortableness of the students during the
process of learning and acquiring the language where all students have the chance
to have say equally regardless of their differences in English competency.
• Students should be more supportive towards each other and teachers’ support for
the learners’ during the learning process.
• To have facility such as library that contains reading materials written in English
to activate the learner’s comprehension
• The teacher must adapt their English proficiency to their learners

34
• The teacher must also their greatest motivator/encourager to speak English inside
the classroom.
• From time to time, the teacher must integrate grammar lessons to her other lessons
REFERENCES
36
Online Sources
Cheng, Y.-S. (2002). Factors associated with foreign language writing anxiety. Foreign
Language Annals, 35,647–656. Ibid. p.314
Cheng, Y. –S. (2004). A measure of second language writing anxiety: Scale development
and preliminary validation. Journal of Second Language Writing, 13, 313-335.
Daly, J. A. & Miller, M. D. (1975a). Apprehension of writing as a predictor of message

intensity. The Journal of Psychology, 85, 175-177.
Daly, J. A. & Miller, M. D. (1975b). Further studies on writing apprehension: SAT

scores, success expectations, willingness to take advanced courses and sex differences.
Research in the Teaching of English, 9(3), 250-256. Retrieved from
http://www.jstor.org/stable/40170633
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety.
Modern Language Journal, 70(2), 125-132.
Hyland, K. (2002). Directives: arguments and engagement in academic writing. Applied

Linguistics. 23 (2): p.212.
McCroskey, JC. (1982). An Introduction to Rhetorical Communication. USA: Prentice

Hall Daly, J. A. & Wilson, D. A. (1983). Writing apprehension, self-esteem, and
personality. Research in the Teaching of English, 17(4), p.327. Retrieved from
http://www.jstor.org/stable/i40004695
Oxford, R.L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.),
Affect in language learning p.59 Cambridge: Cambridge University Press.
APPENDICES
38
Appendix A
Letter to the Director
Republic of the Philippines

PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan
ATTY. ALBERT C. GARRAEZ

Campus Director
Palawan State University CCRD-Coron
Dear Sir:
Greetings!
The fourth year Bachelor of Secondary Education major in English students will
conduct research as part of requirements for the course Language Research. Our research is
entitled, APPREHENSIONS ENCOUNTERED BY CUYONON LEARNERS OF THE
ENGLISH LANGUAGE AT THE SECONDARY SCHOOLS IN CORON,
PALAWAN.
In connection with this, may we ask permission from your good office to allow us
conduct the said study.
We are hoping for your positive response. Thank you and God bless!
Sincerely yours,
(SGD) JOHN DANIEL F. LABRADOR
(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers
Noted by:
(SGD) DR. FERNANDO M. CRUZ

Course Adviser
Approved by:
(SGD) ATTY. ALBERT C. GARRAEZ

Campus Director
39
Appendix B
Letter of Request to the CSF Administrator
Coron Campus
Coron, Palawan
July 4, 2018
Dr. BENJAMIN ABLAZA

School Administrator
Coron School of Fisheries
Coron, Palawan
Sir,
Greetings!
The undersigned is a fourth-year student of Bachelor of Secondary Education Major in

English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.
In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area.Rest assured that the data taken will be confidential and will be
used exclusively for the study.
Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.
Sincerely yours,

Researchers
Noted by:
(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director
Approved by: (SGD) BENJAMIN ABLAZA, Ed. D.

School Administrator
40
Appendix C
Letter of Request to the SMNHS TIC
Coron Campus
Coron, Palawan
July 4, 2018
Ms. GERALDINE GAMALA

Teacher-In-Charge
Sta. Monica National High School
Coron, Palawan
Ma’am,
Greetings!

Language Research.
the survey in your area. Rest assured that the data taken will be confidential and will be
Sincerely yours,

Researchers
Noted by:

Approved by: (SGD) MS. GERALDINE GAMALA

Teacher-In-Charge
41
Appendix D
Letter of Request to the DNHS TIC
Coron Campus
Coron, Palawan
July 4, 2018
Mr. ELVIN RESCO

Teacher-In-Charge
Decalachao National High School
Coron, Palawan
Sir,
Greetings!

