Morina N. Muyargas

The Attitude of Grade Seven Students towards the English Only Policy (EOP) in their ESL Class An Undergraduate Thesis Presented to the Faculty of Don Mariano Marcos Memorial Estate University South La Union Campus College of Education By Morina R. Nanasca-Muyargas In Partial Fulfillment Of the Requirements for the Subject Research 101 S.Y- Page | 1 TABLE OF CONTENTS Preliminaries Title Page i Adviser’s Endorsement Certificate ii Approval Sheet iii Chapter 1 2 Page THE PROBLEM AND ITS BACKGROUND 1 Introduction 1 Review on Related Literature 4 Related Studies 7 Research Paradigm 8 Statement of the Problem 9 Research Hypothesis 10 Significance of the Study 10 Scope and Delimitation of the Study 13 Definition of Terms 13 Acronyms Used 14 RESEARCH DESIGN Methods of Research and Techniques 15 Methods of Data Analysis 15 Page | 2 Sources of Data 16 Respondents of the Study 17 Preparation of the Research Instrument and Variation 17 Procedure of the Study 17 Method of the Analysis 18 3 RESULTS AND DISCUSSION 19 4 SUMMARY, CONCLUSION, AND RECOMMENDATION 26 Bibliography 29 Survey 30 Curriculum Vitae 31 Page | 3 LIST OF TABLES Figure Page No. 1 Distribution of Population & Sample of the Study 17 2 Percentage of the Total Average 20 3 Data of 1-50 Respondents 22 4 Data of 51-100 Respondents 23 5 Data of 101-150 Respondents 24 6 Data of 151-200 Respondents 25 7 Data of 201-250 Respondents 26 Page | 4 LIST OF FIGURES Figure Page No. 1 The Paradigm of the Study 8 Page | 5 CHAPTER 1 INTRODUCTION Situation Analysis English is widely-used language all over the world. It is proven as the international and official language (lingua franca) that people used in different areas and purposes of communication. We can hear this in schools, businesses, letters, social media, and conferences and even in all printed and audio materials from different countries. Statistically, it is commonly used language in all subjects such as mathematics, science, history, economics and others. It is otherwise a tool for student's future's success due to several professions that await by means of one's English proficiency, but why English matters? Studying English however is the primary key to connect us worldwide although it was difficult to find out and study all forms and rules of English structures. Many learners are eager to learn and enhance themselves with English. Based from thousands of surveys, speaking is an easier method of achieving development. Speaking, as a first stage of language acquisition, has the ability to train your brain through some sort of imitations and word recognition. It forms through created linking words and ideas in a various instance, and yet it is one's inherent capacity to express thoughts to people. Besides, it is the most crucial part that the learners must develop themselves, even the mere proficiency of good readers can benefit a wide range of knowledge. This skill implies the empowering approach to enable the learner's consistency in language learning, transferring knowledge, and instant form of ideas and perceptions in order to reach clear and conscious communication. As a classroom's medium of instruction, students need to improve their speaking skill in order to achieve good pronunciation, diction, and other significant perspectives to help better understand each other. Together with underlying attributes, their speaking skill ignites and grows through the awareness Page | 6 and alertness of exploration. Good speaking ability is potentially advantage not only in terms of competence but also for the betterment of confidence growth and power among other individuals. It gradually provides several lacks and resolves necessities in life including the way how people might comprehend what they are trying to say. The more you speak English, the more confident you communicate. The more that English is relevant to students' environments, the more they will feel they have the opportunity to use it and to go along with a near EO approach, (McGrath, 2001, p. 7). Students are more likely to intermingle with each other, leading to well-rounded perspectives. For the best result, they engaged in the collaboration process, for example, discussion that may form ideas from each other. Some scholars indicated that second language learners were more successful academically when they were first encouraged to develop concepts and literacy in their native language (Krashen & Biber, 1988; Troike, 1979; Willig, 1985). Students could not understand well the English without knowing more their native language. Research also supported the theory that bilingual students transferred literacy skills to a second language (Barnitz, 1985; Cohen, 1987; Garcia & Padilla, 1985; Lambert & Tucker, 1972; Vygotsky). For example, a Filipino teacher is now an expert linguistic teacher because she masters her first language and so the second language. In the pursuit of higher-level comprehension, some experts used different strategies to promote best communication technique for enhancement and maximization of progress by which EOP (English Only Policy) is the pedagogical matter. Thus, in most cases, the classroom's EOP occurs from different types of schools nationwide in order to unify and protect the language, to socially integrate and turn English into more well-developed culture around the globe. Some teachers find it beneficial particularly for world wide’s sake and progress. The students are likely to develop their skills by speaking trials over and over again inside and outside the classroom. The divergent thinking regarding the classroom rules marks the discrimination of attitudes, behaviors and views of the learners. Eventually, English speaking skills might be difficult for non-native learners because of its usage deficiency. They must practice it many times to absorb variety of knowledge Page | 7 concerning vocabularies and grasp the lessons they have to attain. Thus, their first language will be neglected the reason to force themselves to study English language as one of their academic requirements. In the past ten years, several educators witnessed the real effect of this policy due to its positive effects in the life of so many students. 