SENIOR HIGH STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION

OF THEIR “ENGLISH-SPEAKING ZONES “PROGRAM

(SAMPLE TITLE)

A Research Paper

Submitted to

The Faculty of the Senior High School

Saint Columban College

Pagadian City

In Partial Fulfilment

Of the Requirements for Practical Research 1

of

Science, Technology, Engineering and Mathematics (STEM)

(Your Track here)

By

(YOUR FULL NAME IN BOLD LETTERS: ex. JUAN P. CRUZ)

(Month and Year of Completion: ex. October 2019)

Approval Sheet
 iii

Abstract

(BELOW IS JUST A SAMPLE)

Albacite, Hazel Louise J. (2019). Senior High Students’ Perceptions on the

Implementation of their “English-Speaking Zones” Program. Unpublished Master’s

Thesis, Saint Columban College, Pagadian City

The advent of K+12 Program brought drastic changes in the Philippine educational
system as globalization has become the new trend in acquiring progress for the nation’s
economic and financial status, thus proficiency in the English language serves as an
indispensable solution to ensure the future of the country. But now that English is
declining in the Philippines, what should academic institutions do in order to change this
situation? The Senior High School Department of Saint Columban College recently
implemented the “English-Speaking Zones” Program which aimed to develop students’
communicative skills in English. This study explored the perceptions of the performing
and non-performing students as to how they see the program, their attitudes towards
their first and second languages, and how the program can be developed based on
these perceptions. It was found out that the senior high students wanted to continue the
implementation of the program as it prepared them for globalization, for their future
careers, and it developed their fluency, proficiency, and self-confidence when interacting
with their peers. They did not see English as an oppressive language despite its foreign
nature and that they wanted it to be the dominant medium of instruction in the
classroom. Thus, it is recommended that the program be developed into a policy to
deeply strengthen and establish it since it gained approval and positive responses from
the student-participants.

Keywords: English proficiency, Speak English Policy, mother tongue, second language,
globalization, medium of instruction, cultural identity
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Acknowledgement

(Acknowledge or enumerate people who helped you like your teachers and other

mentors who made your research possible. You have to acknowledge them one by one

and mention how they helped you. Don’t forget to thank them.)
 v

Dedication

(You give special words here for people dear to you who helped you and inspired you to

finish your work.)

.
 vi

Table of Contents

Title
Approval Sheet
Abstract
Acknowledgement
Dedication
List of Tables
List of Figures
Chapter 1......................................................................................................................................1
The Problem.............................................................................................................................1
Introduction...........................................................................................................................1
Perspective of the Researcher.................................................................................. 5
Conceptual Framework.......................................................................................................7
Statement of the Problem...................................................................................................9
Scope and Limitations of the Study...................................................................................9
Significance of the Study...................................................................................................10
Definition of Terms.............................................................................................................12
Structure of the Thesis......................................................................................................12
Chapter 2....................................................................................................................................14
Review of Related Literature................................................................................................14
Mention the Subpoints of your Literature........................................................................14
Subpoint..............................................................................................................................23
Subpoint..............................................................................................................................27
Subpoint..............................................................................................................................31
Chapter 3....................................................................................................................................33
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Research Methodology.........................................................................................................33
Research Design................................................................................................................33
Research Environment......................................................................................................34
Research Participants.......................................................................................................35
Sampling Techniques........................................................................................................35
Instruments.........................................................................................................................36
Data Gathering Techniques..............................................................................................37
Data Analysis [for qualitative studies]..............................................................................37
Ethical Considerations.......................................................................................................37
Chapter 4....................................................................................................................................39
Presentation, Analysis and Interpretation of Data.............................................................39
Chapter 5....................................................................................................................................52
Summary of Findings, Conclusion/s and Recommendations..........................................52
Summary of Findings.........................................................................................................52
Conclusion..........................................................................................................................55
Recommendations.............................................................................................................55
References..................................................................................................................................57
Appendix A..................................................................................................................................60
[Permission to conduct the study]............................................................................................60
Appendix B..................................................................................................................................61
Appendix C.................................................................................................................................62
Appendix D.................................................................................................................................64
Appendix E..................................................................................................................................65
Curriculum Vitae.........................................................................................................................66
 viii

