CONSTRUING THE USE OF ENGLISH AMONG PHYSICAL EDUCATION

STUDENTS IN HIGHER EDUCATION

ALINOR C. ALBA
BERNA MARIE O. BRASILEÑO
DESIREE AN S. SALIGANDANG

A THESIS SUBMITTED TO THE FACULTY OF THE COLLEGE OF

TEACHER EDUCATION, SULTAN KUDARAT STATE UNIVERSITY
IN PARTIAL FULFILLMENT OF THE COURSE REQUIREMENT
IN ENG 322 THESIS WRITING IN LANGUAGE
AND LITERATURE

AUGUST 2023
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Chapter I

INTRODUCTION

This chapter presents the study’s background, theoretical framework,

problem statement, significance, scope and delimitations, and definition of

terms.

Background of the Study

The use of English as the medium of teaching for Physical Education

(PE) and other non-language courses has been a vital instrument for

assessing the language learning capacities of non-language students through

the English language. Adding English to a multilingual program means

teaching a subject in English, which is hard for teachers who need to speak

English.

Hence, it could have an impact on the language-learning process of

the students. The instructor is primarily responsible for imparting subject

content. It is well known that teaching a second language presents challenges

for both teachers and pupils.

A study of the needs of PE students in Indonesia found that 70% of the

people who answered the survey could speak English well. Despite this, most

responders (30%) need more confidence in their English proficiency (reading,

writing, and speaking).

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Susandi and Khrisnawati found in 2016 that EFL students are likelier

than their peers to be better readers. Unless they study English as a Foreign

Language (EFL), university students in Lampung are deemed to have poor

English skills.

Crandall (1987) asserts that children experience English

communicatively through content-based instruction while studying the

substance of other courses, such as Math and Science. Consequently, they

have noticed that combining English language abilities positively affects

language acquisition. When English is taught along with skills and stages in

PE, it challenges their minds and keeps them interested in learning the skills

and language.

The relevance of designing PE programs that focus on tactics for

making material intelligible for English language learners increases students'

academic, social, and emotional competency. Language is more easily

comprehended when embedded in context and supplemented by visual and

auditory signals (Clement, 2012).

PE lessons employ the power of play to foster a child's feelings of

mastery and sense of significance (Clements & Rady, 2012). Through the

power of movement and the pleasure of play, teachers may help all children

feel linked to one another when they feel like a vital part of a game or fitness

exercise.
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A movement is a formidable tool, and PE instructors can utilize games

to help every kid attain their full cognitive, social, emotional, and physical

potential. These things show how important it is to have effective ways for

ELL students to take an active role in PE classes. Recent research by

Moreno and Hellin (2002) shows that teens think doing well in PE classes is

the same as doing well in other courses.

According to DepEd Order 52, Series of 1987 or the 1987 Policy on

Bilingual Education, Filipino, and English should be used for instruction to

achieve proficiency in Filipino and English nationally through teaching and the

use of media for education at all levels. It was later supported by DepEd

Order 31, S. 2013, stipulating that English as a subject area must be

introduced in Grade 1 during the third quarter/grading period for a minimum of

30 hours of instruction.

According to Daran et al. (2021), permitting code-switching as a bridge

between familiar and new terminology helps students become more

comfortable spontaneously talking in the target languages. When students

are addressed in their tongue, it is simpler to develop relationships with them

since they feel more at ease.

Most PE reference and instructional books are written in English,

particularly the directions on building a step/dance formation. However, PE

may incorporate code-switching to improve student learning. Using vehicular

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language in PE class from the student's native language necessitates the

creation of more visual materials, particular vocabulary (simple and clear),

and everything else required to ensure that students comprehend the actions

performed.

Research on the lived experiences of the PE students only revolved

around the tertiary physical education learning in quaranteaching, meanings

of assessment, potential pathway in working towards an inclusive PE,

wheelchair basketball program, Māori culture, reflection as situated practice

and memory-work study, gymnastics and dance education, honoring the

teaching and learning, girls’ experiences in physical education, competition,

evaluation, & degradation and online learning (Nepangue & Ibanez, 2022;

Kim, & Lee, 2022; Evans, Bright, & Brown, 2015; Legge, 2006; Ovens &

Tinning, 2009; Ward & Scott, 2020; Cone, 2007; van Daalen, 2005; Dianito,

Espinosa, Duran & Tus, 2021). They are only confined to PE teaching,

learning, and teachers' and students' well-being.

