PERCEPTION OF STUDENTS IN THE IMPLEMENTATION OF ENGLISH SPEAKING

POLICY IN THE UPPER BASIC EDUCATION

A Research Paper

Presented to the Faculty of Senior High School Department

Our Lady of Caysasay Academy

Taal, Batangas

In Partial Fulfillment

In the Requirements in Practical Research 1

SUBMITTED BY :

CABRAL, GILLIAN BYNES 

LINDO, GILBERT IVAGHN

YBAÑEZ, JOHN GABRIEL

DE CASTRO, JUSTIN LORENZ

CUARTO, JOHN ROY

2ND SEMESTER 

May 2023

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 CHAPTER I

THE RESEARCH PROBLEM

INTRODUCTION

English-only policy in the upper basic department enforces the use of the students'

second language in the classroom as a means of communication, it has the greatest

impact on the students' speaking skills. As a result, while it improves students' speaking

skills, it also demotivates them to utilize the English language. Speaking only in English

helps students begin speaking English internally. The only way to become fluent in a

language is by being immersed in the language. An English-only policy in class requires

them to negotiate the learning process in English. Students speaking another language

distract other English learners. English-only policy, the intent is to help provide students

with more opportunities to work through learning the English language and have an

increased chance of practice when they are forced only to speak English.

  The practice of enforcing an English-only policy in upper basic department zones in

school is symptomatic of the lack of awareness among school administrators about the

nature of languages, as well as the basics of learning a language. One important reality

that many overlook is that students will not learn the language if they fear it. We see this

fear of language in classes where students feel ashamed because they mispronounced

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a

word. Many research studies prove that learning language becomes more effective

when emotional barriers are eliminated. It is commonly believed that intensive English

programs are designed to immerse learners in English-speaking environment to help

them effectively develop their language skills. English-only policy helped students to

improve their English proficiency, and prepare them for the high demands of using

English proficiency in a real-world interaction.

It is a total immersion method that is often used in English classes to force the students

to use English and not rely on their language to help them out. Many believe that this is a

highly effective way for students to learn the English language, but many teachers find

the English-only method problematic. They prefer the bilingual method, this is where

students are allowed to use their native language in class. Not allowing students to use

their language in class may cause a feeling of resentment and frustration. As English

only policy deals with the enforcement of using the students’ second language in the

classroom as a tool of communication, it affects the students’ speaking skills the most.

Thus as much as it tends to increase the students’ speaking skills, it also demotivates

them to use the English language.

The general belief was that students who were allowed to use their native language

would never feel the need to use the language they were learning. The main advantage

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of allowing students to communicate in their native language is the improvement in the

student’s comfort level and the decrease in frustration,  especially for students who

have a lack of confidence. when students can express themselves to show their lack of

comprehension it assures them that they will not miss anything in the lesson and their

level of stress decreases. Students have also expressed that double-checking with a

classmate, who shares their same native language during the teacher’s explanation

helps them understand the lesson and the concepts more accurately.

Whenever a person is learning something new, the need for reassurance and clarity

when trying to understand important concepts is extremely important. Allowing students

to use their native language when necessary to serve this purpose makes them

responsible for their learning and at the same time capable of handling this responsibility

without frustration.

CONCEPTUAL FRAMEWORK

Speaking is one of the most important in our lives because speaking or oral

communication is necessary to use in daily activities. The English language has been

considered an international language for most countries use English as their medium of

instruction and communication. The implementation of the English language policy

doesn't mean that we have to forget our native language. The implementation of the

English language is very useful to all Filipino citizens it is a bridge of communication and

understanding despite the many cultures and countries we had.

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 The "English-only" policy is defined as the attempt of institutions to identify English as

the only mediator of promoting interaction in the classroom and giving instructions. This

policy has been popular in language teaching because it is believed that the more

students are exposed to English, the more quickly they will learn; as they hear and use

English, they will internalize it and begin to think in English.

When students are learning a new language together, they are learning how to

socialize in their new language, and as they grow in their communication, they can

encourage and help each other in learning new skills. Socialization has a big role in each

student's talk and boosts their self to talk in English. By means of socialization with

others, you can easily express your opinion and thoughts thru the English language

(kani, Z. G., & Igsen, H., 2022)

STATEMENT OF THE PROBLEM

This study aims to determine the interpretation of the topic based on the analysis of

information and perception of students in the implementation of English speaking policy

In the Upper Basic Education. specifically, this sicks to answer the following question:

1. How do students describe the implementation of the English Speaking Policy?

2. What are the factors affecting the implementation of English speaking Policy?

3. How do the factors affect the implementation of English Speaking Policy

4. Based on the results. how can the proposed advocacy campaign be devised to

strengthen the implementation of English speaking policy?

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 INPUT PROCESS OUTPUT

PERCEPTION OF ADVOCACY
STUDENTS IN THE
IMPLEMENTATION INTERVIEW  CAMPAIGN
OF ENGLISH
SPEAKING POLICY

Figure 1.0

Research Paradigm

PARADIGM OF THE STUDY

Figure 1.0 portrays the conceptual paradigm of the study. The first box represents the

Perception of students in the implementation of English Speaking Policy in the Upper

Basic Education. The second box represents the process made by the researchers

wherein they Interview. The third box represents the desired output of the study, an

advocacy campaign that can be a way strengthen the implementation of English

speaking policy for students to comply

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SCOPE, DELIMITATION AND LIMITATION

This study covers the Implementation of English only policy for the upper bed

department of Our Lady Caysasay Academy. Which can help the students in upper bed

department to improve their english speaking and comprehension skills. Implementing

the english only policy can greatly benefit the institution. It will enhance the vocabulary of

the students in upper bed department. English only policy helps students to improve their

english proficiency in real world interaction 

This study doesn't include other levels other than the upper bed department of the

institution. The students in lower bed department aren't affected in this action. The

students of the upper bed department are the main focus of the Implementation of the

english only policcy 

This study's weakness is that if the students doesn't cooperate with the action that the

institution will implement. Student's will be more knowledgeable with english rather than

their native language. Or if the student doesn't know how to speak english it can affect

the implementation.

SIGNIFICANCE OF THE STUDY

         The outcome of the present study is expected to help greatly in the following;

Teachers can use this study because it will serve as a basis so that they can better

understand the students why the school implements these policies.

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 The study that will be conducted will help the students because it will be a basis for

them to have a proper understanding of the implementation of English-speaking policy,

and they will also gain knowledge from it that they can further expand and share with

future generations.

The study that will be conducted at school will be important because it can be used

as a basis for the development of other policies to better help students. It’s importance

will be determined, as well as the effects and changes that will occur to a student. In

addition to this, the school will be more pleasant for students and parents because of this

policy.

DEFINITION OF TERMS

         The following word is given meaning so that the reader's understanding is clearer.

1. English Speaking Policy. strictly imposed policy on students as a support to the

learners of the language and train them to naturally use English in their everyday

activities.

2. Upper Basic Education. Consist of students in Grades level 7-12

3. Factors. the variables that experimenters control during an experiment in order to

determine their effect on the response variable. A factor can take on only a small

number of values

4. Advocacy Campaign.  organized set of actions designed to raise awareness on

issues and influence change.