Language Research.
Sincerely yours,

Researchers
Noted by:

Approved by: (SGD) MR. ELVIN RESCO

Teacher-In-Charge
42
Appendix E
Letter of Request to the SNNHS TIC
Coron Campus
Coron, Palawan
July 4, 2018
Ms. JOSEPHINE ARQUERO

Teacher-In-Charge
San Nicolas National High School
Coron, Palawan
Sir,
Greetings!

Language Research.
Sincerely yours,

Researchers
Noted by:

Approved by: (SGD) MS. JOSEPHINE ARQUERO

Teacher-In-Charge
43
Appendix F
Letter of Request to the BNH TIC
Coron Campus
Coron, Palawan
July 4, 2018
Ms. MARY GLYN ASENCIO

Teacher-In-Charge
Bintuan High School
Coron, Palawan
Ma’am,
Greetings!

Language Research.
Sincerely yours,

Researchers
Noted by:

Approved by: (SGD) MS. MARY GLYN ASENCIO

Teacher-In-Charge
44
Appendix G
Letter of Request to the BNHS TIC
Coron Campus
Coron, Palawan
July 4, 2018
Ms. ROSALIE PASCUAL

Teacher-In-Charge
Borac National High School
Coron, Palawan
Ma’am,
Greetings!
Language Research.
Sincerely yours,

Researchers
Noted by:

Approved by: (SGD) MS. ROSALIE PASCUAL

Teacher-In-Charge
45
Appendix H
Letter of Request to the BNHS TIC
Coron Campus
Coron, Palawan
June 4, 2018
Ms. MERKHELL VILLOGA

Teacher-In-Charge
Buenavista National High School
Coron, Palawan
Ma’am,
Greetings!

Language Research.
Sincerely yours,

Researchers
Noted by:

Approved by: (SGD) MS. MERKHELL VILLOGA

Teacher-In-Charge
46
Appendix I
Letter of Request to the TNHS TIC
Coron Campus
Coron, Palawan
July 4, 2018
Ms. LUCY BALLESTEROS

Teacher-In-Charge
Turda National High School
Coron, Palawan
Ma’am,
Greetings!

Language Research.
Sincerely yours,

Researchers
Noted by:

Approved by: (SGD) MS. LUCY R. BALLESTEROS

Teacher-In-Charge
47
Appendix J
Letter of Request to the TMNH TIC
Coron Campus
Coron, Palawan
July 4, 2018
MR. GERALD RAMOS

Teacher-In-Charge
Tagumpay National High School
Coron, Palawan
Sir,
Greetings!

Language Research.
Sincerely yours,

Researchers
Noted by:

Approved by: (SGD) MR. GERALD RAMOS

Teacher-In-Charge
48
Appendix K
Letter of Request to the SAA School Director
Coron Campus
Coron, Palawan
July 4, 2018
REV. FR. ROBERT AMURAO

School Director
Saint Augustine Academy
Coron, Palawan
Sir,
Greetings!

Language Research.
Sincerely yours,

Researchers
Noted by:

