1The Attitude towards English Language Among Grade Nine Students in Siena School of Naga Mel Jean T. Laput1 and Ferdinand T. Abocejo2 1 Siena School of Naga and Cebu Normal University Graduate Studies 2 Cebu Normal University Center for Research and Development ABSTRACT Attitude to language explains linguistic behavior in particular. It may be positive or negative. It varies from favorably to unfavorably or vice-versa in language learning and acquisition. Thus, this study aimed at investigating the attitude towards English language of grade nine students of Siena School of Naga (SSN), S.Y. 2014-2015. The data of this study were collected through a standardized questionnaire survey administered upon a total of 104 students. Upon the completion of the collection of data, these were statistically analyzed, computed and tabulated. The findings revealed that students in general have very favorable attitude towards English language regardless of their gender and section. It has also been found out that there was no statistically significant difference in the students’ attitude regarding gender and section variables. It is recommended that similar studies can be conducted on other population in other schools in the City of Naga to confirm or refute the hypothesis. Key words: attitudes, gender, English language, behavior, section I. Introduction For several years, the Filipinos have been enjoying the prestige of English in the country. As an international language, English has brought many Filipinos in every corner of the world. As an official second language, it is used in almost all aspects in the Philippine society. It is the medium of instruction in school and therefore, the vehicle for the transmission of knowledge. It is the language of the business sector. In Cebu, Business Process Outsourcing (BPO) industry continues to flourish which in turn, gives a raise to the local economy. This is an indication that Cebuanos’ English skills have been acceptable to global standards. With English language becoming more significant each day due to globalization, there has been an effort by the Department of Education (DepEd) to improve and strengthen English language learning. In fact, last June 27, the division of the City of Naga forwarded a memorandum inviting schools to join the I Speak English Club (ISEC), a National English Academic Club. The club aims to develop English proficiency among high school students. Moreover, the K12 curriculum presents a detailed plan which targets to improve English competencies among high school students making them communicative in English. In the language learning process, many factors have to be considered. Among different factors that influence the foreign language learning, affective variables such as attitudes, motivation, and anxiety play a crucial factor. Learners’ attitude towards language learning is considered as one of the key factors in motivating the learners to learn that language (Zainol Abidin, 2012). This supports the idea that if someone has a positive attitude towards learning a foreign language, there is a high chance of learning that language effectively. Moreover, Emir (2010) emphasized that positive attitude towards learning English language would create a student who has a will to learn the language and thereby make more 2 progress in learning than those who do not have such a positive attitude. Many studies have produced parallel results regarding the significance of having a positive attitude with regard to learning English language. Mirici (2010) further added that when students develop a positive attitude or self-confidence, they can then be persuaded to take part in classroom activities, and thus, learning can be facilitated. Furthermore, Al-Tamimi and Shuib (2009) assert that language teachers and students should acknowledge that high motivation and positive attitude of students facilitate second language learning. Thus, if a learner does not have the interest and tendency in acquiring the target language to communicate with others, this learner will possess a negative attitude and will not be motivated and enthusiastic in learning the language. Therefore, learners’ attitudes could incorporate in language learning because it may influence their performance in acquiring the target language. Cognitive performance can be achieved if the learners possess positive attitudes and enjoy acquiring the target language. For that reason, the affective perspective, especially attitude, should be considered in language research. The researcher believes that studying attitudes helps language teachers obtain greater understanding of the language learning and teaching process. In addition, an attitude study was not yet conducted among SSN students towards English. Thus, this study is of great relevance to identify the attitude towards English language among grade 9 students in Siena School of Naga (SSN), S.Y. 20142015. This study primarily focuses on the students’ attitude towards English language. There are other factors which can be considered in this study like motivation and parental encouragement. However, these factors are beyond the scope of this study. Theoretical and Conceptual Framework This study is anchored on Skinner’s Behaviorist Theory. Skinner (1974) said that verbal behavior is controlled by its consequences. When consequences are rewarding, behavior is maintained and is increased in strength and perhaps frequency. When consequences are punishing, or when there is lack of reinforcement entirely, the behavior is weakened and eventually extinguished. Language is a fundamental part of total human behavior and behaviorists have examined it as such and sought to formulate consistent theories of language acquisition. The behavioristic approach focuses on the immediately perceptible aspects of linguistic behavior—publicly observable responses and the relationships or associations between those responses and events in the world surrounding them. A behaviorist might consider effective language behavior to be the production of correct responses to stimuli. If a particular response is reinforced, it then becomes habitual, or conditioned. Behaviorist Theory Skinner (1974) Gender Section Attitudes towards English Language Figure 1. Theoretical and Conceptual Framework of the Study 3 Young (2006) suggested that the learners’ positive attitudes may lead to increase motivation which, in turn, may lead to successful attainment of proficiency due to increased input and interaction. If students have positive attitude, there is a high chance of good linguistic performance. Under the principle of behaviorism, if this is rewarded, successful language learning can be at hand. On the other hand, a