70% out of 100 of today’s generation surveys are low-proficiency learners. If "English Only Policy" addressed in school where few high achievers are included, the classroom management would definitely fall through. Moreover, only the linguistic learners can be given a chance or pure attention and praises from the ESL teachers compared to those who have lower level of language comprehension might not participate anymore in every argument or discussion. Some of the common attitudes showed by beginners are the following: 1. Usual stage fright. The students are normally afraid to stand for explanation or demonstration of something perhaps due to previous failure or humiliation. Most beginners have not mastered well their native language, does it possible to maximize their second language? 2. Fear to commit mistakes. The teacher usually scolds a student whenever he answers wrong responses or things not related to the topic. This finding also hinders some learners from speaking at all. 3. Hesitation to recite. The student is unsure of his answer and cannot explain the argument in the different manners using the English language. The idea he created cannot put into an easier translation of English because he thinks he got the wrong answer. 4. Lack of vocabulary knowledge most especially the ESL students or beginners who are lack of Basic English background about words grammar. Yet, high language learners benefit a lot from it. Those students have very limited capability that may impede their speaking skill. They might actually feel bored, unconfident and hopeless to prove and express themselves in some areas. They might think discrimination inside the class because of the biases and teacher's preferences which usually result to failure and loss of academic interest. In the classroom observation, concerning student’s reactions, views, experiences, feelings and behaviors in which English Only Policy was implemented, the teachers will necessarily act as instructors not policy advocates. Page | 8 However, these negative sides are prior to the probable outcome with regard to the habit and continuous speaking challenge which are anticipated to fulfil when they are engaged in the extreme point of practice, like what many people said, “Practice makes perfect." Overall, the attitudes, behaviours, assumptions, trials and challenges beyond speaking English language are all advantage among individuals especially the awareness of learning and adaptation. Page | 9 Table 1. FRAMEWORK OF THE STUDY DISCOURSE HYPOTHESIS G R A D E E O P 7A G R A D E SOCIAL CONSTRUCTIVIST APPROACH 7B NOTICING HYPOTHESIS Student-centred learning as proposed by Nunan (1988) is a dominant current that runs throughout ESL curriculum theory. In this approach to teaching language, individual student needs, experiences and abilities are the primary focus of the curriculum. The teacher is no longer the center of attention as the transmitter of knowledge. The focus is more on the transformation of the student in the process of learning. This process may take the form of a social constructivist approach to education as presented by McComiskey (2000), whereby teachers and students engage in the activity of transforming the individual in society through the contextual examination of their environment. Page | 10 Two theories somewhat related to social constructivism are critical pedagogy and discourse theory. Freire describes critical pedagogy as the establishment of classrooms in which teachers and students learn together. Critical pedagogy allows students to speak with greater authority because they are drawing on knowledge they already possess. Similarly, discourse theory (Gee, 1996; Delpit, 1998) is primarily concerned with providing minority students with strategies to acquire the dominant discourse of power so that they may more successfully compete in society. However, in a class, there are always those students whom we can say disadvantaged. These students are often disadvantaged in the educational system due to their incongruent language development and their lack of expertise with academic discourses. As a possible approach to address the linguistic needs of these students, Rivera (1999) suggests programs such as English Only Policy inside classrooms promoting early exposure to the second language and thus enhancing the communicative skills of these students. Another dominant theory practiced in ESL classrooms are Schmidt’s noticing hypothesis. Learners cannot learn the grammatical features of a language unless they notice them. Noticing alone does not mean that learners automatically acquire language; rather, the hypothesis states that noticing is the essential starting point for acquisition (Schmidt & Frota, 1986). When these ESL theories are combined with the foregoing language theories and issues, a fairly strong pedagogical foundation can be established in the proposed language policy. Page | 11 Statement of the Problem The study aimed to determine the attitudes of Grade Seven students towards English Only Policy in ESL classrooms. Specifically, it answered the following questions 1. Does English Only Policy affect the performance of 1.1 Grade 7A students; and 1.2 Grade 7B students in elaborating their answers? 