Consequently, no study has been conducted on the lived experience of

PE students on language use, specifically on English as a medium of

instruction in teaching and learning in the context of a state university. Hence,

an empirical investigation must is conducted to purposely shed light on the

experience of PE students in English.

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This study examined the lived experiences of students enrolled in a PE

class on the everyday use of the English language in learning their courses.

The researchers also determined whether there is a benefit for PE students

learning this subject through L2 (English language) or if there are more

disadvantages than benefits to implementing the program.

Theoretical Framework

The following theories shall be considered as the lens of the study,

such as Bronfenbrenner’s Ecological System Theory (1965), Vygotsky’s

Social/ Sociocultural Theory (1962), and Krashen’s Monitor Model (1982).

Bronfenbrenner’s Ecological System Theory (1965) centers on the

complex layers of the environment, each affecting a child’s development. This

theory has recently been renamed “bioecological system theory” to

emphasize that a child’s biology is a primary environment fueling her

development.

The interaction between factors in the child’s maturing biology,

immediate family/community environment, and the societal landscape fuel

and steers his development. Changes or conflicts in any one layer will ripple

throughout other layers. To study a child’s development then, we must not

look only at the child and immediate environment but also at the interaction of

the larger environment.

Additionally, Vygotsky’s Social/ Sociocultural Theory (1962) revolves

around the sociocultural theory about child development says that cognitive
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development occurs because of social interaction. In this way, learning is

innately collaborative.

Social negotiation is essential for building knowledge and

understanding concepts. This study focuses on the lived experiences of PE

students in terms of using English as a medium of instruction and how to

utilize the language in the school context.

Further, Krashen’s Monitor Model (1982) summarizes the hypotheses

on how learners acquire English as Second Language (ESL) differently. Both

teachers and students believe that grammar study, teaching strategy, and

subject matter are responsible for students’ progress.

Their interests are the main goal in this theory, to make sure that when

they are learning, they are interested and are showing consistent progress

based on their outputs and performance.

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Bronfenbenner’s Vygotsky’s
Ecological System Sociocultural
Theory Development
Theory

Physical
Education
Students
Lived
Experiences

Krashen’s Monitor
Model

Figure 1. Theoretical Framework of the study

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Statement of the Problem

The central question was, “What are the lived experiences of PE

students in using the English language as a medium of instruction?” It

addressed the following sub-questions:

1. What are the approaches of P.E students when using English?

2. What are the positive and negative experiences of PE students in

learning English?

3. What are the challenges encountered and coping strategies by the

P.E students when using English?

Significance of the Study

This study would benefit the students and facilitators, as well as the

educational institutions, about the experience of using the English language

as a medium of instruction among Physical Education students and English

language proficiency.

To the students, it raises concern about their experience of using the

English language as their medium of instruction, how they understand and

learn their subject matter using English, and measures to improve their

English language proficiency.

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To the teachers, the study will be a great reference in their efforts in

teaching Physical Education through the English language, and their

strategies and teaching pedagogy in delivering their PE topics through

English and classroom management inside Physical Education class.

To the readers, it would help them know the experience of Physical

Education students in learning their course through English as their medium

of instruction. It would lead them to understand the learning outcomes of

Physical Education students.

To the researchers, it will lead them to know the experience of using

English as a medium of instruction among Physical Education students and

how it affects their English language proficiency.

For future researchers, this will serve as a reference or guide to further

understand their research on using English as a medium of instruction.

Scope and Delimitations of the Study

This study focused on using English as a medium of instruction among

the Physical Education students of Sultan Kudarat State University. The Data

collection was conducted on six (6) 4 th year students of Physical Education of

Sultan Kudarat State University school year 2023- 2024. It was delimited to

the PE students. The interview was the sole research instrument. Through

their strategy, the researchers knew the place of the English language as a

medium of instruction for the said students.

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Definition of Terms

The following terms are defined operationally:

Challenges refer to PE students' problems, issues, and concerns

using EMI.

English as a Medium of Instruction (EMI) refers to the use of the

English language to teach academic subjects (other than

English itself) in countries where the first language of most of

the population is not English.

English Language refers to the main language for studying any

subject all over the world.

Fulfillment refers to the satisfaction of PE students in using EMI.

Insights refer to the overall learning of the PE students on EMI. It

encompasses their experiences in English in educational

experiences.

Joy refers to the gratification and happiness they experienced in EMI.

Physical Education refer to a course taught in school that focuses

on developing physical fitness and the ability to easily perform

and enjoy day-by-day physical activities.

Physical Education students refer to a class that studies physical

education.