Approved by: (SGD) REV. FR. ROBERT AMURAO

School Director
49
Appendix L
QUESTIONNAIRE
Name: Grade level:
Address: School:
Dialect:
Instructions: This instrument is composed of 5 parts; Part 1 includes the question that
diagnose if the respondent have apprehension. Part 2 includes the common apprehensions
encountered by English language learners. Part 3 includes the effects of English language
apprehensions. Part 4 includes questions if Native language adds to the English language
apprehensions. Part 5 includes the ways on how learners deal with the English language
apprehensions.Please put check mark before your chosen statement.
PART I
A. Do you have apprehensions in using English language?
o YES
o NO
I PART II
A. What is/are the common apprehensions you have encountered?
o I never feel quite sure of myself when I am speaking or writing English in my
English class.
o I tremble when I know that I am going to be called in English class.
o It frightens me when I do not understand what the lecturer is saying in English.
o I start to panic when I have to speak or write without preparation in my English
class.
o It embarrasses me to volunteer answers in my English class.
o I would be nervous speaking or writing in English with native speakers.
o I am not confident when I speak or write using English in my class.
o I can feel my heart pounding when I am going to my English class.
o I feel very self-conscious about speaking or writing using English in front of other
students.
o I get nervous and confused when I am speaking or writing using English in my
class.
o I get nervous when I do not understand every word the English lecturer says.
o I get nervous when the lecture asks questions using English which I have not
prepared in advance.
o I am afraid to be scolded by my English teacher whenever I commit mistakes.
50
o I am fear of negative evaluation and criticism.

o Others. Please specify______________.
PART III
A. How do the English language apprehensions affect you?
o I feel less motivated to attend our English class.
o I experience shaking and sweating every time I am on my English class.
o I experience mental block and become forgetful.
o I choose to remain silent instead of participating.
o My oral proficiency falls down and become slower.
o I go through feelings of worry and dread.
o I have trouble concentrating in my English class.
o I experience heart palpitation in my English class.
o I become less confident.
o It causes anxiety.
o Others. Please specify_______________.
PART IV
A. Does your Native language affect you or add to your apprehensions?
o YES
o NO
PART V
A. How do you deal with your apprehensions of English language?
o I practice self-discipline and control my feelings.
o I think positive.
o I usually used English language for communication.
o I expose myself to English language user.
o I consult someone that can be trusted (more knowledgeable others).
o I face and practice things that cause my apprehensions.
o I read materials written in English language.
o Others. Please specify________________.
CURRICULUM VITAE
52
PERSONAL BACKGROUND
Name: JOHN DANIEL F. LABRADOR
Age: 19
Birthday: April 12, 1999
Birthplace: Coron District Hospital
Address: Sitio Makinit, Brgy. Tagumpay, Coron, Palawan
Civil Status: Single
Course: Bachelor of Secondary Education Major in English
Mother’s Name: Editha F. Labarador
Father’s Name: Renato C. Labrador
Educational Background
Primary Education: Tagumpay Elementary School (S.Y: 2010-2011)
Secondary Education: Coron School of Fisheries (S.Y: 2014-2015)
Tertiary Education: Palawan State University (S.Y: 2018-2019)

53
PERSONAL BACKGROUND
Name: JERALD C. APOLINARIO
Age: 20
Birthday: June 25,1998
Birthplace: Brgy. Buluang, Busuanga, Palawan
Address: Brgy. Buluang, Busuanga, Palawan
Mother’s Name: Josephine C. Apolinario
Father’s Name: Alexander C. Apolinario
Primary Education: Buluang Elementary School (S.Y. 2010-2011)
Secondary Education: New Busuanga National High School (S.Y. 2014-2015)
Tertiary Education: Palawan State University (2018-2019)

54
PERSONAL BACKGROUND
Name: JESSABEL B. TORRES
Age: 20
Birthday: September 16, 1998
Birthplace: Sto. Sta. Monica, Brgy. Guadalupe, Coron, Palawan
Address: Sto. Sta. Monica, Brgy. Guadalupe, Coron, Palawan
Mother’s Name: Cynthia B. Begonte
Father’s Name: Eddie J. Torres
Primary Education: Sta. Monica Elementary School (S.Y. 2010-2011)
Secondary Education: Saint Augustine Academy (S.Y. 2014-2015)
Tertiary Education: Palawan State University- CCRD Coron (S.Y. 2018-2019)