2. Are there differences of views of EOP between 2.1 Grade 7A students; and 2.2 Grade 7B students? 3. Is EOP helpful in developing the spoken skills of 3.1 Grade 7A students; and 3.2 Grade 7B students? 4. Are there similarities between Grade 7A and Grade 7B students about: 4.1 How they interact with their each other within this policy; 4.2 Their way of communicating; and 4.3 Expressing their thoughts and feelings? 5. Upon the implementation of EOP in the classroom, Is there any improvement of the spoken skills of 5.1 Grade 7A students; and 5.2 Grade 7B students? 6. Do Grade 7A and 7B students want to continue using the policy? 7. What are the advantages and disadvantages of EOP in an ESL class? Page | 12 Definition of Terms English Only Policy refers to the implementation of speaking the English language in an ESL classroom. L1 refers to the first language used by the student. L2 refers to the second language used by the student. Discourse Hypothesis for interlanguage development states that learners use emerging verbal morphology to distinguish foreground from background in narratives. Noticing Hypothesis refers that learner cannot learn the grammatical features of a language unless they notice them. Social Constructivist Approach refers to the sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others. Attitude refers to the way of thinking and feeling of students towards English Only Policy (EOP) Page | 13 CHAPTER 2 METHODOLOGY Research Design The study employed the method of qualitative research. Qualitative method deals with the content analysis which involves conducting meaningful surveys and collecting data through direct encounters— structured interviews and classroom observations as powerful research tools for individual's personal opinion, perspective and experiences. The researcher examined and evaluated the collected evidence in order to know the possible outcome of English conversational to certain ESL students. Sources of Data The researchers’ respondents are bona fide students of DMMMSU Laboratory High SchoolSLUC specifically the two sections of Grade Seven. We chose the students randomly so that we could gather different perspectives and views of EOP in an ESL classroom. Since we could not cater to interview all of the students of the two sections, we agreed to just interview 12 respondents. This study was conducted during the School Year-. Instrumentation and Data Collection The instrument used in the study is a face-to-face interview and classroom observation. The interview is composed of series of questions wherein the attitude of the students towards EOP would be reflected. Six students of Grade 7 A and B were interviewed during the day of observation. The teacher who is involved in the implementation of the English Only Policy was also present in the conduct of research to facilitate and observe the students. The results of the interview were carefully tallied. The data analyzed was 12 in total. On the other hand, the classroom observation serves as means to know whether Page | 14 students perform well in their ESL class and to know whether EOP affects their behavior and performance in their class. Analysis of Data Before the researchers conducted the interview, they prepared a set of questions about English Only Policy that would reflect the attitude of students towards this policy. These questions were first approved, of course, by the researchers’ adviser. We used the Filipino language during interview so as for the students to feel comfortable and free in answering the questions since some of them feel uneasy in conversing using English. With the use of their first language, they were able to express their thoughts and feelings about this policy. After the two-day face-to-face interview, we were able to transcribe the 12 interviews of the students and analyse them. Another tool that we used to see the effectiveness of EOP is the classroom observation. During the classroom observation, the researchers found out that the Grade 7 students, both sections, are not that interactive at first, but during the discussion part of the lesson they were able to participate not minding the fact of committing grammar errors. They were active and seemed enjoying in their ESL class. Finally, in determining whether there is a significant difference of views about English Only Policy between Grade 7A and 7B students, analysis and synthesis of data was used. Page | 15 Figure 2 Shows the steps that the researchers followed in conducting the study Preparing the set of questions to be answered by the ESL learners Making a conclusion about EOP based on the interview and classroom observation Checking and validating of questions by the research adviser Identifying the similarities and differences of the views of the respondents about EOP Requesting an approval of the principal for the conduct of the study Analyzing and synthesizing the data gathered Conducting classroom observation of the two classrooms Transcribing of data gathered Chapter 3 Results and Discussion Finding selected students for the interview Conducting face-to-face interview of the 12 selected students Page | 16 Chapter 3 Results and Discussion After the face-to-face interview of the 12 respondents, both Grade 7A and 7B, transcription of data was done, and after conducting it, the researchers were able to find out the views and opinions of