THESIS UPDATED

FACTORS AFFECTING THE IMPLEMENTATION OF ENGLISH SPEAKING POLICY (ESP) BY SELECTED HIGH SCHOOL STUDENTS OF CLAREMONT SHOOL OF BINANGONAN SY. 2013 – 2014

SPENCER DEL ROSARIO
DIOSA GESLANI
SHEANA REYES
ALDOUZ LANDINGIN

CHAPTER 1
PROBLEM AND ITS BACKGROUND INTRODUCTION:
''Let’s make pasok na to our class!' I don’t like to make lakad in the baha nga, no? Eh diba it’s like, so eew, diba?”This is what you call conyo words, used by filipino citizens especially teenagers who finds Speaking English hard for them that's why they put unusual tones to make their pronunciation like what americans are doing.Hence, many speakers in the Philippines use a dialectal mixture of English and Tagalog (or Filipino) that's called Taglish. "Taglish is the creation of educated Filipinos, mixing Tagalog and English is so widespread in Metro Manila that it is hard to say what the home language is since educated Manilans learn English as a second language in the home. In essence, Taglish has become Filipino street English. English is the “world language”, the lingua franca of the era today so it is very important for us to know this language in the near future.
Philippines today, is the sixth largest English-speaking in the world and in Asia. Being proficient in English is now considered as a phenomenon globally. English has remained an absolutely popular language even in the world of Education. Since English is an intellectualized language, teachers of today’s generation are using it as the medium of instruction. It is also a valuable tool to secure information about technology. At present, educators are faced with the challenge regarding the majority of youths today do not have the capacity to speak fluently in English in their day-to-day lives. So, to avoid the continuous growth of this problem, the government, in the term of Former President Gloria-Macapagal Arroyo particularly implemented Executive order 210 Series of 2003 that established the policy to strengthen English as a medium of instruction in the educational system of the Philippines. This order was made to keep the youngsters to be competitive and to make well-educated. Schools were also able to come up with English as their medium of speaking when students are inside the campus premises. Base on my research, English was came in a West Germanic language that originated from the Anglo-Frisian dialects, brought to Britain by Germanic invaders and/or settlers from the places which are now called North West Germany and the Netherlands. It uses a vocabulary disparate to other European languages of the same era. A large portion of the modern English vocabulary came from the Anglo-Norman languages. English is considered as a "borrowing" language. Middle English differed from Old English because of two invasions which occurred during the Middle Ages. The 1st invasion was by peoples who spoke North Germanic languages. They conquered and colonized parts of Britain during the 8th and 9th centuries A.D. The 2nd invasion was by the Normans of the 11th century, who spoke Old Norman and eventually developed an English form thereof called Anglo-Norman. New vocabulary used beginning in the time of Middle English heavily influenced many organizations including the church, the court system and the government. European languages including German, Dutch, Latin and Ancient Greek influenced the English vocabulary during the Renaissance. Old English initially was a diverse group of dialects, reflecting the varied origins of the Anglo-Saxon kingdoms of Britain. The Late West Saxon dialect eventually became dominant. Written Old English of 1000 A.D. was similar to other Germanic languages such as Old High German and Old Norse in terms of vocabulary and grammar. Written Old English is relatively unintelligible in contrast to written Modern English and written Middle English. Close contact with the Scandinavians caused much grammatical simplification and lexical enrichment of the English language's Anglo-Frisian bases. These changes did not reach South West England until the Norman Invasion of 1066 A.D. Old English there developed into a full-fledged literary language and became based on the most common manner of speaking in London during the 13th century A.D. The English language thereby reflected Britain's exposure to the language of Scandinavia.
English is thought to be one of the most important languages in the world. There are many reasons why English is so important. One of the reasons is that English is spoken as the first language in many countries. There are 104 countries where English is spoken as the first language.
WHY DO WE NEED TO IMPLEMENT THE ENGLISH SPEAKING POLICY IN OUR SCHOOL?
English speaking should be implemented in school because it gives us proficiency to the students in all aspect in life. By that proficiency, we will able to do our work in the future with efficiency and accuracy by understanding the nature of her work and learning to socialize to other nationalities all around the world.
STATEMENT OF THE PROBLEM
In this study, the major problem was to find out the performance of the High School Students of Claremont School of Binangonan regarding to Speak in English, using the English language frequently competes with the various activities that come their way such as being afraid to make grammar errors, saying wrong pronunciation of words, lowering of self-esteem when he/she get laughed out of class and many other things that makes the student be that hard-headed in obeying that policy. This study will use various methodologies to ascertain the effectiveness of English Speaking Policy (ESP) in achieving it’s ultimate goal and that is to use by everyone
A. Impose the English Speaking Policy in your school and on your own.
B. How can the students help themselves to speak properly in English.
C. What are the potential benefits of English Speaking?
D. Ends of wrong usage of Grammars.
E. How does English Speaking Policy effectively?
F. The reasons behind why students can't speak in English in school.
G. Why are they shy to speak in front of everyone?
ASSUMPTION AND HYPOTHESIS
As we over view this study, the researchers has made a table of assumptions concerning our topic. Several intelligent guesses that we assumed to be true are following: 1. At this rate of time, most of the students are still suffering in speaking English that’s why their grades in English subject are not that high.

