1

Chapter 1
INTRODUCTION

Background of the Study

English language is considered as the language of power

and of progress in the country that has played a major role

in the lives of the Filipinos in improving their socio-

economic status and in achieving a much better life. In

fact, it has become the lingua franca in the country even

before the world treated English as such because of the

country’s great linguistic diversity (Wa-Mbaleka, 2014). But

even if it is highly valued because of its functional and

practical use in the Philippines and in many countries

around the world, learning the English language is still

found to be very challenging since the process goes through

complicated tasks that involves psychological as well as

social factors (Berowa, 2016).

Valderama (2019) of The Manila Times reported that

Philippines fall from 14th place in 2018 to 20th in the 2019

English Proficiency Index (EPI) and that cause for worry

that the country’s education sector should immediately

address. She urged that the Department of Education (DepEd),

the Commission on Higher Education (CHEd), state

universities and colleges (SUCs) and other stakeholders

 2

should step up efforts to improve the teaching and learning

of English, and develop it as a vital skill of the

workforce.

Moreover, the researcher as an English teacher observed

that students’ confidence and interest to use English

language is deteriorating as students hesitate to speak the

language and often opt to speak their native language in

their English class. Despite of the motivations done, it is

still evident that students have fear in dealing with the

language.

Thus, these premises motivated the researcher to

conduct this study investigating the English language

performance of the Grade 7 students in relation to the

selected variables such as their profile and the level of

their English language anxiety.

Theoretical Framework

The current study seeks to determine the relationship

between the English language performance and the selected

variables such as their profile and level of their English

language anxiety. Thus, this study is anchored to Social

Cognitive Theory of Bandura and Foreign Language Anxiety

Theory by Horwitz, Horwitz and Cope in 1986.

 3

Social cognitive theory, the cognitive formulation of

social learning theory that has been best articulated by

Bandura explains human behavior in terms of a three-way,

dynamic, reciprocal model in which personal factors,

environmental influences, and behavior continually interact.

Social cognitive theory synthesizes concepts and processes

from cognitive, behavioristic, and emotional models of

behavior change, so it can be readily applied to nutritional

intervention for disease prevention and management. A basic

premise is that people learn not only through their own

experiences, but also by observing the actions of others and

the results of those actions. Key constructs of social

cognitive theory that are relevant to nutritional

intervention include observational learning, reinforcement,

self-control, and self-efficacy.

Horwitz et al. (1986) provides that language anxiety is

composed of and a combination of the following components:

communication apprehension, test anxiety and fear of

negative evaluation. The first component pertains to the

anxiety experienced by the students when they communicate

with the use of the target language to others. Additionally,

the second component refers to the concept of fear in taking

the examination, while the third component concerns the

worry of the students that they may be misunderstood. It has

 4

been frequently argued by Horwitz et al. (1986) that anxiety

toward a language happens in a particular situation. Thus, a

language learner may experience anxiety every time he/she

speaks with fellow students, or when talking to teachers of

native speakers of the language. It is also possible that

students feel uneasiness during class recitations, reports,

presentations or dialogues among others. The theory of

Horwitz et al. (1986) is used to analyze the anxiety level

of the respondents for this present study.

Conceptual Framework

The concept of this study is anchored on the English

language performance in relation to the selected variables

such as profile and English language anxiety. The research

wanted to determine whether English language performance is

influence by the students profile such sex, family monthly

income, membership to clubs/organizations and Information

and Communication Technology (ICT) facilities at home. The

study also considers the concept that English language

performance of the students is affected by the level of

English language anxiety. The study seeks to investigate if

relationships exist between the students’ performance in

English, their profile and level of English language

anxiety.
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Figure 1 on the next page is the conceptual framework

showing the relationship between the independent and

dependent variables of the study.

Student’s Profile English

Sex Language
Economic Status Performance
Membership in
Clubs/
Outstanding
Organization
Facilities at
Very Basis for
Home
Satisfactory Intervention
English Satisfactory
Language
Anxiety Fairly
Very High Satisfactory
High
Moderate Did not Meet
Low Expectation
Very Low

Figure 1. The Schematic Diagram of the Study Showing

Selected Variables and their Relationships.
 6

Statement of the Problem

This study aimed to find out the English Language

Performance of Grade 7 students in Relation to Selected

Variables.

Specifically, this study sought to answer the following

questions:

1. What is the profile of the students in terms of:

a) Sex

b) Economic Status

c) Membership in Clubs/ Organization

d) ICT Facilities at Home

2. What is the level of the English language anxiety of

the Grade 7 students?

3. What is the level of the English language performance

of the Grade 7 students when taken as a whole and when

grouped according to their profile and level of English

language anxiety?

4. Is there a significant difference on the level of

English language performance of the Grade 7 students when

 7

grouped according to their level of English language

anxiety?

