PERCEPTION OF CSU STUDENTS ON THE IMPLEMENTATION OF ENGLISH ONLY

POLICY IN ENGLISH CLASS

A Research Paper

Submitted to

Ms. Vanessa Natulla

A Faculty of College of Arts and Social Sciences
Caraga State University
Ampayon, Butuan City

In partial fulfillment of the course requirement in

English 2 (Writing in the Discipline)
Second Semester, A.Y. 2014-2015

By

Horlic Mae Masocol

Airene Faye Anoda
Ronie Casinginan
Melody Antonida

(Section B2, MTh 9:00-10:30AM)

March 2015

I. Introduction

A. Rationale

English is a West Germanic language that was first spoken in early medieval England
and is now a global lingua franca. (http://en.wikipedia.org/wiki/English_language). It may not be
the most spoken language in the world but is it the official language in a large number of
countries. English is the most dominant business language and it has become almost the
necessity for people to speak English if they are to enter the world of business where
communication is most often conducted in English. Of course not just business in alone, many
books, top films, music and also in the internet are produced and published in English. To date,
English will have more importance; let it be in Trade and Industry, Tourism, Politics, Jobs,
Travels and most especially in Education. Knowing English will allow you to access huge
amount of information needed which may not be otherwise available.
Basically, the world needs a global language and that particularly in a world of modern
communications that would lead to world peace and unity. Geographically speaking, Asia is the
largest continent in the world with 48 countries that have billions of population. Each country has
its own local dialect that connects to the people that are well preserved and passed to
generation to generation. But how about their connection to the world? Many Asian countries
particularly Philippines, adopts English language for a lot of reasons. English is the lingua franca
that Asian shared with one another and with the rest of the world.
And to illustrate, according to an Educational Testing Service (ETS) ranking based on
TOEFL (Test of English as a Foreign Language) scores for 2010, the Philippines ranked 35th
out of 163 countries worldwide.(Chavez, 2014). It simply shows that Filipinos envision that
studying English alone will never be enough to reach ones achievement in life but also being
able to speak fluently and proficiently, it opens to the opportunity of job promotions, for work and
work opportunities, develop and enhance communication skills that most probably needed in
traveling not just in local but also international and being able to compete globally and become
better-educated individuals because whether we like it or not, Filipinos who speak proficient
English language are being praised and named as professionals, part of the elite, competitive,
intellectual and well-grounded human being. Also, one of the qualifications when applying a job
in the Philippines is being able to speak English. That is why, most probably all the schools in
the Philippines are implementing such system. To prepare every Filipinos to be viciously
competitive not just locally but also globally.
On the other hand, while the ultimate goal among Filipinos is to be globally competitive;
English language proficiency is declining due to a huge problem on literacy of the country. What
may be the causes of these problem? What are the factors that affects the diminished number
of proficiency in the Philippines? What is happening with producing proficient individuals that is
primarily the ultimate goal of the educational system?
Because of the stated situations, the researchers wanted to know the perception of the
students of the Caraga State University on the Implementation of the English Only Policy.

B. Statement of the Problem

This research paper generally aims to discover the perceptions of the CSU students on
the implementation of English Only Policy. Specifically, the researchers aim is to answer the
following:

Are they enrolled in an English course this semester?

If yes, what English course have they taken?

Is it mandatory to express themselves in English? If yes, how often?

What are the respondents level of agreement towards the protocol?

What are the respondents reasons and insights towards the English only system?

C. Scope and Limitation

This study was administered to the students of Caraga State University who are
currently enrolled in an English course such as English 2: Writing in the Discipline, English 3:
Speech and Oral Communication and English 4: Technical Writing this school year 2014-2015
excluding English 1: Study and Thinking Skills since it is not offered in the second semester.
The researchers exclude the names of the respondents for the confidentiality of their identity.
Also, the researchers central point is to discover why the students of Caraga State University
usually fail to comply the requirements in the enrolled English courses regardless of the year
level, age and courses.

D. Significance of the Study

This study is significant to the following:

Students This study will guide the students on the importance of the speaking English
language. This will make them understand and appreciate the benefits,
advantages and effects of practicing the language as early as possible to prepare
themselves in the future. This will also encourage the students to improve their
intellectual capacity and increase their self-confidence.

Instructors- This study will serves as the guide of the instructors as they are the
mediums

of learning to the student. This will also aware the instructors not just the

English

instructors but also all the subject teachers who dont implement the

English Only Policy themselves. The instructors will realize the impact of not applying

English

language. On the other hand, this will improve the interrelationship

between

the students and the instructors.