2. Many students do not agree in using the English language because of several reasons:

because of shyness lack of confidence scared to be embarrass running out of words afraid of making mistakes in pronunciation and grammar

3. The people who used English fluently are commonly the cream of the top or the ones that are higher than the average students.

4. Some of the students prefer to use our own language or mother tongue, Filipino.

5. Using English language is very important not only today as a student but also in the future as professionals.

SIGNIFICANCE AND IMPORTANCE OF THE STUDY
This research will attempt to help the non-stop growing up of students who are disregarding and neglecting the usage English Language. This would serves as an aid to those who wants to be on the top and to those who want to be putted again on the top. We will sum up all the reason why they can’t use the English language fluently and then make them realized how valuable it is. With this research some may inherit what other English speakers are doing for them to be 100% ready to face a new future that priorities the ones who are good in English language.
The 1st thing that you should remember is that everyone has the same capabilities but in different substantial’s. Everyone needs to be reminded that we should speak in English. The saddest part is that many times you think you can’t because you won’t because you’re afraid to commit mistakes that might get you embarrass , but in a larger sense there’s no wrong in making mistakes and as matter of fact that’s the reason why people improves. This not only leaves you frustrated but also it might take you too long to cope up with the persons with the same age and maturity as you are.

What English Speaking Policy helps you is that it can make you more easy to communicate with others especially with the aliens in our society and as a student it can help us to be ready in future to face a world with English persons all around.

DEFINITION OF TERMS
The following terms were defined in the study:
Conyo is a term used to describe people who speak annoying tone using the Carabao English. However, it is a spirit-lifting and a laughable matter hearing people who talk conyo in a funny way. This kind of language is the newest meme disease nowadays. Teenagers, like us, commonly do this way of communicating.
SCOPE AND DELIMITATION
The coverage of this study is limited only to selected students of Claremont School Of Binangonan. This work would have been more elaborate and comprehensive if involving more responders in the survey. However, due to limited resources, this limitation was set in designing the research.
This study was on the evaluation of the students who are studying in Claremont School of Binangonan. This was used to rate the percentage of the students who don't speak in English and to who speak in English fluently.

