Theoretical Background of the Study

This study is anchored to Stephen Krashen's theory of Second Language Acquisition in

1998. The theory states that language acquisition does not require extensive use of conscious

grammatical rules and does not require tedious drill. Acquisition require meaningful interaction

in the target language with natural communication

Krashen'stheory of Second Language Acquisition consist of five main hypothesis.

First is the Acquisition-Learning. There are two independent systems of second language

performance the Acquired System and Learned System. The Acquired is the product of a

subconscious process very similar to the process children undergo when they acquire their first

language. It requires meaningful interaction in the target language, natural communication in

which speakers are concentrated not in the form of their utterances, but in the communicative

act. The Learned System is the product of formal instruction and it comprises a conscious

process which results in conscious knowledge 'about' the language, for example knowledge of

grammar rules. According to Krashen "Learning is less important than acquisition".

Second is the Monitor Hypothesis. It explain the relationship between acquisition and

learning. The monitoring function is the practical result of the learned grammar. According to

Krashen, the acquisition system is the utterance initiator, while the learning system performs

the role of the monitor or the editor. The monitor acts in a planning, editing and correcting
function when three specific conditions are met that is, the second language learner has

sufficient time at disposal, focuses on form or thinks about correctness, and knows the rule.

Third is the Natural Order Hypothesis. Gammatical structure follows a natural order

which is predictable. Krashen however points out that the implication of the natural order

hypothesis is not that a language program syllabus should be based on the order found in the

studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.

Fourth is the Input Hypothesis. The learner improved and progresses along the natural

order when receives second language, input is one step beyond current stage of linguistic

competence. The Input hypothesis is only concerned with acquisition not by learning. According

to this hypothesis, the learner improves and progresses along the natural order receives second

language. Input that is one step beyond current stage of linguistic competence.

Fifth is the Affective Filter. It embodies Krashen's view that a number of affective

variables in second language acquisition. These variables include motivation, self-confidence

and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-

image, and a low level of anxiety are better equipped for success in second language

acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to raise the

affective filter and form a mental block that prevents comprehensible input from being used for

acquisition. In other words, when the filter is 'up' it impedes language acquisition. On the other

hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.
 The study was therefore guided by this theory in relation to acquisition of speaking skills

in English. For instance, as students each time try to learn how to use English in communication

and expressing themselves, filtering may occur because of anxiety, poor self-esteem or low

motivation. Therefore, learners with a low affective filter not only become effective acquirers of

comprehensive input but also increase the amount of that input because they are likely to

interact with other learners unembarrassed by making mistakes. Secondly, when speaking to

learners, this ought to be done based on the communicative ability of the learners and should

allow for a silent period, free from close monitoring and correction. Thirdly, the more the

comprehensible input, the greater the speaking proficiency, while lack of it impedes language

acquisition process. Lastly, teaching methods work according to the extent that they make use

of comprehensible input. That is, students learn best when they get involved in the learning

process using the 19 appropriate methods of teaching. For example, immersion teaching as a

strategy is successful because it provides comprehensible input to learner there and then.

This study is also anchored to James Cummins’ (1994), Theory of Second Language

Acquisition. James Cummin believed that there are marked differences between social

interaction and academic teaching as a method for acquiring and comprehending a second

language. His theory has two different aspects that are both necessary for learners to have a

confident grasp of the language they are trying to learn, Basic Interpersonal Communication

Skills and Cognitive Academic Language Proficiency. This is particularly true with second

language learners who already have a firm grasp of their native language, as he believed it

provides them with the necessary foundation for learning the language.
 This aspect supports and encourages natural communication in social situations. This

form of the language is practiced outside of the classroom, be it inside or outside of school. It

can take place at recess, the lunch room, during sports and other extra-curricular activities, and

any other social events in the personal lives of learners.

Communicative interaction is conducted in a social context, and it’s often more familiar

and less nuanced than academic communication. According to Cummins, these skills are in full

bloom between six months and two years after coming to a new country. The biggest concern

with BICS lies within the falsehood that a learner has become proficient in the language when

they are able to demonstrate a good grasp of social language.

The Problem and Its Scope

INTRODUCTION

Rationale of the Study

Proficiency in the English language being the second most spoken language in the whole

world is somewhat of a measure of literacy. It has become a standard of the society that

became the basis of trusting information of which the proficiency of the source being based

upon. Having such great knowledge and wisdom in using said language somehow makes you

more believable and formal toward people such that it creates a display of literacy domination.

For some people, having that skill somewhat intimidates them in a sense that they are shy in

using the English language. The most common phenomenon is in a classroom.

Students being one-on-one with education are often misjudged illiterate because they

tend not to speak up, most especially when requested to speak in English. The factors of said

phenomenon is quiet random but at the same time common. Molding a child without taking his

knowledge and wisdom into checking may create a loophole in their education growing up. One

wouldn’t fail to speak without good reasons. The same goes for having such proficiency

measured and evaluated upon. By doing this, students and teachers may provide bonding and

helping each other grow.

would be considered as competitive such that the students are proficient in the said language.

While declining proficiency creates negative feedback, the intelligence of a child is never

measured with it. Nonetheless, declining proficiency is quiet a ruckus for some schools due to

the fact that they focus on educational standards which has been widely accepted by the

society as well.

According to V. Chandra SekharRao (2016), English is a compulsory ingredient of a

successful personality. English proficiency is a key factor for employment success and

advancement and also for opening doors to economic opportunity. Proficiency is best practiced

through reading and writing. Non-native speakers of English have to practice the sounds of

English how they are accented or stressed in their usage. Vocabulary knowledge is the single

most important area of language proficiency. English is as important as the core subjects in the

curriculum designed.

According to Evans (2003), the use of English as the medium of instruction in Hong

Kong’s education system has been a source of controversy since the early years of British

colonial rule. Debate has been particularly intense since the 1970s, when the expansion of

Secondary education underlined the problems which many teachers and students experienced

when teaching and learning academic through the medium of English.

According to Laxa, and Opetina (2000), the Philippines has been known as one of the

English-speaking countries in Asia. With such advantage, many Filipinos have a lot of
opportunities in abroad. However, there’s a growing concern on the English proficiency of the

students and graduates alike.

In University of Cebu Lapu-Lapu and Mandaue, most Senior High School students are

observed to be proficient in English when required for academic performances. Students are

lack of confidence that affects their communication skills to use English Language as the

medium of communication. Being called out to speak in front on the class by the teacher are

avoided by the students because they perceived themselves as individuals of low English

proficiency.

Based on the researchers observation they are motivated to know the factors

contributing to the declining of English proficiency and to give recommendations.

RESEARCH METHODOLOGY

Research Design

This study is a qualitative since questions posed are and answered by the experience of

the selected Senior High School students or the respondents. The study used an open-ended

questionnaire approach in conducting the research. The main purpose of the researchers is to

know the factors contributing to the declining English proficiency of the students and help them

cope up by giving recommendations based on the results.

Research Respondents

The participants of the study are the selected 25 female and 25 male Senior High School

students of the University of Cebu, Lapu-Lapu and Mandaue that have an age range of 15-18

years old and with declining English proficiency.

This study uses an open-ended questionnaire to collect data. The selected respondents

had the chance either to tell their personal information or not for their privacy. Then followed

by the general directions given by the researchers on how they were answer the questions

about the factors that contributes to the declining English proficiency of the students.