55
PERSONAL BACKGROUND
Name: LIEZEL E. JUMOLA
Age: 36
Birthday: November 02, 1982
Birthplace:
Address: Barangay 1, Poblacion 1, Coron, Palawan
Civil Status: Married
Mother’s Name: Joaquina V. Escaran
Father’s Name: Gregorio Escaran
Primary Education: Okoy Elementary School (S.Y. 1989-1996)
Secondary Education: Santa Fe National High School (S.Y. 1996-1999)
Tertiary Education: Palawan State University (S.Y. 2014-2019)

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APPREHENSIONS ENCOUNTERED BY CUYONON LEARNERS OF THE ENGLISH

LANGUAGE AT THE SECONDARY SCHOOLS IN CORON, PALAWAN

Presented to the Faculty of

Palawan State University -Coron Campus

of the Requirements for the Degree

Bachelor of Secondary Education

JOHN DANIEL F. LABRADOR

This study entitled A COMPILATION OF APPREHENSIONS

ENCOUNTERED BY CUYONON LEARNERS OF ENGLISH LANGUAGE AT

THE SECONDARY SCHOOLS IN CORON, PALAWAN is an attempt to find out the

More particularly, it will seek answers to the following specific questions:

1.) Do the respondents have apprehensions in using the English language?

4.) How do English language apprehensions affect the learners?

5.) Does the native language add to the apprehension?

have apprehensions in using the English language.

Table 2 shows that among the common apprehensions encountered by the

with a total of 49 respondents or 50% of the total respondents.

Table 3 shows the different reasons why respondents were apprehensive in

correct grammar in my language class” with 45 respondents or 45.92% of the total.

with 47 respondents corresponding to 47.96%of the total respondents. Second in rank is

item 5 “I feel like my English proficiency is hard to improve due to my apprehensions”

with 42 respondents or 42.86% of the total respondents. Third in rank is item 3 “I

respondents or 39.80% of the total respondents. Fifth in rank is item 2 “I experience

to 38.78% of the total respondents.

language. 51 out of 98 respondents or 52.04% pointed out to item 1 “I practice self-

my apprehension”. 38 out of 98 respondents or 38.78% prefer item 7 “I read materials

written in the English language”. 33 out of 98 respondents or 33.67% prefer item 3 “I

usually use English language for communication”. 25 out of 98 respondents or 25.51%

English language and usually using English language for communication.

On the basis of present study some recommendations are drawn as follows:

government to encourage Cuyonon learners to overcome their apprehension

through providing study materials, conducive place of learning, recognizing

positively towards their English performance inside their classroom.

from feeling apprehensive and nervous when asked to speak in English.

effectiveness of teaching English.

and more on developing cooperation among members are highly recommended in

to have say equally regardless of their differences in English competency.

the learners’ during the learning process.

to activate the learner’s comprehension

• The teacher must adapt their English proficiency to their learners

ATTY. ALBERT C. GARRAEZ

NIKKI ROSE F. DOMAEL RON ARCHIE C. AUSTRIA

DR. FERNANDO M. CRUZ

This undergone thesis is hereby officially accepted as partial fulfillment of the

DR. FERNANDO M. CRUZ

committee for their concern, support, comments, and suggestions;

to gather data in their respective jurisdiction;

and good health to finish this research.

Chapter 2: THEORETICAL FRAMEWORK

Chapter 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA.18

Chapter 5: SUMMARY OF FINDINGS AND CONCLUSIONS…………………... 29

1 The Research Paradigm …………………………………………… 14

1 Respondents’ Apprehensions in Using English Language…………… 18

2 Common Apprehensions the Respondents Encountered…………........ 19

3 Reasons of Apprehension in Speaking English Language………….….22

4 Reasons how English Language Apprehension affects Respondents ….24

5 Contribution of Cuyono Language to Respondents’ Apprehension

6 Different Ways of Dealing Apprehensions in Using English Language.27

A Letter to the Director ………………………………………………. 38

B Letter of Request to the CSF Administrator……………...……......... 39

C Letter of Request to the SMNHS TIC…………………….……....….40

D Letter of Request to the DNHS TIC………………………………….41