5. Is there a significant relationship between the

English language performance of the Grade 7 students and

their profile?

6. Is there a significant relationship between the

English language performance of the Grade 7 students and

the level of their English language anxiety?

Hypotheses of the Study

Based on the given problems above, the following

hypotheses were formulated:

1. There is no significant difference on the level of

English language performance of the Grade 7 students when

grouped according to their level of English language

anxiety.

2. There is no significant relationship between the English

language performance of the Grade 7 students and their

profile.

3. There is no significant relationship between the English

language performance of the Grade 7 students and the

level of their English language anxiety.

Significance of the Study

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The information acquired from this study will benefit

the English language learner/students, teachers, parents,

future researchers, curriculum planners and school

administrators. Through this study, they will find out the

relationship between the English language performance of the

students and the selected variables.

Learners/Students. This study can help the learners of

English language on how they can address their anxiety

towards English language and to realize the importance of

having confidence in relation to language competence. As the

subject of the study, the students will be benefit the most

from this study for this will provide baseline data that

will guide educators to craft better strategies and

techniques to improve their performance in English.

Teachers. This study can provide teachers sufficient

and essential knowledge administering English language

anxiety that would enable them to innovate and utilize

strategies that would enhance student’s language performance

in relation to their beliefs in their capacity and to

embrace the importance of English language.

Parents. Since there are studies which concluded that

English language anxiety is relevant to student’s language

performance, the data gathered from this study can be useful

for the parents where they will understand the effect of the
 9

variables included in the study to their children that could

affect their child’s language performance. This can make

them consider approaches on how to deal and handle a child

difficulties to the language that would be useful to improve

their’ child’s performance.

Curriculum Planners. The data that gathered from this

study can provide the curriculum planners information and

strategies that can be used in creating and crafting

curriculum and instructions in language teaching and

learning which could be the remedy in addressing the

language anxiety of the students’.

Future Researchers. This study can provide the future

researchers basis on the relationship between the English

language performance of the students and the selected

variables such as sex, family monthly income, membership in

clubs/ organizations, ICT facilities at home and level of

English language anxiety.

Scope and Limitations of the Study

This study aimed to determine the English language

performance of Grade 7 students and its relationship to

their profile which includes sex, family monthly income,

membership in clubs/ organizations, ICT facilities at home

and level of English language anxiety. This study is limited

 10

to the Grade 7 students of Manapla National High School

officially enrolled in School Year 2019-2020.Membership in

clubs/ organizations is limited to the School organizations

in Manapla National High School which includes Supreme

Student Government (SSG), English Club, Science Club, Math

Club and Filipino Club. ICT facilities were limited to

personal computer, laptop, smartphone, tablet, television

and radio.

Definition of Terms

For better understanding of the study, the terms are

defined conceptually and operationally:

English Language Anxiety. Conceptually, English

language anxiety refers to the feeling of tension and

apprehension specially associated with second language

contexts, including speaking, listening, and writing

(MacIntyre and Gardner (1994) cited by Sadiq (2017).

Operationally, it refers to the anxiety of Grade 7

students under investigation and was used as an independent

variable relating to their English language performance.

English Language Performance. Conceptually, it refers

to the action or process of carrying out or accomplishing an

action, task, or function using the English language

(Dictionary.com).
 11

Operationally, it refers to the academic performance of

Grade 7 students in the subject English and was used as the

dependent variable of the study in relation to student’s

profile and their English language anxiety.

ICT Facilities at home. Conceptually, Information and

Communications Technology (ICT) – or Technologies is defined

as an umbrella term that includes any communication device

or application, encompassing: radio, television, cellular

phones, computer and network hardware and software,

satellite systems and so on, as well as the various services

and applications associated with them, such as

videoconferencing and distance learning. ICT’s are often

spoken of in a particular context, such as ICTs in

education, health care, or libraries (ICT definition, 2008).

Operationally, it refers to the ICT facilities students

have at home such as personal computers, laptops,

smartphones, television and radios.

Family Monthly Income. Conceptually, it is an economic

and sociological combined total measure of a person’s work

experience of individual’s or family’s economic and social

position in relation to others, based on income, education

and occupation (Poewadarminto, 2012).

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Operationally, it refers to the cumulative family’s

gross monthly income classified as very low income, low

income, average income, high income and very high income

(NEDA, 2017).

Membership in Clubs/ Organizations. Conceptually, it

refers to any organization that allows people to subscribe,

and often requires them to pay a membership fee or

"subscription". Membership organizations typically have a

particular purpose, which involves connecting people

together around a particular profession, industry, activity,

interest, mission or geographical location. This might

simply be to encourage or facilitate interaction and

collaboration, but it also often involves promoting and

enhancing the purpose itself (National Trust, 2014).

Operationally, it refers to the membership of Grade 7

students to various clubs in school such as Supreme Student

Government (SSG), English Club, Math Club, Science Club and

Filipino Club.