List of Tables

(This is for Tables included in your paper, IF ANY)

Table Title Page

1 The Research Participants

 ix

List of Figures

(DO NOT INCLUDE THIS PAGE)

Figure Title
 Chapter 1

The Problem

(IN THIS SECTION YOU PRESENT TO US WHAT THE PROBLEM REALLY IS AND

WHY WE NEED TO CONDUCT A RESEARCH ABOUT THIS. JUST CITE A FEW

SOURCES SINCE YOU HAVE TO DISCUSS EACH LITERARY SOURCE IN THE

NEXT CHAPTER. BE CAREFUL HOW TO QUOTE OR CITE YOUR SOURCES.)

Introduction

The English language was developed by Germanic invaders into the south and

east of Britain, and spread west and north into Ireland, Wales, and Scotland. From the

Renaissance to the eighteenth century it was spread by the English navy and emigrants

to North America and Australasia. At the height of the British Empire in the nineteenth

century, English became the administrative language of large parts of Africa, the Indian

subcontinent, and strategic trading outposts like Hong Kong and Singapore (Stockwell,

2002).

(AFTER YOU GIVE US YOUR FEW SOURCES FOR THE INTRODUCTION,

CLOSE THE CHAPTER WITH A CONCLUSION. CITE IF IT IS A GLOBAL, NATIONAL,

AND/OR LOCAL PHENOMENON AND GIVE THE REASON WHY YOU CHOSE THIS

RESEARCH TOPIC. EXAMPLE IS PROVIDED BELOW:)

With the global and national phenomenon of English proficiency, national

phenomenon of separating English and Filipino as media of instruction, and the local

phenomenon of the Speak English Policy; the researcher is inspired and challenged to
 2

conduct a study on the perspective of the Senior High School students of SCC. This

study therefore, aims to understand the perception of the students in terms of the

policy’s possible implications for culture, proficiency, and learning.

Perspective of the Researcher

The researcher is Ms. Hazel Louise J. Albacite, (INTRODUCE YOURSELF

PROPERLY LIKE HOW OLD YOU ARE, WHERE YOU LIVE, WHERE YOU STUDY)

(IN THE FOLLOWING PARAGRAPHS GIVE MORE INFO ABOUT YOURSELF.)

PAR. 1

PAR. 2

PAR. 3

The researcher aims to understand how the research participants perceive the

(GIVE THE TOPIC OF YOUR RESEARCH, WHAT THE RESEARCH PARTICIPANTS

ARE GOING TO PERCEIVE, OR WHAT THEY ARE GOING TO SHARE ABOUT THEIR

EXPERIENCES).This study then adheres to the paradigm of constructivism which seeks

to make meaning of the participants’ perceptions of their academic lives while examining

the situation that led to these particular perceptions and how these affect the way the

individuals operate and interact in the institution (STATE WHAT RESEARCH

PARADIGM YOUR STUDY IS ANCHORED ON).

 3

This study focused on the Senior High students’ perceptions on the (PROVIDE

TOPIC). The main concept of this study was the perception of the students towards the

(ENUMERATE THE SUBPOINTS/SUBTOPICS).

MENTION THE THEORY/STUDY YOUR CLAIMS ARE ANCHORED ON:

On the aspect of the effect of English towards culture, this study was anchored

on the works of (CITE THE THEORIST).

With these grounds, the researcher was decisive enough to take a step further in

examining the existing program within her department to see if this really became

beneficial to learners. Substantial data from this thesis could also help shape the

prospective policy-making of the school concerning the students and their skill

development. (ELABORATE WHY YOU NEED TO STUDY THIS RESEARCH TOPIC)

Statement of the Problem

(ENUMERATE THE QUESTIONS YOU HAVE TO ANSWER AT THE END OF THIS

STUDY)

The study focused on the perceptions of Senior High School students of Saint

Columban on the Implementation of “English-Speaking Zones” Program, A.Y. 2018 –

2019.