Caraga State University- If the English education system will be applied to every courses
not just during English class, the students will be trained and comfortable to use
it

in their day to day activities not only in the school but also everywhere they go.

With this, it will increase the percentage of language proficiency of the students
and the name of the school will also be credited. This will be a stepping stone to
be recognized that the Caraga State University offers low-based tuition fee but
highly and academically excellent students.

II. Review of Related Literature and Related Studies

According to De Valoes, (2014, Importance of Language Why Learning a Second

Language is Important), language helps express our feelings, desires, and queries to the world
around us. In order to travel the world, whether for business or pleasure, a desire and
willingness to adapt to new cultures and methods is necessary. And of course, no one could
ever adopt a culture if there are misunderstandings due to language variation. Adaptability, of
course, includes the ability to communicate with new people in various dialects. Being unable to
communicate in a country is akin to living with a serious impairment; it is very difficult and near
impossible, to adapt and get along with new people if there is no way to communicate with one
another.
In a like manner, language acquisition is the process by which humans acquire the
capacity to perceive and comprehend language, as well as to produce and use words and
sentences to communicate. Language acquisition is one of the quintessential human traits,
because non-humans do not communicate by using language. Language acquisition usually
refers to first-language acquisition or simply called the mother tongue. Majority of the learners
nowadays are obviously using their own language acquisition more than using the second
language acquisition known as the foreign language in school. It is an important tool to be able
to communicate and to express ones feelings. (Nordquist, Language Acquisition).
In other words, first and second language acquisition are languages that help every individual
understand a particular group of people. These languages are important to learn especially the
second language acquisition, this is to be able to learn other languages specifically English
language which is used for communication all over the world. English is our connection to the
world. English Only Policy does not separate its native group from their own language this is just
a tool for every individual to be able to communicate to other people who came from other
countries, and to build relationships with another races. English is important for education since
most important lessons on modern principles, science, information, literature and other things
are in English. Ideas about freedom and ethical societies are mostly found in English works.
(Getrealphilippines.com/blog). According to Vancouver English center, they believe that it is
important for their students to speak English at all times in their school. Being immersed in an
English-speaking environment will give the students the opportunity to improve their English
skills. But practically speaking, there is a lack of support to use English in the home environment
and the community. Learners have insufficient exposure to the language as there is a limited
opportunity to use English outside the classrooms. Students have a limitation of vocabulary
proficiency as well as English reading materials are not always available. Learners have an
unwillingness and lack of motivation to learn English as they do not see the immediate need to
use the language. Lack of motivation for learning or the negative attitude towards the target
language. (Normazidah, Koo, & Hazita (2012); Trawiski (2005).

In addition to the statements discussed, Chang (2010), indicated that what causes
students weakness for English language learning derived from learners laziness, lack of
efficiency of the school, and insufficient of parents promotions. Moreover, Dembo (2005),
specifies that time management is involved in students educational achievement; for instance,
students with better time-management skills tend to have higher grade-point average (GPA)
than students with poorer time-management skills. Students who balance everything are the
one who excels in the class. Most importantly the students who studies well in every subject and
not just taken for granted the other subject which is much easier. Knowledge of the language
might increase the chance to excel in class. Learning the language will give you access to the
material and enable you to communicate with fellow students and researchers in the field.
(Tuschman, 2012).
Like any other countries, to be globally competitive in the field of education, the
Philippine government established a rule for the Filipinos to be able to strengthen Filipinos
capabilities in speaking in English. With the goal of increasing the number of English-proficient
Filipinos, President Gloria Macapagal-Arroyo implemented Executive Order 210 Series of 2003,
which established the policy to strengthen English as a Medium of Instruction in educational
system in the Philippines. The Presidents intention in implementing EO 210 is motivated by a
concern to keep Filipinos competitive and to make them well-educated. In addition to that,
Villanueva (2007, Filipino vs. English as a Medium of Instruction) has stated that learning to
speak and write English in this age of globalization is necessary especially if we would want to
compete in the knowledge-based world. This can be the way through a better and well-educated
country. Using English as a medium of instruction helps the Filipino people in learning new
language as well as understanding it. English is important to learn other than Filipinos first
language acquisition because this is a language that the world understands the most.
However, regardless of the advantages of what learning English brings to the Filipino
and to the Philippines, many are still rejecting and treating foreign language as a form of
unnationalistic practice (Philippine Commentary, 2007). Learning other language doesnt mean
forgetting his or her own dialect, it is just Filipino people need also be taught in English. It is just
the same in learning our own language and it does have the same purpose. That purpose is to
express our feelings and to understand one another.