Sex. Conceptually and operationally, it refers to

either of the two major forms of individuals that occur in

many species and that are distinguished respectively as

female or male especially on the basis of their reproductive

organs and structures (Merriam Webster).

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature

and studies conducted before which are related to the

problem under study.

English Language Performance

Assessing the language performance of the students play

a vital role in providing a useful and relevant information

for the improvement of English education. Assessment becomes

a positive force in the students’ language growth and

development when it is in terms of what is important to

them, and when it is a means which they can use for

directing their studies. To give the students the

opportunity to note which lacks and gaps block progress will

enable them to experience acceptance of their needs as

legitimate concerns for class time and effort. In this way,

language learning will be facilitated and even maximized.

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As affirmed by Domingo (2016), a certain mastery of the

English language has to precede the understanding of the

subject. On top of that Racca and Lasaten (2016), argued

that students need to be proficient in English for a better

grasp of knowledge in Technology, Science and Mathematics.

The mastery of the target language seems to be prevalent

since it functions as the crucial element in the learning of

Science and Mathematics in English.

All of these language skills play a pivotal role in

assisting the students' learning process. Racca and Lasaten

(2016) described students with high English language

proficiency tend to perform well in Science, Mathematics and

English subjects. Similar to learning English, writing and

speaking skills are deemed essential as it involves students

to produce outcomes based on their capabilities as a means

to test their understanding.

According to the study of Kutot (2016) investigating on

the factors influencing performance of English as a subject,

he concluded that there are a lot of things to be considered

to explain why student’s performance in English seems to

decline over time. According to his study, it was

established that teacher training though an essential

recruitment requirement had no significant effect on

performance of English in primary schools. Availability of

 15

teaching and learning materials was found to have an average

significant relationship with English performance. Teachers’

attitude towards teaching and learning of English was shown

not to have a significant influence on students’

performance. However, students’ attitudes on learning

English had a significant effect on performance. The

researcher concluded that teacher training alone was not

sufficient to enhance students’ performance. His research

further concluded that presence of learning materials was

important in enhancing students’ performance in English.

Additionally, his study concluded that students’ attitude

influences their performance in English.

English Language Anxiety

A great deal of foreign language (FL) learning research

papers since the 1970s have been conducted to investigate

the reasons that hinder foreign language learning with

respect to specific classroom activities, such as speaking,

reading, writing, and listening. All of these studies

provided valuable insights into the area of foreign language

anxiety. For example CHENG et al. (1999) investigated the

relationship between FL classroom anxiety and their

associations with FL speaking and writing achievement. A

questionnaire was distributed to 433 Taiwanese English

 16

majors. The results showed that classroom anxiety in foreign

language contexts is the most common source of anxiety about

learning a FL especially in issues related to speaking

anxiety factor, while FL writing anxiety is a more definite

language skill anxiety. Moreover, the researchers revealed

that little self-confidence appeared to be a crucial element

of both anxiety forms.

Moreover, LIU (2007) conducted a study to examine

anxiety in oral English classrooms in a Chinese university.

The sample consisted of 27 college students responding to a

survey (FLCAS: Foreign Language Classroom Anxiety Survey)

and keeping reflective journals. The researcher found out

that anxiety was experienced by many students while speaking

English in class especially when making presentations at the

front. Their anxiety was a result of the lack of vocabulary,

low English proficiency, and memory disassociation.

The idea of language anxiety is illustrated as the

emotive reaction and the fear that is stimulated when one

learns or uses a target language (MacIntyre, 1998 as cited

in Zheng, 2008). Anxiety is seen to be a very prevalent

phenomenon in the acquisition and learning of a language

which is found to be a negative variable (Elaldi, 2016).

Since there is a high possibility that it may hinder

the attainment of the fundamental aim in language learning,

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researchers have conducted several studies to discover the

different causes of anxiety in order to properly address its

occurrence.

It was in 1986 when Horwitz, Horwitz and Cope made an

important notion to theorize and to measure anxiety in

language learning. They maintained that factors like

apprehension in communication, anxiety to a test and fear to

be negatively evaluated play great roles in creating anxiety

in the context of target language learning. From this

investigation, a thirty-three item Foreign Language Anxiety

Scale (FLCAS) was formulated that was also thought to be the

most vital aspect of the study. In the analysis, the FLCAS

instrument was able to show that a significant level of

language anxiety affects the performance of the students in

learning the second language.