Specifically, it aims to answer the following queries:

1. What are the perceptions of the students on the “English-Speaking Zones”

Program implemented by the Senior High School Department?

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2. How do these perceptions shape the students’ attitudes towards their first and

second languages?

3. What analysis for improvement can be developed based on the findings of the

study?

Scope and Limitations of the Study

READ THE SAMPLE BELOW:

The scope and limitation of this study involved the following parameters that were

projected to delineate this study from other studies in the field, and to find its rightful

place in the vast area of educational research.

Subject Matter. The researcher focused her study on the perceptions of the

Senior High students on the …..

Research Environment and Timeline. This study was conducted at Saint

Columban College during the Academic Year 2018 – 2019.

Research Participants. The participants of this study were limited to the Senior

High School students who were under the “English-Speaking Zones” Program. Currently

enrolled in Saint Columban College, these students were in Grade 12 and have taken

English subjects in the first semester of Academic Year 2018 – 2019.

Research Design. The study used qualitative design in analysing the data

gathered.
 5

Research Methods. The researcher used the survey method of research with the

use of semi-structured face-to-face interview in generating data to determine the

different perceptions of the students.

Significance of the Study

This study is important because it will be able to evaluate (DISCUSS WHY IT IS

IMPORTANT). The result of this study can also be used as basis for future studies

related to Speak English policies in nearby schools.

The outcome of this study would be beneficial to the following:

(ENUMERATE WHO WILL GET BENEFIT FROM YOUR RESEARCH AND

HOW THEY WILL BENEFIT.)

EXAMPLE:

Students. EXPLAIN

Teachers. EXPLAIN

Administrators. EXPLAIN

Parents. EXPLAIN

Other researchers. EXPLAIN

 6

Definition of Terms

The following terms were used extensively in this study and should be taken

according to the definition given below:

(BELOW IS AN EXAMPLE. TAKE NOTE THAT YOU ALWAYS HAVE TO ITALICIZE

THE TERMS AND THE DEFINITIONS MUST BE IN SENTENCE FORM.)

“English-Speaking Zones” Program. This is a program used in the Senior High

School Department of Saint Columban College where speaking English is required most

especially among students to make them more proficient in using the language.

Perceptions. This is the way someone thinks about or understands something

(Collins English Dictionary).

Senior High School Students. These are students who are in Grade 12, and are

currently enrolled in the Senior High School department of Saint Columban College in

accordance to the K+12 curriculum.

Structure of the Thesis

The study consisted five chapters: Chapter 1 The Problem, Chapter 2 Review of

Related Literature, Chapter 3 Research Method, Chapter 4 Presentation, Analysis and

Interpretation of Data, and Chapter 5 Summary of Findings, Conclusions and

Recommendations.
 7

Chapter 1 included: The Problem, introduction, Perspective of the Researcher,

Conceptual Framework, Statement of the Problem, Hypothesis, Scope and Limitations of

the Study, Significance of the Study, Definition of Terms and Structure of the Thesis.

Chapter 2 talked about the Review of Related Literature and the different

variables involved in the study.

Chapter 3 covered the Research Methodology, Research Design, Research

Environment, Research Participants, Sampling Techniques, Instruments, Data Gathering

Techniques, and Data Analysis.

Chapter 4 focused on the responses of student-participants and the analyses

and interpretations from the obtained data.

Chapter 5 presented the summary of findings, the implications, conclusions, and

recommendations set forth by the researcher as regards to the results of this study.
 Chapter 2

Review of Related Literature

(THIS IS WHERE YOU MENTION ALL YOUR SOURCES AND CITE ALL THE

INFORMATION NEEDED TO BACK YOUR CLAIMS. THEY HAVE TO BE CITED

CORRECTLY “WHO SAID WHAT”. INDICATE THE FAMILY NAME & YEAR OF

PUBLICATION OF BOOK/ARTICLE TO CITE THE PERSON/SOURCE OF INFO.