Related Studies

In the Philippines, the language most feared is English. For instance, a student who joke
that their noses bleed after they talk in English; the fear of English in classes where students
feel stupid because they mispronounced a word. Fear of English is also manifested in
predictions that the country is approaching an English-deprived future; in House bills that seek

to make English the sole medium of instruction in schools; and in courses or training programs
that focus only on developing grammatical accuracy. Many research studies prove that learning
a language becomes more effective when emotional barriers are eliminated. (Philippine Daily
Inquirer, 2008). Most of the students felt that when they will speak in English they will be judged
by people around them, especially when they mispronounce words or the sentence is
grammatically wrong. But from a linguistic standpoint, all languages are equally perfect and
complete. This means that there really is no reason to fear English. Nothing in the sound system
or writing system of English makes it superior to other languages. Conversely, nothing in the
sound system or writing system of the national and local languages makes these languages
inferior to English. It is the attitude towards English that elevates the language to a prestige
form. It is this same attitude that makes it difficult for most Filipinos to learn it. Another reason
English should not be feared is that the language is not owned by one country or one race, as
many Filipinos believe.
A study made by Amamio (2007) on the attitudes of students, teachers and parents
toward English and Filipino as media of instruction provided an interesting comparison.
According to the result of the study, students and teachers prefer the use of English as the
medium of instruction, with the teachers finding English a more comfortable language for
explaining ideas and concepts. Teachers further noted that English is an intellectualized
language and a valuable tool to source information technology. However, parents preferred
Filipino because accordingly, it is the language in which they can think and express themselves,
the language that they understand and through which they themselves are better understood.
To improve and reach the main goal, Education Undersecretary Ramon Bacani still sides with
the implementation of EO 210 in schools due to his belief that it will help increase the number of
English-proficient students in the Philippines. However, some of the educators still believe that
the use of English in schools will only put the poor students at a disadvantage, because: English
will slow their intellectual development; it will alienate the students from their cultural heritage; it
will weaken their emotional security and self-worth; and Inferiority complex may emerge in the
lower class. Using English as medium of instruction in the Philippines doesnt mean that we
have to forget our native language. Though English is given much time, focus and priority,
Filipino is still considered essential.
According to Villegas (2007), the youth have all the chances to speak and listen to the
Filipino language in their day-to-day lives such as in conversation with members of the family,
friends, going to the movies and many more. The majority of the youth, however, do not have
enough occasions in their normal lives to speak nothing but English. That is why English is
offered and taught in school to produce better-educated and versatile individuals in all aspects.
Lets face it, that even at this time, most of the official notices, laws, court decisions, bar and
board examinations and even the Constitution, are mostly in English. That is why it is more
important to be proficient in English to understand everything.

Part II. Methodology and Data Analysis

A. Respondents and Locale
The respondents of this study are students who are currently enrolled at Caraga State
University, Ampayon Butuan City. Twenty-six respondents were randomly selected. The 26
random subjects are also enrolled this semester in the following English courses: English 2:
Writing in the Discipline, English 3: Speech and Oral Communication and English 4: Technical
Writing. Ages are approximately ranges to 16-21 years old from the different Colleges such as,
College of Arts and Sciences, College of Engineering and Information Technology, College of
Education and College of Agricultural Science and Natural Resources.
B. Procedure
First, the researchers listed the possible and appropriate questions that can be useful to
the study. The questions made were checked and approved by the instructors to be ready for
encoding. The researchers used Likert-scale or scaling methods with corresponding codes to
make the questionnaire convenient to the respondents. The questionnaires consist of 5 prcised
questions excluding the demographic profile of the respondents. After given to the respondents,
the result gathered was analyzed for errors. Each number was checked carefully to avoid
unanswered questions. After making the questionnaire, the researchers made a face to face
interview to the students of Caraga State University. The respondents name werent asked for
their confidentiality. The researchers made sure that all 26 respondents fit to the criteria of what
this study is looking for.
C. Results
This section presents the results and discussion of the findings of the research. Tables
presented below are filled with the data gathered from the survey.
Age of
Respondents
16
17
18

Male

Female

0
5
5

1
6
3

19
20
21

2
0
1

1
1
1

Grand Total

13

13

Do you have an English class this semester?

21
20
19

Age of respondents

18
17
16
0

10

Table 1 shows the number of respondents currently enrolled in an English course this semester.
A hundred percent said they are taking English class this semester.