negative attitude could lead to poor linguistic performance. However, the presence of teacher reinforcement can help mend the problem. Indeed, this further supports the idea of Zainol Abiden (2012) that attitude towards language learning play a crucial role in language learning as it influences learners’ success or failure. Main Objective This research determined the attitude towards English language among grade nine students of Siena School of Naga, S.Y. 2014-2015. Specific Objectives Specifically, the research seeks to answer the following questions: 1. What is the attitude towards English language among grade nine students in terms of: 1.1 Gender 1.2 Section 2. Is there a significant difference in the attitude towards English language among grade nine students in terms of: 1.1 Gender 1.2 Section Hypothesis Ho1: There is no significant difference in the attitude towards English language among grade nine students of Siena School of Naga, S.Y. 2014- 2015 in terms of: 1.1 Gender 1.2 Section II. Literature Review Kara (2009) 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. This supports the idea of Holmes (2008) that people are more highly motivated, and consequently often more successful, in acquiring a second language when they feel positive towards using it. Zainol Abiden (2012) further added that achievement in a target language relies not only on intellectual capacity, but also in the learner’s attitudes towards language learning. 4 In the fields of psychology and education, there are several definitions of attitude which mention different meanings from different contexts and perspectives (Alhmali, 2007). Based on the theory of planned behavior, Montano and Kasprzyk (2008) maintained that attitude is determined by the individual’s beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong beliefs that positively valued outcomes will result from performing the behavior will have a positive attitude toward the behavior. Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude.” As attitude is one of the key predominant factors for success in language learning, numerous studies have already been conducted in the field of language attitude (Alhmali, 2007; Ghazali, Setia, Muthusamy & Jusoff, 2009). In addition, Saidat (2010) mentions that language attitude research has been considered in the previous 50 years because of the growing relation between the importance of the language use and the nature of individuals. Most of the researches on this issue have revealed that the students’ attitudes towards learning a foreign language is an integral part of learning and that it should be an essential component of foreign language learning pedagogy (Emir, 2010). For instance, Shams (2008) conducted a study attempting to investigate students’ attitudes, motivation and anxiety towards the learning of English. The findings underlined that the students had affirmative attitudes and high enthusiasm towards English. This also highlighted that most of them showed positive attitudes towards English language and its learning which, in turn, emphasized the value of English language efficiency in the daily life. The findings of study by Al-Tamimi and Shuib (2009) revealed that students had positive attitudes towards the use of English in the Yemeni social and educational contexts. They also showed affirmative attitude towards the culture of the English speaking world. Thang, Ting, and Nurjanah (2011) found that students have positive attitudes towards learning English. They found that realization of the importance of English boosts attitude which in turn spurs the desire to learn the language. Tella, Indoshi, and Othuon (2010) investigated that negative attitude towards English is the most affective and psychological factor that results in the students’ poor performance in English among the secondary schools in Kenya. Similarly, Csizer and Dornyei (2005) concluded attitude as an important factor in language learning in their study on the internal structure of language learning motivation and its relationship with language choice and learning effort, which was put forward previously as the Process Model of L2 Motivation. Regarding the gender variable, Fakeye (2010) investigated the correlation between attitude and achievement in English among 400 senior secondary students selected randomly from five secondary schools. The findings revealed that there was a significant relationship between attitude and achievement. Additionally, it 5 was explored that students’ attitude is not gender-related. Thus, there was not a statistically significant difference in the attitudes of male and female students. III. Research Methodology Research Design The design of this study was quantitative and descriptive. Thus, a standardized questionnaire was employed as a measuring instrument. The participants were required to answer all the items of the questionnaire honestly, giving their own perception about their attitude towards English language. The data were gathered through a survey questionnaire. In preparing the questionnaire, caution was exercised to ensure the standard and quality of the questions. Research Environment The research was conducted in Siena School of Naga located at East Poblacion, City of Naga, Cebu. The school is a private-sectarian institution run by the Archdiocese of Cebu under the leadership of Archbishop Jose S. Palma. Research Participants The total number of participants in this study was one hundred four (104). All of them were grade nine students of SSN. The sectioning was homogeneous which was based on their average of the previous grade level. The distribution of the respondents as per gender and section is given in table 1 below. Table 1. Distribution of Research Participants Number of Students Section Male Female Our Lady of Lourdes (OLL) 12 18 Our Lady of Mt. Carmel (OLMC) 20 17 Our Lady of Nativity (OLN) 21 16 TOTAL 53 51 Research Instruments Total 30 37 37 104 Percentag e 28.85% 35.57% 35.57% 100% The measuring instrument for this study was an attitude questionnaire. The items posed in the questionnaire are adapted from the questionnaire used by Mamun, Rahman, Rahman, & Hossain (2012) in their study on Students’ Attitudes towards English: The Case of Life Science School of Khulna University which was modified to meet the goals of the study. Section A, obtains information about respondents profile (gender and section) while Section B gathers information about Student’s Attitude towards English Language. On the whole, there were 17 items concerning language attitudes. The items were put in a 6-point Likert scale from Strongly agree to strongly disagree. The data gathered via the questionnaire has been converted to empirically