CHAPTER 2
REVIEW OF RELATED LITERATURE

ENGLISH LANGUAGE- The English Language is derived from Germanic (see GERMANIC LANGUAGE) which is derived from Indo-European (see INDO-EUROPEAN LANGUAGES) but it is not definitely known how when or even where Indo-European began.
Origins. English carries the story of its own origin. However as a independent languagei its name. The ''Engl''- part of the word goes back to the angles a Germanic trbe that invaded and colonized much of Britain during the 50th and 6th centuries . The ''ish'' part means ''belong to'': in tis case the language that belongged to the Angles - the ''Angle-ish'' language.
History of English language - English is a West Germanic language that originated from the Anglo-Frisian dialects brought to Britain by Germanic invaders and/or settlers from the places which are now called North West Germany and the Netherlands. It uses a vocabulary disparate to other European languages of the same era. A large portion of the modern English vocabulary came from the Anglo-Norman languages. English is considered as a borrowing language.
Middle English differed from Old English because of two invasions which occurred during the Middle Ages. The 1st invasion was by peoples who spoke North Germanic languages. They conquered and colonized parts of Britain during the 8th and 9th centuries A.D. The 2nd invasion was by the Normans of the 11th century, who spoke Old Norman and eventually developed an English form thereof called Anglo-Norman. New vocabulary used beginning in the time of Middle English heavily influenced many organizations including the church, the court system and the government. European languages including German, Dutch, Latin and Ancient Greek influenced the English vocabulary during the Renaissance.
Old English initially was a diverse group of dialects, reflecting the varied origins of the Anglo-Saxon kingdoms of Britain. The Late West Saxon dialect eventually became dominant. Written Old English of 1000 A.D. was similar to other Germanic languages such as Old High German and Old Norse in terms of vocabulary and grammar. Written Old English is relatively unintelligible in contrast to written Modern English and written Middle English. Close contact with the Scandinavians caused much grammatical simplification and lexical enrichment of the English language's Anglo-Frisian bases. These changes did not reach South West England until the Norman Invasion of 1066 A.D. Old English there developed into a full-fledged literary language and became based on the most common manner of speaking in London during the 13th century A.D. The English language thereby reflected Britain's exposure to the language of Scandinavia.
The Anglo-Saxons adopted the styles of script used by Irish missionaries, such as Insular half-uncial, which was used for books in Latin. A less formal version of minuscule was used for to write both Latin and Old English. From the 10th century Anglo-Saxon scribes began to use Caroline Minuscule for Latin while continuing to write Old English in Insular minuscule. Thereafter Old English script was increasingly influenced by Caroline Minuscule even though it retained a number of distinctive Insular letter-forms.
Source: Encyclopedia of knowledge

PERCENTAGE OF COUNTRIES WHO FLUENTLY/NOT FLUENTLY IN ENGLISH SPEAKING

Countries where English is a major language
Main article: List of countries where English is an official language
Countries where English is spoken natively by the majority of the population.
English is the primary language in Anguilla, Antigua and Barbuda, Australia, the Bahamas, Barbados, Belize, Bermuda, the British Indian Ocean Territory, the British Virgin Islands, Canada, the Cayman Islands, Dominica, the Falkland Islands, Gibraltar, Grenada, Guam,Guernsey, Guyana, Ireland, the Isle of Man, Jamaica, Jersey, Montserrat, Nauru, New Zealand, Pitcairn Islands, Saint Helena, Ascension and Tristan da Cunha, Saint Kitts and Nevis, Saint Vincent and the Grenadines, Singapore, South Georgia and the South Sandwich Islands,Trinidad and Tobago, the Turks and Caicos Islands, the United Kingdom and the United States.
In some countries where English is not the most spoken language, it is an official language; these countries include Botswana, Cameroon, the Federated States of Micronesia, Fiji, Gambia, Ghana, Hong Kong, India, Kenya, Kiribati, Lesotho, Liberia, Malta, the Marshall Islands,Mauritius, Namibia, Nigeria, Pakistan, Palau, Papua New Guinea, the Philippines (Philippine English), Rwanda, Saint Lucia, Samoa,Seychelles, Sierra Leone, the Solomon Islands, Sri Lanka, Sudan, South Sudan, Swaziland, Tanzania, Uganda, Zambia, and Zimbabwe. Also there are countries where in a part of the territory English became a co-official language, e.g. Colombia's San Andrés y Providencia and Nicaragua's Mosquito Coast. This was a result of the influence of British colonisation in the area.
English is one of the 11 official languages that are given equal status in South Africa (South African English). It is also the official language in current dependent territories of Australia (Norfolk Island, Christmas Island and Cocos Island) and of the United States (American Samoa, Guam, Northern Mariana Islands, Puerto Rico (in Puerto Rico, English is co-official with Spanish), and theUS Virgin Islands),[67] and the former British colony of Hong Kong. (See List of countries where English is an official language for more details.)
Although the United States federal government has no official languages, English has been given official status by 30 of the 50 state governments.[68] Although falling short of official status, English is also an important language in several former colonies and protectorates of the United Kingdom, such as Bahrain, Bangladesh, Brunei, Cyprus, Malaysia, and the United Arab Emirates. In the Canadian province of Quebec, French is the primary language and in Manitoba and New Brunswick both English and French are official languages.
English as a global language
Percent of national populations with knowledge of English
80–100%
60–80%
40–60%
20–40%
0–20%

ONCE it claimed to have more English speakers than all but two other countries, and it has exported millions of them. But these days Filipinos are less boastful. Three decades of decline in the share of Filipinos who speak the language, and the deteriorating proficiency of those who can manage some English, have eroded one of the country's advantages in the global economy.
This week children trooped back to school for the new academic year. The government-approved textbooks they will study illustrate the problem. Never mind the pupils, teachers have been flunking English for years. In 2004 only one in five teachers passed the English-proficiency test. The effect on pupils is plain to hear. Last year the country winced when the 17-year-old winner of the Miss Philippines World beauty contest failed spectacularly to answer in English the usual questions posed by judges in such events.
Call-centers complain that they reject nine-tenths of otherwise qualified job applicants, mostly college graduates, because of their poor command of English. This is lowering the chances that the outsourcing industry will succeed in its effort to employ close to 1m people, account for 8.5% of GDP and have 10% of the world market by the end of 2010.
America, as the colonial power, brought English and universal public education to the Philippines a century ago. But English as a subject has suffered from lack of money, along with public education as a whole. Some Filipinos also blame the introduction in the 1970s of Filipino, an artificial national language, as the medium of instruction.
The government is tackling the problem by throwing money at remedial English-language instruction for teachers and making greater use of English as the medium of instruction. It says these measures are working. A recent opinion poll suggests Filipinos believe their own ability to speak English is improving. Call-centre bosses are not convinced.
WHEN DID THE ENGLISH LANGUAGE IMPLEMENT IN PHILIPPINES?
The first significant exposure of Filipinos to the English language occurred in 1762 when the British invaded Manila, but this was a brief episode that had no lasting influence. English later became more important and widespread during the American Occupation between 1898 and 1946, and remains an official language of the Philippines.
English is dominant in business, government, the legal system, medicine, the sciences and as a medium of instruction. Filipinos prefer textbooks for subjects like calculus, physics, chemistry, biology, etc., written in English rather than Filipino. By way of contrast, native languages are often heard in colloquial and domestic settings, spoken mostly with family and friends. The use of English may be thought to carry an air of formality, given its use in school, government and various ceremonies.[citation needed] A percentage of the media such as cable television and newspapers are also in English; major television networks such as ABS-CBN and GMA 7) and all AM radio stations broadcast primarily in Filipino. English proficiency sustains a significant call center industry for American companies.
A large influx of English words has been assimilated into Tagalog and the other native languages called Taglish or Bislish. There is a debate, however, on whether there is diglossia or bilingualism, or even semilingualism,[13][14] between Filipino and English. Filipino is also used both in formal and informal situations. Though the masses would prefer to speak in Filipino, government officials tend to speak in English when performing government functions.[according to whom?] There is still resistance to the use of Filipino in courts and the drafting of national statutes.
On August 22, 2007, three Malolos City regional trial courts in Bulacan decided to use Filipino, instead of English, in order to promote the national language. Twelve stenographers from Branches 6, 80 and 81, as model courts, had undergone training at Marcelo H. del Pilar College of Law of Bulacan State University College of Law following a directive from the Supreme Court of the Philippines. De la Rama said it was the dream of former Chief Justice Reynato Puno to implement the program in other areas such as Laguna, Cavite, Quezón, Nueva Écija, Batangas, Rizal, and Metro Manila.
Advocates of English say that it is the wave of the future, with science, world trade and the Internet becoming more important every decade. However, Philippine-language advocates[ respond that although the growing influence of English may be unstoppable, English is an exogenous language that is difficult for the mass of Filipinos to acquire fluently, while tens of millions are acquiring the lingua franca and using it extensively on a daily basis. English will remain a second language in the country, while the endogenous Austronesian languages will come to play a more important role in both speech and writing. National census results show that there are very few native speakers of English in the Philippines, a few percent from a small stratum of wealthy and highly educated families, and this is not increasing very rapidly. On the other hand, Filipino, Cebuano, and Ilocano continue to grow vigorously, as lingua francas, second languages, and as first languages as well

CHAPTER 3 RESEARCH METHODOLOGY A descriptive research method, that used for this study. A survey that administered to 50 selected students or respondent from this student of Claremont School of Binangonan. The term survey is commonly applied for research methodology defined to collect data from specific population from our case from g7-4th year and physically, 4th year utilizes a questionnaire for them 2 answer and that will served as our data. Sample survey our important goal for collecting and analyzing info. From selected individual they are widely accepted as a key tool for conducting and applying basic social science based on methodology.
Population- the respondent that we have chosen r ranging from gr7-4thyr student and only within the campus of CSB
Sampling technique- Because simply random sampling can be inefficient and time consuming that’s why our beloved statistician Ms. Sarah Villafranca convinced our group to use other method, such as Systematic Sampling. Choosing a sample size through a systematic approach can be done quickly for instant, if u wanted to select a random group of 1,000 people from a population of 50,000 using systematic sampling you will simply select every person. Since, 50,000 divided by 1000 equal 50.
The sampling technique that we have utilize is the systematic sampling.

METHOD OF DATA COLLECTION
The researcher applied the data gathering tool by using Questionnaires. What are questionnaires? A form containing a set of questions, especially one addressed to a statistically significant number of subjects as a way of gathering information for a survey. It was used to gather data’s from different high school students. It was subdivided into two parts. The first one was their demographic data which include their personal and family information. The second one is the questionnaires where we can gather data about English speaking policy.

CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter presents the findings of the study in illustrative tables and analysis as well as the interpretation based from the treatment of the data.

Demographic Profile of the Respondents

TABLE 1
Distribution of Respondents according to Age.

Age
No. of Respondents
Percentage
12-14
30
60%
15-17
20
40%
TOTAL 50 100%

Table 1 shows the distribution of respondents according to their age, out of fifty (50) respondents (or 100%) sixty percent (60%) or thirty (30) respondents are 12 – 14 years old while the forty (40%) or twenty (20) respondents are 15 – 17 years old.

TABLE 2
Distribution of Respondents according to Gender.

GENDER
No. of Respondents
PERCENTAGE
Male
23
46%
Female
27
54%
TOTAL
50
100%

Table 2 shows the distribution of respondents according to their gender, out of fifty (50) respondents (or 100%), forty six percent (46%) or twenty three (23) respondents are male while the fifty four percent (54%) or twenty seven (27) respondents are female.

TABLE 3
Distribution of Respondents according to their Grade level.

YEAR/LEVEL
NO. OF RESPONDENTS
PERCENTAGE

GRADE 7

13

26%

GRADE 8

13

26%

3rd Year

12

24%

4th Year

12

24%
TOTAL
50
100%

Table 3 shows the distribution of respondents according to their grade level, out of 50 respondents (or 100%), twenty six percent (26%) or thirteen (13) respondents are Grade 7 students, twenty six percent (26%) or thirteen (13) respondents are Grade 8 students, twenty four percent (24%) or twelve (12) respondent are 3rd year students and twenty four percent (24%) or twelve (12) respondents are 4th year students.

TABLE 4
Distribution of Respondents according to their father’s educational attainment

FATHER’S EDUCATIONAL ATTAINMENT

RESPONDENTS

PERCENTAGE

Elementary Undergraduate

0
0

Elementary Graduate

2

4%

High School Undergraduate
0
0

High School Graduate

5

10%

College Undergraduate

9

18%

College Graduate

33

66%
Not Applicable (eg. Decease)
1
2%
TOTAL
50
100%

Table 1 shows the distribution of respondents according to their father’s educational attainment , out of 50 respondents (or 100%), Elementary Undergraduate and High School Undergraduate have zero percent (0%) or zero (0) respondent, while four percent (4%) or two (2) respondents are Elementary graduates, ten percent (10%) or five (5) respondents are High School graduates, eighteen percent (18%) or nine (9) respondents are College undergraduates, sixty six percent (66%) or thirty three (33) respondents are College graduates and two percent (2%) or one (1) respondent is under Not Applicable (eg. Decease).

TABLE 5
Distribution of Respondents according to their Father’s occupation.
Father’s occupation
Respondents
Percentage
Private Servants
36
72%
Public Servants
13
26%
Not Applicable (eg. Decease)
1
2%
TOTAL
50
100%

Table 5 shows the distribution of respondents according to their father’s occupation , out of 50 respondents (or 100%), Seventy two percent (72%) or thirty six (36) respondents are Private Servants, while Twenty Six percent (26%) or Thirteen Respondents (13) are Public Servants, and two percent (2%) or one (1) respondent is under Not Applicable (eg. Decease).
TABLE 6
Distribution of Respondents according to their Mother’s Educational Attainment.
Mother’s Educational Attainment

Respondents

Percentage

Elementary Undergraduate

1

2%

Elementary Graduate

0

0

High School Undergraduate

0

0

High School Graduate

8

16%

College Undergraduate

8

16%

College Graduate

32

64%
Not Applicable (eg. Decease)
1
2%
TOTAL
50
100%

Table 6 shows the distribution of respondents according to their mother’s educational attainment , out of 50 respondents (or 100%), two percent (2%) or one (1) respondent Elementary Undergraduate, Elementary Graduate and High School Undergraduate have zero percent (0%) or zero (0) respondent, while sixteen percent (16%) or eight (8) respondents are High School Graduate and College Undergraduate, sixty four percent (64%) or thirty two (320 respondents are College graduates and two percent (2%) or one (1) respondent is under Not Applicable (eg. Decease).
TABLE 7
Distribution of Respondents according to their Mother’s occupation.
Mother’s occupation
Respondents
Percentage
Private Servant
47
94%
Public Servant 2
4%
Not Applicable (eg. Decease)
1
2%
TOTAL
50
100%

Table 7 shows the distribution of respondents according to their mother’s occupation , out of 50 respondents (or 100%), Ninety four percent (94%) or forty seven (47) respondents are Private Servants, while four (4%) or two (2) respondents are Public Servants, and two percent (2%) or one (1) respondent is under Not Applicable (eg. Decease).

TABLE 8
Distribution of Respondents according to their Monthly Income

Monthly Income
NO. OF RESPONDENTS
PERCENTAGE

Php10,000-Php25,000

24

48%

Php25,000-Php45,000

15

30%

Php45,000-55.000

10

20%

Php55,000 and above

1

2%

TOTAL

50

100%

Table 8 shows the distribution of respondents according to their monthly income , out of 50 respondents (or 100%), forty eight (48%) or twenty four (24) respondents their monthly income is Php10,000-Php25,000, while thirty percent (30%) or fifteen (15) respondents their monthly income is Php25,000-Php45,000, and twenty percent (20%) or ten (10) respondents their monthly income is Php45,000-Php55,000, and two percent (2%) or one (1) respondent their monthly income is Php55,000 and up.

CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATION

SUMMARY
In our today’s modern era most of the students specially the youth are afraid to speak in English, shy, and afraid to commit mistakes in terms in speaking in English specifically their grammar that’s why we came up with this idea which could help the students and specially us the researchers who finds English speaking policy hard to follow.
This study was made for the students or the youngsters to be more competitive and well-educated in terms of speaking in English and to help the teachers to uplift the English speaking policy campaign.
According to my data the result of it was successful because what we have assumed is true.

CONCLUSION
Therefore we conclude that this study help us to recognized the importance of English language in our society also in this study we saw the factors that affects the implementation of English Speaking Policy in our school and how it affect the students in speaking the English language.

RECOMMENDATION

To boost the English proficiency in our school by the implementation of English Speaking Policy we recommend that the school shall have the following activities that will help the students to hone their skills in speaking the English language. First, there should be a Reading Activity Program (RAP) once a week in their English class may be one hour is good where they will read a specific literature in lined to their lesson and they will make a literature review that will pass after the RAP and the teacher will check the grammars, construction of sentences etc. so that they can give a feedback if the students are good in English in terms of writing. Second, invite speakers that will hold talks, lectures and symposiums regarding English Proficiency and Speaking so that the students were be able to learning new things and ideas from English language. And last, have declamation, stage plays and choral readings in this way the students were be able to practice their proficiency in English in terms of speaking and communication.