English course they have taken

9
8
7
6
5

# of Respondents

4
3
2
1
0

16

17

18

19

20

21

Table 2 shows that there are more students have taken English 2: Writing in the Discipline
rather than the other English courses such as English 4: Technical Writing. As you can
observed, the only choices that the researchers gave to the respondents are English 2: Writing
in the Discipline, English 3: Oral and Speech Communication and English 4: Technical Writing, it
is because the English 1: Study and Thinking Skills isnt offered in the second semester.

Mandatory to speak English language

8
7
6
5

# of Respondents

4
3
2
1
0

16

17

18

19

20

21

Legend:

Always (1 hour and 30 minutes, the whole class are mandated to speak English)
Sometimes (45 minutes, the students are allowed to speak vernacular with her/his classmates and instructor
because he/she cannot speak the language fluently.)

Never (Free to express oneself in any language)

Table 3 presented that the implementation of English Only Policy inside the classroom. The
result is that 61% said that the implementation is not strictly observed by the students and they
are allowed to speak vernacular to their classmates and instructor. 34% said, it is mandated to
them to speak English inside the classroom even talking to his or her seatmate. The remaining
0.03% said it is fine for their instructor to speak any language they want without further
punishments.

EVERYONE MUST SPEAK ENGLISH DURING ENGLISH CLASS

7
6
5
4
# of respondents
3
2
1
0

16

17

18

19

20

21

Table 4 shows the students level of agreement when asked if they Strongly Agree, Agree
Disagree or Strongly Disagree that everyone in the classroom must speak English. Looking at
the counts of respondents age 16, only 11% strongly agreed that everyone must observed the
policy, age 17 and 18, 15% strongly agreed age 19, 7% did the same and with the least is age
20 with only 3% of the respondents. On the other hand, the age that agreed most is 17 with
23%, followed by age 18, 15% and age 19 with only 3% of the respondents. No respondent
disagree nor strongly disagreed when asked that everyone must speak English policy during
English classes.

D. Discussion

In this study, the researchers wanted to know about the perception of the CSU students
on the implementation of English-Only Policy. To make sure the researchers meet the criteria of
the study, the researchers made sure to interview students who are currently enrolled in an
English course this semester of the school year 2014-2015. The results show that the most
enrolled English course are English 2: Writing in the Discipline and English 4: Technical Writing.
It is because English 1: Study and Thinking Skills and English 3: Speech and Oral
Communication are English courses that are not offered in the second semester of the school
year. With this, the respondents could also relate to the questions given to them.
From Table 3, the research finding showed that speaking in English is not mandated
inside the classroom. From the result, it is clear that the policy is not strictly observed. The
instructor is giving the students some time to speak and explain themselves in English, thinking
that it is the only time that the students can practice themselves in an English manner. Though it
is one of the English protocol which has discussed from the very start of the class, many are still
disobeying the rule. According to a study, the reason why the English Only Policy fails every
single time is that, instead of speaking English as a medium of communication inside the
classroom, a student is allowed to use the local dialect or vernacular in order for him/her to be
understood by her/his teacher and classmates. (Why the Implementation of the English Only
Policy (E.O.P) Usually Does Not Work, 2014). For instance, on the recent Meeting de Avance in
the Caraga State University, a random student demanded that the running officials must speak
in a language that they are comfortable with. It means that English language is not fully adopted
by many, especially the students of Caraga State University because even in the classroom, the
students are allowed to speak vernacular instead of English.
On the Table 4, the respondents were asked about their level of agreement towards
speaking English language during English class using the Likert Scale from Strongly Agree,
Agree, Disagree and Strongly Disagree. The research finding showed that all of them are
positive towards the policy. The willingness are clear and also the awareness of the significance
of learning to speak fluently and proficiently are present. The range of ages who Strongly Agree
and Agree towards the implementation of English Only Policy are mostly from ages 16-18. The
least results with not more than 25% are ages from 19-21. From a Psychological standpoint, if
language acquisition does not occur by puberty, some aspects of language can be learned but
full mastery cannot be achieved. This was

called the critical period hypothesis.

(en.wikipedia.org/Critical_period_hypothesis). Certainly, older learners of a second language

rarely achieve the native-like fluency that younger learners display, despite often progressing
faster than children in the initial stages. Hypothetically speaking, early young learners are tend

to learn faster than adult learners yet adult learners can have better comprehension. Research
explores these ideas and hypotheses, but results are varied: some demonstrate pre-pubescent
children acquire language easily, and some that older learners have the advantage. Recent
studies recognized that second-language acquisition may be affected by age that as we grow
older, the capacity of our vocabulary decreases with age. Students ages 16-18 are the freshmen
that is why the eagerness to learn are still present because they are still adapting the
environment and that is the stage where they are more dedicated with their studies unlike
sophomores, juniors and seniors. There are also factors that have to be consider, like the
behavior of the students towards learning the second language acquisition. For instance, when
a student is caught talking in English, everyone who hears would immediately deemed as rich,
intellegent and part of the elite people. This kind of behavior mostly occur to Filipinos especially
to the students of this generation. This can also be the reason why there are hesitations that
holds back to the students in speaking the language especially in the classroom. When a
student is hesitant in explaining his/herself in the classroom where grammar and pronunciations
are big deal, chances are he will learn but not good enough to be called proficient. Also, one of
the factors can be the nationalistic side of the Filipinos. According to an article, Filipinos are
wired in a mindset where learning foreign language means forgetting the national language,
which is not the aim of the English Only Policy. (getrealphilippines.com) Moreover, debates on
whether English should be designated as the medium of instruction have surfaced from time to
time. As a matter of fact, a group of educators, scholars and other prominent individuals filed a
petition in the Supreme Court questioning the policies of the government which mandate the
use of English as medium of instruction in schools. Palatino (2007).There are still educators
who do not support with the implementation of English Only Policy and using it as the medium
of instruction when in fact the main purpose is to produce better-educated and competent
Filipinos not just locally but globally. This is the reason why President Arroyo promulgated
Executive Order No. 210 establishing the Policy to strengthen English as a Second Language in
the Educational System with the primary goal is not to make the English language as the official
language but to acquire better-educated Filipinos.

Summary
This descriptive design research centers at the perception of CSU students towards the
implementation of English only Policy. The research was conducted at Caraga State University
responded by 26 students that are currently enrolled in English classes this semester. The study
is significant to the students, instructors and to the University itself. Out of 26 respondents, 10
states that it is Always (full session) mandatory to them to speak in English during their
respective classes, while 15 are Sometimes (half session) and 1 answer Never. And in terms of
level of agreement to the implementation of English policy, 14 are Strongly Agree, 12 are
Agree and none are Disagree nor Strongly Disagree.

Conclusion
Based on the gathered data, the researchers concluded that:

English only Policy helps a lot in enhancing the communication skills of the students.

Implementing the English only policy would enhance the linguistic approach and

intellectual capacities of a student most especially in English language.

Even if it is mandatory or not, students should practice communicating with the usage of
English language for them to develop their communication skills.
CSU students perceived the English only Policy as an efficient tool of preparing them to

compete globally in their respective profession. Generally, English serves as an international

language. Being good in communicating with the usage of English language could do a lot, most
especially when applying a job in the near future.

Recommendation
In connection to the study, the researcher suggest that that both instructors and students
should cope up and adjust.

The instructor, as the source of learning in school, are asked to be a little bit considerate
with the policy coz not everyone is proficient and fluent. Most are trying to adapt the

environment and are still renewing the learnings from the past years.
The students should also try their very best to meet the demand of the instructors.
Speaking fluently English is possible. Its only a matter of determination and

perseverance.
To Caraga State University, the institution must produce better system to guide the
students.

Bibliography

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Patricia.

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APPENDIX
Republic of the Philippines
Caraga State University
College of Arts and Sciences
Ampayon, Butuan City
Dear Respondents,

In partial fulfillment of the course requirement in English 2: Writing in the Discipline, we

would like to ask a favor to answer the following questions. Your response will be significant to
our study entitled PERCEPTION OF CSU STUDENTS ON THE IMPLEMENTATION OF
ENGLISH-ONLY POLICY.
Your response will be very much appreciated. Thank you!

Respectfully yours,
The Researchers
Horlic Mae Masocol

Airene Faye Anoda

Ronie Casinginan

Melody Antonida

Rogelio Hiquiana

Princess Lingon

PERCEPTION OF CSU STUDENTS ON THE IMPLEMENTED SPEAK IN ENGLISH

POLICY
I. Demographic Profile:
Age:

Sex:

Course & Year level:

1. Do you have an English class this semester? ____ YES

____ NO

2. Kindly mark check () if what English class youre taking this semester.
English 2: Writing in the Discipline

____

English 3: Speech and Oral Communication ____

English 4: Technical Writing

____

3. Is it mandatory to express yourselves in English inside the classroom?

Always ____ Sometimes ____

Never____

Other(s)/Specify: _____________________________________
4. Do you agree that as one of the English protocol, everyone must speak in English
during English class?
Strongly Agree ___

Agree ___

Disagree ___

Strongly Disagree ___

5. Please explain why you say so.