The literature on language anxiety has offered several

definitions of foreign language anxiety. Sanders and Wills

(2003) as cited by Sadiq (2017) described anxiety in general

as “a complex, multifaceted experience, a feeling which

comes flooding into the whole selves, affecting many

different aspects of a being”. Foreign language anxiety

defined as the “worry and negative emotional reaction

aroused when learning or utilizing a second language”

(Young, 1999). Likewise, language anxiety is defined as “a

 18

distinct complex of self-perceptions, beliefs, feelings, and

behaviors related to classroom language learning arising

from the uniqueness of the language learning process”

(Horwitz, Horwitz, & Cope, 1986). MacIntyre and Gardner

(1994) have also provided a very similar definition of

language anxiety, they believe that language anxiety is “the

feeling of tension and apprehension specially associated

with second language contexts, including speaking,

listening, and writing”.

Khattak, Jamshed, Ahmad, Mirza and Baig (2011) as cited

by Sadiq (2017) reported that 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.

The experience of language anxiety varies from learner to

learner. According to Ying (2008), language anxiety is

caused by (1) personal and interpersonal, (2) learner

beliefs about language learning, (3) teacher belief about

language anxiety, (4) teacher-learner interactions, (5)

classroom procedures, and (6) language testing.

Berowa (2018) further explained that the idea of

language anxiety is illustrated as the emotive reaction and

 19

the fear that is stimulated when one learns or uses a target

language (MacIntyre, 1998 as cited in Zheng, 2008). Anxiety

is seen to be a very prevalent phenomenon in the acquisition

and learning of a language which is found to be a negative

variable (Elaldi, 2016). Since there is a high possibility

that it may hinder the attainment of the fundamental aim in

language learning, researchers have conducted several

studies to discover the different causes of anxiety in order

to properly address its occurrence.

In contrast, in the context of the Philippines, Mamhot,

Martin and Masangya (2013) as cited by Berowa (2018)

conducted a comparative study on the language anxiety of

Filipino ESL and EFL learners from two (2) institutions

based in the Philippines. The study aimed to determine the

language anxiety as experienced by both groups of learners

and to discover the causes and effects of these anxieties.

The investigation included a total of 40 respondents where

there were 20 ESL and 20 EFL students. The data were

gathered through a two-part questionnaire in which one

contains the 33-item FLCAS developed by Horwitz et al.

(1986) while the other part comprises a 2-item questionnaire

adapted from

Williams and Andrade (2008). The results showed that

Filipino ESL learners have neutral level of language anxiety

 20

while the fear of negative evaluation in the area of low

self-perceived linguistic competency was displayed. As

regards EFL learners, they reported no level of language

anxiety. In the end, both groups expressed they are the one

responsible for the language anxiety that they experienced.

The literature on language anxiety has offered several

definitions of foreign language anxiety. Sanders and Wills

(2003) described anxiety in general as “a complex,

multifaceted experience, a feeling which comes flooding into

our whole selves, affecting many different aspects of our

being”. Foreign language anxiety defined as the “worry and

negative emotional reaction aroused when learning or

utilizing a second language” (Young, 1999). Likewise,

language anxiety is defined as “a distinct complex of self-

perceptions, beliefs, feelings, and behaviors related to

classroom language learning arising from the uniqueness of

the language learning process” (Horwitz, Horwitz, & Cope,

1986). MacIntyre and Gardner (1994) have also provided a

very similar definition of language anxiety, they believe

that language anxiety is “the feeling of tension and

apprehension specially associated with second language

contexts, including speaking, listening, and writing”.

Sex and English Language Performance

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The difference in sex with respect to L2 learning has

caught the attention of many scholars in various disciplines

such as anthropology, sociology, psychology amongst others.

From the psychology standpoint, female has greater mental

ability to express language effectively than male (Qian,

2015). Considering the neurobiological point of view,

females’ better completion of linguistic abilities task is

tied to greater activity in brain areas responsible for

language encoding and deciphering information abstractly. On

the other hand, organs responsible for visual and auditory

functions in boys are more highly developed than their

female counterpart. The implication of this finding is that

female brain can directly process linguistics information,

while male need to make use of their sensory Machinery to

decode language data (Harasty, Double, Halliday,

Kril&McRitchie, 1997; Schlaepferet al., 1995). That means,

in a classroom setting, effective language teaching can only

occur when boys are instructed visually (with a textbook)

and orally (via a lecture), whereas a girl can learn

successfully by either method (Oxford, 1994). All these

different views have compelled scholars to probe the gender

difference with respect to second or foreign language in

different context.
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Data from several sources show that girls’ performance

in language achievement is better than boys. A survey

conducted by Boyle (1987) between male and female learners

in Hong Kong revealed that girl’s proficiency test score is

higher than their male counterpart. Similarly, a secondary

data containing the performance of class 10students in Tamil

Nadu, India from 2007to 2011 revealed that female students

score higher in English exam than the male students

(Karthigeyan&Nirmala, 2012).

The biological hypothesis has been rejected by numerous

scholars in cognitive linguistics. The rejection is on the

basis of the fact that findings in sex difference with

respect to L2 learning have not been consistent and relative

smallness of difference are reported (Eks trand, 1980).