FOLLOW THE RULES IN CITING A BOOK, ARTICLE, INTERVIEW, THESIS.)

This chapter reviewed the literature related to Speak English Policy, and Culture,

Proficiency, and Learning that provided bases for the interpretation of the data that shall

be gathered later.

SUBTOPIC/SUBPOINT 1

GIVE ALL THE SOURCES THAT SUPPORT SUBPOINT 1. ONE SOURCE IS

ONE PARAGRAPH. DO NOT COPY AND PASTE. MAKE SURE TO PARAPHRASE OR
SUMMARIZE.

The Philippines is a country which etc. etc. (Regala, 2017).

Mother tongues are important tools in making learning easier and faster etc. etc.

(Martin, 2018).

Moreover, Rogier (2012) etc etc……

Lei and Hu (2014) attempted also to explain etc etc……..

Ibrahim (2001) proposed a model that will make etc etc ……..

Dixon and Peake (2008) came up with a strong criticism etc etc……..
 9

SUBTOPIC 2

SOURCES… SOURCES…..

AFTER ALL THE DISCUSSION, GIVE YOUR CONCLUSION:

EXAMPLE:

The review of related literature reveals that there is dearth of studies in the

Philippines that can be used in analysing the senior high students’ perceptions towards

the Speak English Policy of Saint Columban College. Therefore, this study is proposed

to focus on the Filipino student-participants’ perceptions as regards the Speak English

Policy’s implication for culture, level of English proficiency, and learning in other subjects

where English is the medium of instruction. (EXPLAIN THAT THERE IS ONLY LIMITED

STUDY REGARDING YOUR RESEARCH THEREFORE YOU NEED TO

STUDY/INVESTIGATE ABOUT IT)

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Chapter 3

Research Methodology

This chapter presented the research methodology of the study. It includes discussion on

the research design and research methods covering the research environment, research

subjects, sampling techniques, instrumentation, data gathering techniques, and statistical

treatment.

Research Design

The study used the Descriptive type of research with the survey through face-to-face

interview as the main process in generating the data necessary for analysis and interpretation.

(The model used is (Pheno, Case Study, Ethno, etc) EXPLAIN WHY YOU USED THIS DESIGN

Research Environment

This study was conducted in the (STATE WHERE AND BRIEFLY GIVE DESCRIPTION)

Research Participants

The research participants of this study were the (STATE WHO AND DESCRIBE)
 11

Table 1 The Research Participants (SAMPLE BELOW)

No. Strand Total No. of Outstanding Academic Fairly Satisfactory

Students (Performers: 95-100) (Non-Performers: 75-

80)

1 STEM 552 5 5

2 ABM 291 5 5

3 GAS 93 5 5

4 HUMSS 214 5 5

5 TVL (ICT & 162 5 5

HE)

Total 1, 312 25 25

Sampling Techniques

This study applied the Purposive Sampling specifically Heterogeneity Sampling

(DESCRIBE AND EXPLAIN)

Instrument

The research participants were interviewed within 5 to 15 minutes depending on the

availability of the participants, ETC ETC EXPLAIN HERE

.
 12

Data Gathering Techniques

In gathering the data for this study, the researcher sought the approval of the Graduate

School Dean and School President. STATE HOW YOU GATHERED YOUR DATA

Data Analysis

The answers obtained from the interview served as the data for this research. EXPLAIN

HOW YOU ANALYZE YOUR DATA

Ethical Considerations in Research

In the conduct of this research, strict ethical considerations were observed in order to

uphold integrity on the study and protect the student-participants and the institution they belong

to. EXPLAIN HOW YOU SECURED THE CONFIDENTIALITY IN THIS STUDY

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Chapter 4

Presentation, Analysis and Interpretation of Data

This chapter presents, analyses, and interprets the data gathered from senior high

students’ perceptions on the implementation of “English-Speaking Zones” Program in the Senior

High School Department of Saint Columban College.

