Sulu National High School
Senior High School
Attitude of Grade 12 SHS Academic Tracks Students Towards
Speaking in English
(Research Title)
In Partial Fulfillment of the Requirements in Practical Research 1
Submitted By:
Isnani, Zander A.
Grade 11 Jamiyla
Submitted To:
Mrs. Sharpon U. Lakibul
Date:
April 7, 2025
Introduction
English as the global language has undoubtedly dignified its standing in global
communication essentially targeting both oral and written skills. In the Philippines
however, as observed by the researcher, speaking in English seems to be very difficult
most especially to students in the secondary level.
This study looks into the concept of attitude as one of the major affective factors
for success in speaking the English language amongst students. More specifically, it
investigates senior high school students’ attitudes towards speaking in English, taking
into consideration their profile variables such as gender and strand.
Review and Related Literature
Kara (2009) as cited by Abidin (2012) stated that attitudes towards learning
besides opinions and beliefs have an obvious influence on students’ behaviors and
consequently on their performance. It is argued that those students who possess positive
beliefs about language learning have a tendency to increase more positive attitudes
towards language learning. Attitude is considered as an essential factor influencing
language performance and received considerable attention from both first and second and
language researchers.
There are many reasons why student's attitude toward language learning is
important. Attitude is one of the factors that influence foreign language learning because
how much effort students put into language learning depends partly on attitude (Gardner,
Lanlonde and Moorcroft, 1985). Thus, it can be inferred that learners with positive
attitude towards speaking English will be more involved in speaking activities and may
try to make use of more strategies that help them deal with their difficulties in the course
of conversation; and learners with negative attitude will be less willing to participate in
speaking activities. Conversely, negative beliefs may lead to class anxiety, low cognitive
achievement, and negative attitudes (Victori & Lockhart, 1995).
Conceptual Framework
Independent Variable Dependent Variable
Academic Strand Attitude toward
(ABM/HUMSS) speaking in
Gender English
Intervening Variable
Self-confidence
Fear of making
mistakes
Peer and teacher
support
Exposure to
English
Theoretical Framework
This study is grounded in Krashen’s Affective Filter Hypothesis and Gardner’s
Socio-Educational Model of Language Learning, which both highlight the role of
emotional and social factors in second language acquisition.
Krashen’s Affective Filter Hypothesis explains that emotional variables such as
motivation, self-confidence, and anxiety can either support or block the acquisition of a
second language. When students are anxious or fearful of making mistakes, their
“affective filter” is high, making it difficult for language input to be processed. In
contrast, when learners feel confident and motivated, their affective filter is low, and they
are more receptive to language learning. This theory supports the study’s focus on how
fear, self-confidence, and student attitudes affect their willingness to speak in English.
Gardner’s Socio-Educational Model, on the other hand, emphasizes the
importance of attitude and motivation in learning a new language. According to Gardner,
a positive attitude toward the language and its speakers enhances learning outcomes. The
study uses this theory to understand how students’ personal beliefs and their social
environment influence their attitude toward speaking English.
Together, these theories provide a strong foundation for analyzing how emotional,
social, and educational factors influence students’ attitudes toward English speaking, and
help explain the variations in students’ willingness to use the language in real-life or
classroom situations.
Statement of the Problem
This study aims to determine the attitudes of Grade 12 Senior High School
academic track students toward speaking in English. Despite the emphasis on English as
a medium of instruction and its significance in global communication, many students still
struggle with using the language confidently in academic and social settings. This
research seeks to identify the factors that influence students’ attitudes and whether
academic strand and gender play a role in shaping these attitudes.
Specifically, the study seeks to answer the following questions:
1. What is the overall attitude of Grade 12 SHS academic track students toward
speaking in English?
2. Is there a significant difference in the attitude of students toward speaking in
English when grouped according to?
a. Academic strand (ABM and HUMSS)?
b. Gender?
3. What challenges do students face when speaking in English?
4. What strategies can be suggested to improve students’ confidence and willingness
to speak English?
Methodology
Research Design/Respondent
The method of data collection employed for the present study was the stratified
random sampling. There were two groups under the Academic Track, the HumSS and the
ABM. The purposive sampling method was also adopted. As a result, only 47 students
were selected from the two groups (30 from the HumSS and 17 from ABM) with a total
of 18 males and 29 females.
Research Tool/Instrument
As the present study’s context is the same with that of Bui and Intarapresert
(2013), their English-Speaking Attitude Questionnaire (ESAQ) was used. It was
constructed on the basis of the Language Learning Attitude Questionnaire (2004) and
Okert’s (2010) language learning questionnaire. The statements in the ESAQ specifically
pertains to their feelings towards speaking in English, reasons why they speak in English,
reasons why English is important to them as well as their perceived English-speaking
capability. Moreover, to ensure that the respondents knew the purpose of investigation
and answered the questionnaire with less fear and honesty, which, as stated by
lntaraprasert (2000), is very important, the questionnaires’ general instruction followed
Dörnyei’s (2003) suggestion. This involved providing information on the purpose, the
importance of the study, and the organization responsible for conducting the study,
stating there is no right or wrong answer, requesting honest answers, promising
confidentiality, and expressing appreciation.
Data Gathering Procedure
The ESAQ was administered to students from the two different strands (HumSS
and ABM). The researchers themselves carried out the process strictly following the
sampling plan so as to achieve the desired number and qualified responses.
Result & Discussion
The data collected were analyzed in quantitative method such that the (1)
information about the students’ profile which includes strand were coded with numbers;
(2) information about the students’ attitude towards speaking in English were coded with
numbers; (3) the data about how the attitude of the students towards speaking in English
significantly differs according to strand were processed using T-Test; and (4) the data
about determining the relationship between the attitude of the students towards speaking
in English and their academic strand were processed through Spearman-rho.
Conclusions
The study concludes that Grade 12 senior high school academic track students
have positive attitude towards speaking in English and that they view speaking in English
as important in general. However, speaking in English is feared by most students because
they are afraid of being laughed at when committing mistakes in speaking. They may not
like to speak the language because they lack self-confidence on their conversational
ability. Nevertheless, they think that they can speak English well if provided
opportunities to practice.
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