Moreover, there are empirical works that showed that male is

better in learning English than their female counterpart.

For instance, in a study conducted among ESL students

in the USA, it is reported that men performs significantly

in test of academic lexicon than the women. Regarding

listening skill, Morris (1998) reported better performance

among male students when compared to their female

counterparts.

However, Hyde and Linn (1988) faulted publishing

practice emanated in the 50s and 60s, which does not find
 23

any statistical difference in proficiency between both

genders before reaching conclusion. Therefore, Ekstrand

(1980) concluded that male and female are alike; the

argument is that only behavioural difference between both

genders can be explained from socio-cultural stand point.

Therefore, gender is a socio-cultural construct and it

should be contextualized in this manner.

Even though findings in this area have been relatively

consistent, the result of most of the studies shows that

female performance in L2 learning is better than their male

counterpart, however, there is still a need to examine the

role gender play in learners English proficiency with

reference to different past years of studying in English

across curriculum among the under graduate students in

India.

The result is in line to Oxford, 1994, that in a

classroom setting, effective language teaching can only

occur when boys are instructed visually (with a textbook)

and orally (via a lecture), whereas a girl can learn

successfully by the method. On the other hand, Qian (2015)

mentioned that female has greater mental ability to express

language effectively than male.

As cited by Wallace (2007), research shows females get

better course grades than males even in traditionally male

 24

content areas, such as physics and math, but males score

higher on ability tests in these subjects (Kimball 1989;

Wentzel 1988). The 1996 McGraw report is based on a study of

high school students when they were leaving school in

Sydney, Australia. This study showed that in 1991 males were

over-represented at the high and low spectrums of the

Tertiary Entrance Ranks, while females mostly comprised the

middle ranges. By 1996 this had drastically changed, with

females being over-represented in all the high Tertiary

Entrance ranks and males even more over-represented at the

bottom. Results of 2005 (ACT 2005) test scores in the United

States showed that females consistently outperform males in

English and Reading and they are only slightly behind males

in math. The once large gap between males and females in ACT

test scores is narrowing (ACT 2005).

Family Monthly Income and

English Language Performance

Economics is a big thing in almost every walk of life.

Economical concepts can be found in different places and in

different faces as well (Edward 2000). A lot of literature

and theories have been proposed and written already in this

context defining economic factors and their importance in

the life of people (Baharudin and Luster 1998). It is clear

that a person with healthy and wealthy economic view is more

 25

efficient and happier than a person who is not efficient in

economy (ibid). Practical examples of this thing can be

easily found in the current economic environment wherein

people who have strong economic background are dominating

the entire society. It is said that money is important in

life. Lots of authors and officials have noted down economic

factors as the real important ones for the entire structure

of a person or for an economy (Edward 2006). Maslow is among

those authors who presented the economic factors in a

somewhat different manner. According to Maslow (1943),

economics is nothing but a key to enhance motivation among

the people of a society. To conceptualize and understand

this entire concept, it is necessary to include Maslow

Economic Theory which is also called Maslow Motivational

Theory.

Basically the theory proposed is a psychology presented

by Abraham Maslow in 1943 (Edward 2000). According to

Maslow, the theory is all about human curiosity and

motivation coming into being from incentive and economic

perspective. The theory was highly appreciated by the

authors and officials of that time and was included in many

books and references (ibid). The diagram is clear enough to

explain the concepts and forms of economic factors to any

interested individual.
 26

Up till now, it has been clear that the essence of

economy is extremely important in all aspects of life.

Indeed, the same can be applicable to learner performance

relating to everything as well (Nigel & William 1993).

Performance is chiefly a yield of mental and economic

satisfaction with a particular thing. If a person is

mentally and socially satisfied, then positive result will

reflect on his/her performance in almost everything (Nigel &

William.1993, Hill et al (2004). This amounts to saying, in

the immediate context of our preoccupation here, that there

is a strong relationship between economic and social factors

and ad hoc performance of English Language learner (Nigel &

William 1993). The socio-economic standing (SES) of a

student is namely evaluated by merging parents’ educational

echelon, occupational standing, and income level (Jeynes

2002). Studies have habitually shown that SES influences

student results (Majoribanks 1996; Jeynes 2002; Eamon 2005).

Students who have a low SES attain less test grades and tend

to be more prone to withdrawing from school. Low SES

students have been found to achieve grades about 10% lower

on national assessment programs than higher SES learners

(Seyfried 1998). Early research has illustrated that

children who only have one parent, do not execute as

sufficiently as those who have both parents around, for

 27

students with a single parent, generate less income than

those with both parents (Majoribanks 1996).