The researcher came up with themes that are common across the obtained data from

the student-respondents. Both the perceptions of the performing and non-performing students

are somehow detailed in short but relevant narratives. Related studies or theories are also

indicated as they support the claims or may refute some of the results.

Theme One: STATE THE COMMON THEME

INTRODUCTION

The participants shared the perceptions ETC ETC. THEN MENTION ONE BY ONE

WHAT THEY SAY. IF THERE ARE VERNACULAR ANSWERS YOU HAVE TO WRITE THEM

VERBATIM AS WELL.

EXAMPLE:

Regarding global competence, Participant 3 said:

“It is good ma’am because for that…. we can teach the students; we can produce students who

have higher competency which may help the Philippines compete in global aspect in terms of

speaking English.”

\
 14

Theme Two: STATE THE THEME

INTRODUCTION

Participant 1 said:

“For me, no, because we all know that English is a universal language and in order for us to

understand them without barriers.”

Theme Three: STATE THE THEME

SAME AS ABOVE

YOU CAN HAVE MORE THEMES!!!

 15

Chapter 5

This chapter presents the summary of findings on the perceptions of Senior High School

students on the (EXPLAIN THE FINDINGS. ANSWER THE QUESTIONS YOU HAD IN

CHAPTER 1: STATEMENT OF THE PROBLEM.)

Summary of Findings

These findings were particularly arranged according to the sequence of the research

problems previously presented on Chapter 1.

1. QUESTION

DISCUSSION OF ANSWER

2. QUESTION

DISCUSSION OF ANSWER

3. QUESTION

DISCUSSION OF ANSWER
 16

Conclusion

STATE YOUR CONCLUSION REGARDING THE ENTIRE STUDY: WHAT YOU

FOUND OUT AND THE IMPORTANT ELEMENTS INVOLVED.

Recommendations

Based on the summary and conclusion stated above, the recommendations below were

made according to the data obtained from the results of this research:

1. There must be DISCUSS WHAT SHOULD BE DONE

2.

3.

4. YOU CAN HAVE MORE RECOMMENDATIONS!!!

 17

References
LIST DOWN AND ENUMERATE ALL YOUR SOURCES IN ALPHABETICAL ORDER OF
FAMILY NAMES. PLEASE FOLLOW THE RULES ON HOW TO WRITE REFERENCES FOR
BOOKS, THESES, ONLINE ARTICLES/SOURCES, ETC.
EXAMPLE (INDICATED ON THE SIDE IF IT’S A BOOK/ARTICLE OR FROM THE INTERNET)
Bernardo, Allan. B.I. (2004). McKinley’s questionable bequest: Over 100 years of English in
Philippines Education. World Englishes. pp. 17-31. BOOK
Bradford, A. & Brown, H. (2017). English-Medium Instruction in Japanese Higher Education:
Policy, Challenges, and Outcomes. Multilingual Matters. Vol. 23. BOOK
Rapoza, K. (2012). Countries with The Best Business English. Retrieved
from:https://www.forbes.com/sites/kenrapoza/2012/04/05/countries-with-the-best-
business-english/#73b63d399768 ONLINE ARTICLE
Regala, M. (2017). English as a Second Language in the Philippine Educational System.
Retrieved from: https://www.pressreader.com/philippines/sunstar
pampanga/20170326/281715499445830 ONLINE ARTICLE
 18

Appendix A.
(Letter)
 19

Appendix B: Guide Questions for the Interview

WHAT DID YOU ASK TO YOUR RESEARCH PARTICIPANTS?
 20

Curriculum Vitae

YOUR PERSONAL INFO

PERSONAL BACKGROUND

Name:

Date of Birth:

Place of Birth:

Present Address:

Parents: FATHER

MOTHER

Address: PARENTS’ ADDRESS

EDUCATIONAL BACKGROUND

Senior High School:

Junior High School:

Elementary: