Chapter V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and recommendations

of the study. This further explains the relationship among Thought Superiority,

Intimidation, and Anxiety as felt by the BEED students in using the English Language.

Summary of Findings

The following are salient findings of the study:

First, in the highest indicator, the students either agree or disagree with the

statement that enhancement of the fluency in speaking the English language could

somehow give them additional confidence to communicate with other people. On the

other hand, the students disagree on the statement that only smart people can learn

English immediately. In general, the students’ level of perception in English language as

superior is average.

In the level of intimidation, in terms of (a) lack of confidence: the students

agree on the statement that they are always conscious to everything they say. While the

other indicator stated about self-discouragement when an individual is unable to speak

the language fluently the students either agree or disagree. To sum it up, students’ level

of intimidation is average (b) uncompetitive communication skill: the students agreed on

the preference of writing rather than writing in an English class. While on the lowest

indicator, students either agree or disagree about the inability of expressing ideas when

using the second language. In general, the level of students’ intimidation is average.
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(c) sophisticated appearance: students affirmed that English speakers are the best

speakers. On the other hand, students either agree or disagree on the perception that

fluent English speakers are superior. Generally, the students’ level of intimidation in

Sophisticated Appearance is average.

In the level of anxiety, under communication apprehension, the students agreed

on the statement about forgetting what they know due to nervousness in an English class.

While on the other indicator, the students either agree or disagree about not worrying in

making mistakes during the English class. Overall, the anxiety of the students in this level

is average.

Under fear of negative evaluation, the students either agree or disagree on the

indicator that their classmate’s English speaking skill is better than their own. On the

other hand, the students disagreed about the more preparation they made, the more

confused they get. The students’ anxiety in this level is average.

Under the general feeling of anxiety, the students agreed that they’re not bothered

anymore to take more English classes. While on the other indicator, the students either

agree or disagreed that they are relaxed and confident during the English class. The

students’ anxiety on this level is average.

There is a significant relationship between the thought superiority of English

language and the levels of intimidation in terms of uncompetitive communication skills

and sophisticated appearance.

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There is a significant relationship between thought superiority of English

language and the Levels of anxiety. Lastly, there is a significant relationship between the

levels of intimidation and the levels of anxiety.

Based on the findings gathered, the researchers come up with an intervention

program named E.N.G.L.I.S.H. which means Enhance, Nurture and Grow in Language to

Improve Speaking Habit. This program aims to enhance the speaking ability of the

students and to eliminate the perception of having a superior language. This involves

enjoyable and encouraging trainings, seminars, and workshops in order to boost their

self-efficacy and to love, appreciate and not to be afraid of the English language. This

program should be conducted once a week. This program gathers different types of

speakers; foreign or native English speakers, novice speakers and Filipino speakers.

Conclusion

Based from the results, this study concludes that students get intimidated and

anxious if they think that fluent speakers of English are superior. However, if they do not

think that such fluent speakers are superior, regardless of the aura, status, and accent that

they show, the students will not demonstrate the feelings of intimidation and anxiety.

This affirms Stephen Krashen’s theory of Affective Filter which claims that if an

individual has high motivation, self- confidence, excellent self- image with low degree of

anxiety, he is better equipped for the achievement in the second language acquisition.
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Recommendations

Based on the findings, the following recommendations were made:

1. The school should support the teachers by providing weekly seminars,

workshops and trainings to enhance their skills in delivery of instruction. The school

should also maintain strict implementation of responsibility to students and faculty when

it comes to various organizations such as club activities that will help the students in

developing their potentials.

2. Teachers should establish rapport inside the classroom. Teachers should also

employ a friendly and open learning environment to create a positive result for student

participation. An environment that promotes an idea that making mistakes and taking

risks is alright in order to learn. Teachers should provide a great amount of opportunities

like speaking in the language classroom through properly designed engaging activities to

increase the students’ confidence in their day to day living. Moreover, the teacher should

possess an approachable and encouraging look so that students will not be intimidated

and will not be anxious of the things he will be saying. According to Al-Abri (2008), he

believed that oral activities in the form of songs, rhymes , and simple stories with more

conversational language could help them lessen their difficulties in speaking English

since these are enjoyable activities that could cater the needs for better speaking skills.

Teachers should employ such activities in the classroom.

3. Students should have the knowledge that learning the second language can be

achieved if they will have the courage and positive outlooks to learn and acquire it in

interacting and communicating. Students should also trust their capability. Once people
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can see the self-confidence in you, it will influence them as well to be confident. There

should be the “I can do it’’ principle and think that it is just a language and it can be

learned just like any other language aside from English.