The biggest aspect that plays a vital role in directing

the performance of English Language learner is mental

satisfaction (Richard. 1995, Hill et al.2004). Economic

prosperity or economic flow will ultimately enhance the

performance level of a student towards learning, but the

case is not always right, because sometimes the flow of

economy makes a person rude and proud. Maslow mentioned

several times in his theory that mental satisfaction has a

strong relationship with the economic situation of a person

(Richard, 1995). Statistics revealed that in English

Language classes, students with a good economic background

take good grades as compared to the students who are low in

economic prosperity.

Another thing which can be included here is that the

fees associated with English Language Program are very high

as compared to those of other languages because this is the

only language which is known as an official language of the

world.

Apart from economic factors, there are social factors

as well which play an important role in directing the

performance of the students who wish to take English

language classes. Social Factors, like buying behaviour, are

 28

important to discuss because the association of fees is very

high with English Language learning programs (Richard 1995).

A competitive world has increased the demand of customer

value for organization and that is the main reason why

customers have been referred to as intangible assets for a

firm (Khodadady & Zabihi 2001).

Baharudin and Luster (1998) mentioned that it is clear

that a person with healthy and wealthy economic view is more

efficient and happier than a person who is not efficient in

economy. Also Nigel and William 1993, added that performance

is chiefly a yield of mental and economic satisfaction with

a particular thing. If a person is mentally and socially

satisfied, then positive result will reflect on his/her

performance in almost everything.

Membership in Clubs/ Organizations

and English Language Performance

Halloway (1999) stated that extracurricular activities

contribute to students’ success at school. He also added

that such involvement in extracurricular activities help

students discover and share talents, develop character and

competence and often provide the added benefit of close

relationship with caring, principled adults outside the

home. Students who are involved in organizations are more

 29

likely to show leadership abilities and more likely to

become leaders, compared non participants.

According Jhon H. Holloway extracurricular activities

contribute to students‟ success at school. In 1999 column

extracurricular activities: the path to academic success for

educational leadership, Holloway said that, extracurricular

activities suggest that they have positive effects on

students who participate. Those effect can be particularly

important for students who belong to ethnic minorities,

students with disabilities and students at risk of dropping

out of school.

Such involvement in extracurricular activities help

students discover and share talents, develop character and

competence and often provide the added benefit of close

relationship with caring, principled adults outside the

home. Students who are involved in organizations are more

likely to show leadership abilities and more likely to

become leaders, compared nonparticipants. The participant

who joined extracurricular activities were more willing to

work difficult task to completion without adult supervision,

and more likely to voice their opinions weather others

agreed with them or not. That showed that membership in

extracurricular activities made a difference compared to

nonmembers, in terms of life skill. The key points that will

 30

be made in this claim of fact are that students involved in

extracurricular activities recipe better grades than those

who are not involved in extracurricular activities. In

addition, activities improve the overall student.

Therefore, the help students to receive better grades

by teaching them character building lessons, teaching them

lifelong skills, saving some at risk students who would

possibly drop out to school and helping students develop

social skill. Extracurricular manage of student’s character

building a myriad of components contribute to the reasons

why extracurricular activities benefit students

academically. One of this reasons is that students learn

character-building lessons that they can apply to their

study habits and to their lives. Activities such as

athletics, music, theater, English club and organizations

teach students how to discipline themselves through drills,

practices, or rehearsals (Rombokas 8). The students have a

responsibility to the activity and must perform the tasks

assigned to them whether it be to run, sing, act or organize

an event. By participating and persevering in any of these

activities, the students gain extracurricular activities

give them pride in their accomplishments, and they learn

that if an activity is worth doing, it is worth doing well

(Rombokas 11).
 31

ICT Facilities at Home and

English Language Performance

Fu (2013) stated that Information and Communication

Technology (ICT) includes computers, the internet, and

electronic delivery systems such as radios, televisions, and

projectors among others, and is widely used in today’s

education field. Kent and Facer (2004) indicated that school

is an important environment in which students participate in

a wide range of computer activities, while the home serves

as a complementary site for regular engagement in a narrower

set of computer activities. Increasingly, ICT is being

applied successfully in instruction, learning, and

assessment.

ICT is considered a powerful tool for educational

change and reform. A number of previous studies have shown

that an appropriate use of ICT can raise educational quality

and connect learning to real-life situations (Lowther, et

al. 2008; Weert and Tatnall 2005). As Weert and Tatnall

(2005) have pointed out, learning is an ongoing lifelong

activity where learners change their expectations by seeking

knowledge, which departs from traditional approaches. As

time goes by, they will have to expect and be willing to

seek out new sources of knowledge. Skills in using ICT will

be an indispensable prerequisite for these learners.

 32

ICT tends to expand access to education. Through ICT,

learning can occur anytime and anywhere. Online course

materials, for example, can be accessible 24 hours a day,

seven days a week. Teleconferencing classrooms allow both

learner and teacher to interact simultaneously with ease and

convenience. Based on ICT, learning and teaching no longer

depend exclusively on printed materials. Multiple resources

are abundant on the Internet, and knowledge can be acquired

through video clips, audio sounds, and visual presentation

and so on. Current research has indicated that ICT assists

in transforming a teaching environment into a learner-

centered one (Castro Sánchez and Alemán 2011). Since

learners are actively involved in the learning processes in

ICT classrooms, they are authorized by the teacher to make

decisions, plans, and so forth (Lu, Hou and Huang 2010). ICT

therefore provides both learners and instructors with more

educational affordances and possibilities. Downey (1995)

measured the presence of a physical environment conducive to

studying, and other educational materials in the home to

assess achievement in households. As an element of parental

economic resources, the presence of those items of affected

academic achievement in a positive manner. Orr (2003) found

that the presence of educational resources (i.e. books) in

the home is positively correlated with academic achievement.

 33

The results support the notion that the educational

environment in the home supports positive academic

achievement.

English Language Performance

and English Language Anxiety

Hsu (2004) and Sellers (2000) mentioned that students

with higher language anxiety are apt to have lower

performance in learning the second language.

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 his 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.

The conception of second language learning anxiety was

also examined among high school students. Na (2007) explored

the level of anxiety experienced by high school students in

 34

China who were learners of English as a foreign

language (EFL). The researcher surveyed the participants

that involved 115 students from Shandong. The instruments

employed included a questionnaire and an achievement test to

gather the data necessary to attain the aims of the

investigation. The questionnaire, the Chinese version of

FLCAS, was used to collect the demographic information of

the students and the English language anxiety they

encountered. The participants were found to possess level of

English learning anxiety which is high and it was the males

who were found to have higher anxiety toward English

classes. In the end, the researcher claimed that high level

of anxiety somehow hindered the language learning of the

students.

As cited by Sadiq (2017) second or foreign language

education has expanded rapidly during the last few decades

in Saudi Arabia and many English language courses are

offered from primary to advanced levels at many schools,

institutions and universities. Many English language

learners in Saudi Arabia and around the world still have

difficulty in comprehending and employing English language

skills. Thus, many researches haven been conducted to

determine the relationship between language anxiety and

achievement in the target language. Language anxiety is not

 35

a new phenomenon. Language anxiety as a specific aspect of

language acquisition has occupied a great body of research

for the past few decades. Language anxiety has long been

recognized as an obstacle in second or foreign language

learning. In other words, language anxiety is a negative

emotional state; therefore, it can have a negative impact on

how to learn or acquire the target language. Language

anxiety, recognized as an affective factor in foreign

language learning (Gardner & MacIntyre, 1992).

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. Khattak, Jamshed, Ahmad, Mirza and Baig

(2011) reported, “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. The experience of

language anxiety varies from learner to learner. According

 36

to Ying (2008), language anxiety is caused by (1) personal

and interpersonal, (2) learner beliefs about language

learning, (3) teacher belief about language anxiety, (4)

teacher-learner interactions, (5) classroom procedures, and

(6) language testing.

English language learning. Early studies learning found

a strong relationship between language anxiety and language

learning and achievement (Horwitz et. al., 1986). If a

student he or she feels anxious in the classroom, the

possibility of having a frustrating and bad experience with

the foreign language increases (Gregersen & Horwitz, 2002).

Ewald (2007) found that high levels of anxiety usually had a

negative effect on the language acquisition process.

Language learners who experienced language anxiety will lead

them to feeling of worried about failing. Yan and Horwitz

(2008) conducted a study to examine the factors associated

with students’ anxiety in language learning in China and

founded that comparison with peers, learning strategies, and

language learning interest and motivation were the most

immediate factors.

Another study conducted by Woodrow (2006) to examine

the correlation between anxiety and language performance

among EFL learners who attended English for Academic

Purposes (EAP) courses. The findings indicate that the most

 37

frequent reported cause of anxiety was fear of interacting

with native speakers, giving oral presentations and

performing in front of classmates. 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.

Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the research design, the subject

and respondents of the study, population and sample size,

sampling techniques, the data gathering instrument, validity

and reliability of the research instrument, data gathering

 38

procedures and the data analysis that will be used in this

study.

Research Design

This study aimed to assess the English Language

Performance of Grade 7 Students of Manapla National High

School in relation to selected variables. Thus, the

researcher will use descriptive research design.

Descriptive research is used to describe the

characteristics of a population or phenomenon being studied.

It does not answer the question how, when and why the

characteristics occurred. Rather, it addresses the question

what. It can be either quantitative or qualitative.

According to Manuel and Medel (2014), Descriptive

Research describes what is. It involves the description,

recording, analysis, and interpretation of the present

nature, composition or processes of phenomena. The focus is

on prevailing conditions, or how a person, group, or thing

behaves or functions in the present. It often involves some

type of comparison or contrast.

Subject and Respondents of the Study

The subject and respondents of the study were the Grade

7 students who were officially enrolled in Manapla National

High School for the Academic Year 2020-2021.