students towards English Only Policy. Here are some of the questions and answers of the students. One of the questions asked was, “What was your reaction when your teacher informed you that he is going to implement EOP in your English class?”, and then here are their answers: Kyle: Nagulat Dahil mayroon palang ganoon na rule. Klent: Kinabahan Sir kasi napipressure kami Mar: Ok lang po kasi kasi since elementary po yun na po ung policy ng school namin Sintara: Ninenerbyos po tapos medyo excited na ninenerbyos po. Half half ganun po kasi minsan po Sir ung may error po sa bawat grammar parang sasabihin po. Excited kasi po ahm parang mas matututo ka po iyong parang matututunan mo pa ung ibang iyong parang meaning po ng bawat word na sasabihin. Reign: Sir masaya na nakakakaba kasi kunwari magrerecite ka tapos mage-English ka minsan nakakalimutan mo yung masasabi mo kasi nakakakaba Omar: Nasiyahan po ako sa loob po kasi po nung bata po ako ahm Englishero po ako tapos po nasanay po ako pagtanda ko sa mga kasama ko kaklase ko, Filipino speaking tapos un po nasanay na po akong magtagalog tapos yung mga pinsan ko po dumarating po sila dito galing U.S. tapos nakakalimutan ko na po iyong ibang words. Nasiyahan po ako noon nung pinatupad iyong English Only Policy Gary: Sir ahm okay lang Sir kasi English ung subject eh Hans: Nakakagulat po (chuckles) Isabel: Uhm, syempre po kinabahan po tsaka medyo naexcite din. (chuckles) Kasi hindi po ako ganun ka-fluent at hindi po ako sanay na magsalita sa English. Syempre po parang new experience din po yun na maranasan namin ang EOP sa klase namin. Almira: Ahem, ahem. Ah, nung una po as in kinabahan po talaga ako. Kasi po syempre English po yun, nosebleed po. (laughs) Eunice: Nooong una po kinabahan pero naging okay narin naman po samin. Sarah: Nung una kabado po pero mas nagging masaya yung klase nung pinatupad na yun. Page | 17 Different views and opinions of the respondents about English Only Policy have showed up during interview. Some were happy, some were shocked, and some were nervous as well as excited. “Syempre po kinabahan po tsaka medyo naexcite din. (chuckles) kasi hindi po ako ganun kafluent at hindi po ako sanay na magsalita sa English. Syempre po parang new experience din po yun na maranasan namin ang EOP sa klase namin.” one of the respondents said. This means that there are students who are all right with the English Only Policy. “Ninenerbyos po tapos medyo excited na ninenerbyos po. Half half ganun pokasi minsan po Sir ung may error po sa bawat grammar parang sasabihin po. Excited kasi po ahm parang mas matututo ka po iyong parang matututunan mo pa ung ibang iyong parang meaning po ng bawat word na sasabihin”. This could mean that even the pressure is there, the students are still able to cope with the positive side of the policy There are others also who are nervous upon the implementation of the policy. “Ahem, ahem. Ah, nung una po as in kinabahan po talaga ako.kasi po syempre English po yun, nosebleed po. (laughs)”one of the respondents said. This is one of the reasons why maybe students feel afraid and uneasy about the policy – that they are afraid to commit mistakes. However, upon hearing their side about the policy, they ascertained that they were able to cope with and adjust themselves with the policy. They watch American movies and read English books to be able to have a background about how English language works. Page | 18 Another question asked the students if they have problems using English Language when they recite and how do they feel when they need to recite in English, and their answers are these: Kyle: Wala naman po. Bata pa po kasi ako pinapanuod ko po hindi pa ako nanonood ng tagalog po puro English lang po kaya nasanay na rin po pero kinakabahan pa rin po Klent: Sometimes Sir. Naro-wrong grammar ako Sir. Kinakabahan Francis: Minsan po kasi parang kinakabahan ka po parang hindi ka masyadong makaisip. Minsan po kasi parang yun nga parang kinakabahan po talaga Sintara: Minsan po kasi po ung meron po ung times na pag mali po ung pronunciation mo parang mali na rin po ung uhm meaning po ng word sa mga kaklase ung ganun po. Parang ninenerbyos din po na parang naiinspire din po kasi po ung nerbyos ko po parang naaano po nung parang ‘Ah para rin to sa akin. Para sa grado ko to’ ganun po. Reign: Yun nga po ung parang di ko po alam ung mga nasasabi ko na parang namemetal block ako. Nanenerbyos po Omar: Wala naman po. A little bit nervous. Gary: Yes sir. Sometimes. Ah hindi ko po mapick-up ung ibang words Hans: (shakes his head). Wala lang (chuckles) Isabel: Uhm, medyo nahihiya at naiilang po kasi hindi po talaga ako masyadong magaling sa English tsaka medyo mahirap pong mag express ng ideas sa English. Almira: Medyo kinabahan po tsaka nailang kasi syempre po mahirap magsalita in English tsaka di naman po yun yung palaging ginagamit sa everyday communication. Medyo nagiging conscious po baka po kasi pagtawanan pag wrong grammar (laughs) pero okay lang din naman pong ma-wrong grammar minsan. Eunice: Medyo po. Lalo na po sa grammar. Minsan po kasi parang ang hirap i-express yung gusto mong sabihin sa English kasi iniisip mo baka ma-wrong grammar ka kaya natetense po ako pag nagrerecite. Sarah: Kinakabahan haha pero okay lang naman po. Yung mga konting error lang po ate lalo na yung subject tas verb Among the questions in the interview, the second one elicits respondents’ trouble (if there is any) about reciting in English language in class discussion. The table above clearly showed that three of the respondents mentioned having no trouble reciting in English at all. Four of them said that they struggle reciting in English due to fear of committing ungrammatical sentences and one of the respondents said that it is the pronunciation of words that made English hard to use in class lectures and recitation. Page | 19 It was found out that the whole sample population said that nervousness is always present when they are asked to recite in English and according to the three remaining students, is the cause of their mental blocks – leaving them unable to utter a single word. To sum it up, 9 out of 12 of the sample population said that they actually encounter problems in reciting in English. The researchers would like to know whether the students have had any negative experiences about EOP and so they asked, “Can you share with us some of the negative experiences you had in relation to EOP?” Kyle: Nung nagrerecite po ako. Nung iba po ung nasabi kong sagot Klent: Sir nung na-wrong grammar po ako nung nagrerecite po ako Francis: Wala pa po masyado Sintara: Opo. Maraming beses po. Iyong pag magrerecite ka po iyon nga po iyong parang maiiba ung pronunciation mo, iba na rin ung ibig sabihin para sa mga kaklase mo ung parang ung pinagkaiba po nung pronunciation po talaga. Reign: Ahm ung nagrerecite po ako ahm parang yung pagkasabi ko po dati ahm wrong po ung pagkapronounce ko. Omar: Opo sa grammatical error. Gary: Wrong grammar sir (laughs) Hans: (shakes his head) Wala po akong maalala Isabel: Uhm, minsan po hindi po ako makasagot kasi po nininerbiyos na po ako tapos meron po yung ibang tatawa pero ok lang din naman po. Almira: Uhm minsan po di nakakasagot kasi po kinakabahan po ako. Minsan po nawrowrong grammar din. (laughs) Eunice: Yung one-time nagrecite ako tas may mali ata sa grammar tas yung ibang kaklase ko tumawa haha pero okay lang naman po at least napatawa ko sila hahaha Sarah: Yun nga po ate nung nagrerecite po ako na-wrong grammar po ako. Hindi nagkasundo si subject at si verb. (laughs) Page | 20 Based on their answers, the usual error they commit is more on the grammar part of the target language specifically on the subject-verb agreement. Other respondents said that they had some errors in pronouncing words in English. One student said that she did not answer the question of her teacher because of nervousness. Two students said that they never had negative experiences in English Only Policy so far. During the interview, when they committed those errors in their ESL class, their classmates laughed at them, but these respondents never lose confidence of themselves because they explained that there are rooms for improvements and are not the only one committing error but all of them. They just laughed at themselves for a while. “Ok lang naman pong magcommit ng errors basta po matuto” one of the respondents said during the interview. To sum it up, two respondents said that they had no negative experience on English Only Policy and 10 out of 12 students said that they had negative experience on EOP. However, this does not hinder them to learn the target language or to speak or use the language. They also stressed that committing errors is part of the process. The researchers were curious about the response of the students during their ESL class, so they asked the respondents, “Does EOP discourage you in joining the class discussion?” and they answered: Kyle: Hindi naman po Klent: Sir yes Francis: Hindi po masyado. Sintara: Medyo po Reign: Hmm yes po Nakakahiya po kasing magcommit ng wrong grammar Omar: Hindi naman po. Mas nagiging active nga po ako eh Gary: Hindi naman po masyado Hans: Hindi po Page | 21 Isabel: Medyo lang po Almira: Hindi naman po. Medyo lang Eunice: Hindi po Sarah: Hindi po. Mas masaya nga po ang klase kapag EOP. Most of the respondents said that English Only Policy does not discourage them in joining the class. They are comfortable using the language in conversing with their classmates. While most of the respondents said they are at ease using the language, some of them, on the other hand, said that they are not at ease using the language in joining the discussion. “Nakakahiya po kasing magcommit ng wrong grammar” one of the respondents said. Still, there are students who are afraid to commit mistakes and choose to be silent instead. ”Mas masaya nga po ang klase kapag EOP” Sarah said. This could mean that there are students who are fond of using English in class discussion notwithstanding grammar errors. To sum it up, nine out of 12 students said that they are not discouraged in joining the class discussion in their English Only Policy class. However, one respondent said “maybe” and two respondents said that they are discouraged in joining the class discussion. Lastly, the researchers would want to know if the students would want to continue the policy, so they asked, “Do you think your teacher should continue to impose EOP? Why?” and the respondents answered: Kyle: Okay lang nman po dahil English teacher naman po siya. Klent: Sir maybe yes kapag iyon ang gusto niya sir di magpapraktis na lang kami ng English Sir. Mahirap nang magkamali ng grammar po. Page | 22 Francis: Pwede rin po para mas matrain po kami na magsalita ng English ng diretso kasi high school na po kami. Pwede rin po naming itong mgamit pag college or magtatrabaho na kami, mostly kasi diba po sa mga interview po English po ang ginagamit, Sintara: Oo naman po para mas matutuo [a po ung mga kabataan lalong lalo nap o kaming mga high schooloers tapos po ung mga susunod pa pog mga grade levels para po maencourage po ung ganun para matuto rin po ang bawat isa kasi po ung minsan po akala ng mga marurunong mag English ‘ah hindi makakakuha ng magandang trabaho kasi hindi yan marunong mag-English’ parang ganun po parang minamaliit nila ung mga hindi marunong mag-English. Reign: Yes po kasi po for the future po magagamit mo ito paglaki mo. Omar: Yes, so we could negotiate with other countries, Sir Gary: Yes Sir, Para maimprove ko po ung kwan paggamit ng English Hans: Opo para po mas masanay kami mag-English para sa future Isabel: Siguro po kasi po makakatulong po to samin na maging fluent pa po kami sa English tsaka para din po magamit naming ito sa future kung sakaling magwowork na po kami. Almira: Opo kasi mas matututo pa po kami sa English tsaka for future na din po. Eunice: Hindi na po hahaha charot. Okay lang naman po. Kasi gusto ko rin naman pong maging fluent sa English kasi yung mga pinsan ko po galing America. Para kapag magbakasyon sila dito, hindi na mahihirapang kausapin hahaha Para samin naman din po yun kasi kapag magtratrabaho na, kailangan alam talaga mag-english. Sarah: *smiles* uhhhmmm haha opo. Parang training na rin po, ganun. Para mas maging… ano ng tawag sa tuloy tuloy magsaita sa English ate? Haha fluent po. The issue of whether English should be the sole medium of instruction in teaching English has long been a controversy. This study found that students are indeed generally in favour of using English exclusively in this setting, and their preference is positively related to their own English proficiency. Such classroom language policy provided these students with the chance to use English as the sole means of communication, rather than merely conducting an academic exercise. If teachers allow native languages to be used in English classrooms, student opportunities to learn English are lessened. In a rather monolingual society, maximising students’ chances and exposure to English should be one of the prime responsibilities of an English teacher. Page | 23 Allowing bilingualism in English classroom will generally only deprive students of an excellent opportunity to use and learn English. In conclusion, it is the individual English teacher who plays the deciding role in what kind of English-learning atmosphere will be established. How English-rich the teaching environment becomes greatly depends on how determined each English teacher is in maximising the English exposure of students through policy and its enforcement. (Wong, 2009) Though the implementation English Only Policy brought some negative experiences to the students that we have interviewed, they do still agree that it should still be implemented in ESL classes because they find it useful once they are already in the corporate world. Likewise, they think that the implementation of EOP will lead them to a better proficiency in the usage of the English language. Almost all of the respondents affirmed that it would surely help them to land a better job once they are fluent in speaking the language since job interview nowadays requires fluency in speaking English. Some of the respondents also said that the fluency in speaking English would no longer impede her from talking to people who are used to speaking the English language. One respondent even said that it would be a great help in negotiating with other countries. To sum it up, all of the respondents agree on the implementation of English Only Policy although it was evident in their answers on the other questions that they faced some difficulty coping with such policy. They still want to continue this policy because they find it helpful to them not only in the classroom setting but also in their everyday existence and in their future. To synthesize, the students had negative experiences about this policy, but they were able to cope with those problems. They have troubles in reciting using English, but still, they are able to survive it. Moreover, despite the negative experience they had in this policy, they still want to continue imposing the policy because they find it helpful in their everyday living. Page | 24 Chapter 4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary This research designed the analysis of attitudes provided by Grade 7 students through English Only Policy implementation inside the classroom of both stages. It mainly determined different student's 1.) reactions regarding the plan of implementing EOP in the class 2.) viewpoints and/or assumptions from various experiences 3.) feelings and perceptions about English discussions and activities and 4.) similarities by means of interaction, communication and expression of thoughts. 5.) improvement in the spoken skills 6.) preference regarding EOP and the 7.) concern between the advantages and disadvantages of EOP in the class. As a process of learning, analyzing and synthesizing data is done in order to figure out what attitudes can be observed among the respondents. How helpful and influential English Only Policy was to develop English language competencies of the students. This descriptive research falls under qualitative method focusing with the content analysis. This involves the interviews and evaluation of 12 respondents from two different sections emphasizing the language acquisition, speaking activities and experiences about their views, reactions and feelings in EOP. In analyzing the documents, The researchers first check and observe the behavior the students showed as they talk using the English language particularly how they react during the class discussion. The notion behind most beginners impedes their ability to speak due to the confusion, inconsistency and inadequacy of knowledge of vocabulary terms and grammar rules. Page | 25 The following findings included from the observations drawn inside the classroom. 1. Reactions regarding the plan of implementing EOP in the class. Different reactions from 12 respondents affected most with explored EOP as their undertaking. The target students feel the idea of nervousness and doubt in the first place because as beginners, they were currently learning and enhancing their capacities in speaking. Despite the first negative expectation, they had the feeling of excitement after several attempts. Most of them probably would be confident on speaking at ease using the English language. They are almost talkative and more inclined to express their thoughts and ideas with communicating to one another. 2. Viewpoints and/or assumptions from various experiences with the analysis among all phases of English interest, the students still have the slight tremble of speaking through their participation to discussions and arguments. Most signify these factors and advantages-making the effectiveness of the communication techniques, building self-confidence through failures, training speaking abilities and even vocabulary enhancement. 3. Feelings and perceptions regarding English discussions and activities. English as a global language helps to level up the capacity of a learner with speaking the language. Pertaining to the value and quality of impact, the consequences are relatively significant to the impact of policies and practices in all countries. Through EOP, learners may increase their potential of speaking. As a better result, the students are well-trained through the help of the outstanding and proficient English teachers. Despite knowledge inadequacy in the class, it made higher tendency for the successful performance of the students. 4. Similarities of the respondents by means of interaction, communication and expression. People all over the world ask millions of questions and talk thousands of statements every day using English. Managing it themselves is quite easy together with the awareness of learning the benefit of English and uses in the lives of all non-native speakers. Students who lack of discernment of grammatical rules and errors might fail them to adopt strategies and comprehension techniques. Unfortunately, most of Page | 26 them found it uncomfortable for they are facing the current academic lessons about grammar structures, by which always notified as primary goal of the learners. Both of the two sections have similar perceptions in interactions, communications and expression of their thoughts with regard to EOP. 5. Improvement of the spoken skills of the students The improvement of the respondents was finally checked and observed despite all negative experiences they encountered during assessments. Consistency in speaking skills the performance had caused due to the continuation of student’s provision in the language efficiency. 6. Student’s preference regarding EOP The choice students chose was positively emphasized because of the interactive purpose equipped on this policy. However, the students believe how helpful EOP was in the life of so many beginners. 7. Concerns between the advantages and disadvantages of EOP in the class As mentioned as always, the disadvantages of EOP can be found and seen at the first point of learning. By the disadvantages of the feelings and experiences released from the primeval occurrences, advantages can be directly clarified at the final outcome of the study. The active state of this concern falls under the impact it gives to the students. Advantages of this policy comes ahead towards the advancement of learning moving on to the future. The respondents ascertained that by this policy, they could utilize what they have learned for their future careers in life. Page | 27 Conclusion 1. All respondents felt mixed perception between tension and excitement about EOP but rather comfortable enough to use English language inside and outside the classroom although they had the fear of committing mistakes in terms of grammar. 2. Most respondents disrupted the idea of nervousness because they believe that success and benefit can achieve at last. 3. All respondents are still persistent of overcoming their fear due to humiliation, mirth and rejection in the classroom setting. Thus, they have built their confidence to perform specific task and activities. 4. All respondents have built their vocabulary by training despite their negative experiences over grammatical errors. 5. All respondents do not differ on their reactions and beliefs regarding EOP because of the nervousness they feel during the process. 6. All interviewed students agreed upon EOP as a positive and effective proponent leading to wellrounded perspectives. Limitations of the Study There were number of limitations to the current study that would need to be addressed in future research. First, there were fewer participants in the face-to-face interviews than expected: the data set was limited to only 12 participants. Although their answers were interesting, they could not attempt to uncover the many ideas that this research hoped to bring to light. Moreover, all the participants in the face-to-face were high school students. To do this research justice, deeper analysis of the attitudes and responses of young participants was needed. Second, as to classroom observation, it was just conducted once. Had we conducted it several times, it might have been resulted into a clear understanding how EOP affects the behaviours of the students in their ESL class. Third, it was difficult to divide the participants into equal Page | 28 numbers in each group, such as age and first language background groups, due to the low number of participants. Being able to form large groups of like individuals would have allowed for a much more comparative, quantitative study. Having a larger number of participants in the face-to-face interviews would have helped make more reliable generalizations regarding their language use in their English classrooms. Finally, given that there were factors identified which interrelated in some way, future studies would need to run statistical analyses to test whether these interrelationships signified true patterns, or whether the findings of the current study were simply random. Recommendation For an easier guide for learning, the following are recommended: 1. The teacher should prepare everyday vocabulary term to be studied by the students in order to strengthen or improve English into more productive language fluency. 2. The teacher should give English activities and worksheets every meeting to improve not only the speaking ability but also reading, listening and writing fluency of the students. 3. The teacher should communicate regularly to the students through recitations, arguments or debates, discussions and some activities that may empower the influence of EOP through ora; activities. 4. The teacher should impose rules for giving rewards and punishment to promote disciplinary actions and confidence and willingness to learn as well. 5. In order to be integrated, the correlation of the teacher and students’ awareness in understanding roles and weaknesses must be well organized. 6. For students to achieve mastery, they must try to expose themselves in the conventions that easily adopt learning skills and techniques reading essays, short stories and watching videos with English subtitles and others. Page | 29 Literature Cited Chan, A. (1996). A Study of English Medium Instruction in Secondary 1 in Hong Kong Schools. Hong Kong: Hong Kong Institute of Education. Chan, A. (1997). English Medium Instruction in Secondary 1 and 2 in Hong Kong Schools: an evaluation of policy implementation. Hong Kong: Hong Kong Institute of Education. Chan, S. H. & Tan, H. (2006). English for Mathematics and Science: Current Malaysian LanguageinEducation Policies and Practices. Language and Education, 20 (4), pp. 306-321. Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education. London & New York: RoutledgeFalmer. Johnson, R. K. (1993). Using English as the medium of instruction. Hong Kong: Longman. Krashen, S. & Biber, D. (1988). On Course: Bilingual Education’s Success in California. Sacramento, CA: California Association for Bilingual Education. Seidlhofer, B. & Widdowson, H.G. (1998). Applied linguistics, pragmatics, and language pedagogy. In R. de Beaugrande, M. Grosman, and B. Seidlhofer (Eds.), Language Policy and Language Education in Emerging Nations (pp. 3-27), Volume LXIII. London: Ablex. Johnson, R. K. (1993). Using English as the medium of instruction. Hong Kong: Longman. Krashen, S. & Biber, D. (1988). On Course: Bilingual Education’s Success in California. Sacramento, CA: California Association for Bilingual Education. Lai, M. L. (2002). Language Attitudes of the First Post-colonial Generation in Hong Kong Secondary Schools: issues in gender, medium of instruction, social class and cultural identity. Unpublished Thesis (Ed.D.) of University of Durham. Page | 30 Mahwah, N. J. (2004). Medium of Instruction Policies: which agenda? whose agenda? Lawrence Erlbaum Associates Publishers. Wong, M. H. (2009). The Effectiveness of Using English as the Sole Medium of Instruction in English Classes: Student Responses and Improved English Proficiency. The Hong Kong Institute of Education, Hong Kong. Page | 31 APPENDICES March 21, 2017 Prof. Agnes O. Laron OIC Principal Laboratory High School Agoo, La Union Dear Madame: We, the undersigned English Major students of the College of Education of DMMMSU-SLUC, are currently enrolled in Language Research, one of our major subjects. As a requirement for our subject, we need to conduct a research and be able to submit one finished research at the end of the semester. The research we wish to conduct is on “Attitude of Grade Seven Students towards the English Only Policy (EOP) in their ESL Class”. In connection with this, we would like to seek permission to conduct interview with selected students of Grade 7A and Grade 7B. As part of our triangulation, may we also be allowed to observe English classes in the two sections for the purpose of observing their use of English in their class? Rest assured that the results of the study will be used for research purposes only. Your approval of our request will be greatly appreciated. Very respectfully yours, TRISHA LACHICA MORINA NAŇASCA AILENE OCHUA JAY-R JOHN SORIANO Noted: MARICON C. VIDUYA Professor, Language Learning Page | 32 Questions for the Interview 1. What was your reaction when Sir JM informed you that he is going to implement EOP in your English class? 2. But after sometimes did you get used to it 3. What adjustment did you do? 4. Do you have problems using English Language when you recite? How do you feel when you need to recite in English? 5. When are you more active in reciting? Is it when you use Tagalog or English? 6. Can you share with us some of the negative experiences you had in relation to EOP? 7. Does EOP discourage you in joining the class discussion? 8. Difficulties that you have experienced regarding the use of English in your class. 9. Do you think your teacher should continue to impose EOP? Why? 10. What are the advantages and disadvantages that you have seen on this Policy? Page | 33