 39

Population and Sample Size

The sample size of the population was computed using

the formula by Slovin.

N
n=
1+ N ¿ ¿

where: N = population size

n = sample size
e = margin of error (0.05)

The total population of Grade 7 students is seven

hundred eighty three (783) and using the Slovin formula,

three hundred fifty six (356) is the obtained sample size.

N
n=
1+ N ¿ ¿

783
n=
1+783 ¿ ¿

783
n=
1+783(0.0025)

783
n=
1+1.9575

n=¿ 356

Sampling Techniques

In determining the number of respondents per section,

the researcher used the Stratified Random Sampling Technique

given the formula below:

ni= Ni (n)
N
 40

Where: ni = sample size per program enrolled

Ni = population per program enrolled
N = total population
n = total sample size

Table 1 below presents the data on the distribution of

respondents.

Table 1. Distribution of Respondents per Section.

Sections Population (N) Sample (n)
A 44 20
B 54 25
C 29 13
D 44 20
E 32 15
F 38 17
G 56 25
H 39 18
I 72 53
J 67 30
K 57 26
L 36 16
M 49 22
N 23 10
O 41 19
P 40 18
Q 62 29
Total 783 356

The simple random sampling technique in draw lots was

used to identify the respondents from seventeen (17)

sections from Grade 7.

The Data Gathering Instrument

The data gathering instrument used in this study was

composed of 2 parts. Part one of the questionnaire assessed

the profile of the respondents such as sex, family monthly

income, membership in clubs/ organizations and ICT

 41

facilities at home. The second part of the questionnaire

assessed the level of English language anxiety of the

students. The questionnaire is based on the Arabic Foreign

Language Anxiety Questionnaire. The questionnaire is

composed of 33 items and instructions prompt students to

respond to each item by rating their level of agreement on a

five-point Likert scale ranging from “Strongly Disagree”

(1) to “Strongly Agree” (5).

Validity and Reliability of the Research Instrument

The test questionnaires were reliable and standard

therefore, validity and reliability tests were no longer

employed.

Data Gathering Procedures

To gather data, the researcher first sought approval

from the Public Schools District Supervisor of the District

of Manapla then to the Principal of the Manapla National

High School.

After the approval was availed, the researcher then

give the survey questionnaire to the respondents by

attaching it to their modules which are distributed every

 42

week since face to face interaction is not allowed because

of the pandemic and home visitation is also not possible.

The questionnaires were then gathered after a week together

with the student’s modules.

Data Analyses

After the data were gathered, the researcher tallied,

tabulated, analyzed and interpreted the data.

In the analyses and interpretation of data, different

statistical tools were used:

To answer statement of the problem no.1, what is the

profile of the students in terms of sex, economic status,

type of community, membership in clubs/ organization and

facilities at home, frequency and percent distribution were

used.

To answer statement of the problem no. 2, what is the

level of the English language anxiety of the Grade 7

students, Mean was used with the formula:

Mean: X = ∑X
N

Where:
N = Number of observations
X = mean
∑X = sum of all scores

The mean score in problem number 2 was interpreted as

follows
 43

Numerical Descriptive Mean Verbal

Scale Rating Interpretation

5 Strongly Agree 4.21-5.0 Very High

4 Agree 3.41-4.20 High

3 Neither Agree 2.61-3.40 Moderate

or Disagree
2 Disagree 1.81-2.60 Low

1 Strongly 1.0-1.80 Very Low

Disagree

To answer statement of the problem no. 3, what is the

level of the English language performance of the Grade 7

students when taken as a whole and when grouped according to

their profile and level of English language anxiety, Mean

was used.

The mean score in problem no. 3 was interpreted as

follows:

Grading Scale Descriptors

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not meet expectations

To answer statement of the problem no. 4, is there a

significant difference on the level of English language

performance of the Grade 7 students when grouped according

to their level of English language anxiety, Kruskal Wallis

test was used with the formula:

 44

12 R i2
H=
n(n+1)
∑ n −3(n+1)
i

Where:
H = Kruskal Wallis Test
n = the number of observation
12= constant
3 = constant

To answer statement of the problem no. 5 which states,

is there a significant relationship between the English

language performance of the Grade 7 students and their

profile, Chi-square Test was used with the formula:

(OF −EF)²
x 2=∑
EF

Where:

X2 = Chi-square
OF = Observed Frequency
EF = Expected Frequency

To answer statement of the problem no. 6, is there a

significant relationship between the English language

performance of the Grade 7 students and the level of their

English language anxiety, gamma coefficient was used with

the formula:

Na−¿
G=
Na+¿

Where:
G = Gamma
Na = Number of agreements
Ni = Number of inversions

To test its significance, Ƶ was used.

 45

Na+ ¿
Ƶ =G
√ N (1−G2 )