verifiable numerical values. The numerical values of +6, +5, +4, +3, +2 and +1 were 6 assigned to Strongly agree, Agree, Tends to agree, Tends to disagree, Disagree, and Strongly disagree, respectively. Research Procedures The researcher administered the instrument per section. Before administering the instrument to students, the researcher explained to them the significance of their attitude towards the English language. She further emphasized that there is no correct or wrong answer to every item on it based on how they feel towards the language. Gathering of Data The data collection took place during the first quarter of the school year 2014-2015. Procedures for data collection simply include handing out the questionnaire, instructing the participants to complete the questionnaire and hand it in personally to the researcher. Participants were requested to check the box that most closely represented their reaction to each of the items on the questionnaire. Participants were asked to fill in the information about their gender and section. Treatment of Data The collected data was analyzed statistically to answer the research questions quantitatively. To answer the first research question, (sub-question 1) descriptive statistics was conducted to determine the frequency, the mean, and the standard deviation of the gathered data. Besides, the independent sample T- test was conducted. In addition, the One-way ANOVA analysis test was the other type of statistical analysis to examine sub-question 2. The findings are indicated in the next section. IV. Discussion of Results The descriptive statistics was employed to answer the first and second subquestions concerning the differences in the participants’ attitude towards English language by gender and section variable. In tabulating the data, the following 6point scale was utilized. The ranges for the weighted mean with the corresponding descriptive equivalent for each category or scale is found below. Ranges for the weighted mean 1.000 1.834 2.667 3.500 4.333 5.166 1.833Strongly Unfavorable (SUF) - 2.666 Very Unfavorable (VUF) 3.499Somewhat Unfavorable (SWU) 4.332Somewhat Favorable (SWF) 5.165Very Favorable (VF) 6.000Strongly Favorable (SF) Likert Scaling (Source: http://www.socialresearchmethods.net/kb/scallik.php) The results in Table 2 below show that the mean score of language attitude among male students is 4.590 and standard deviation is 1.315 while the mean score 7 of female students is 4.491, 1.403 respectively. These descriptive results show that male students’ attitude towards English are slightly higher than that of females. However, both genders have a very favorable attitude which means that students are well-aware of the importance of English. Table 2. Attitude towards English Language by Gender Gender Male Female Mean 4.590 4.491 SD 1.315 1.403 Description VF VF The scatter of the scores between the two genders is very close to each other which means that majority of the students agree to most items in the attitude questionnaire. On the other hand, the result implies that despite their awareness of the importance of English language, there is still a room for improvement for their attitude. This could be reinforced by preparing language activities related to their interests like sports and computer games for males while topics about fashion, show business, and many others for females. Graph 1 below clearly indicates that there is a very minimal difference between the mean scores of both genders. However, this does not mean that males are more enthusiastic to learn the language as compared to female students. This result is not in line with the study by Shoaib and Dornyei (2005). They advocated that gender is an important perspective under second language learning investigations and concluded that females show more interests, positive behaviors and performances compared with the males. This finding does not go commensurately with prior research on gender differences favoring women over men in terms of aptitude, attitude, and motivation in language learning. Graph 1. Mean Scores of Students’ Attitude (Gender Variable) The second research sub-question deals with the attitude towards English language among grade nine students of SSN by section variable. Table 3. Attitude towards English Language by Section 8 Table 3 shows the mean scores of the three sections. The first section, OLL has a mean of 4.653, OLMC has 4.605, and lastly, OLN has a mean of 4.512. The mean scores are so close that all sections have very favorable attitude towards the English language. This means that regardless of their section, students in general have very positive attitude towards English language. They realize the importance of English and they have the desire and motivation to learn and improve their proficiency in the language. The results confirm the findings of Melor and Nur Rashidah (2011) that students have positive attitudes towards English and the learning of the language. However, this result does not assure better performance because even though students were highly motivated to learn English, they still tend to labor minimal efforts in their learning process (Melor and Nur Rashidah, 2011). This could be attributed to several factors in the students’ environment. Graph 2 indicates that the first section (OLL) has the highest mean score among the three sections. This normally follows the idea that section 1 should have the most favorable attitude. Graph 2. Mean Scores of Students’ Attitude (Section Variable) To answer the second research question, inferential statistics was used. T-test was used to compare the gender variable while One-Way Anova (F-Test) was used to compare the section variable. Table 4. Independent Sample T-test by Gender Variable Gend TPer n Mean SD Value Value ns 0.711 Male 53 4.590 1.315 0.370 Femal 51 4.491 1.403 9 e ns - not significant The independent sample T-test analysis was carried out to explore the probability of the difference in the participants’ attitudes towards English by gender. α ¿ Table 4 shows that level of significance )(0.05) ¿ P-Value (0.711). Hence, the first research hypothesis was accepted. There was no significant difference in the attitudes towards English language between male and female grade nine students of SSN, S.Y. 2014-2015. This implies that both genders have positive attitude towards the language. This result refutes the findings of Aldosari (2014) in his research which highlights the highly significant difference in the attitudes towards English language between males and females. He reported that females have more tendencies in motivation towards learning English more than males do. Table 5. ANOVA TEST (F-Test) One-way ANOVA: Section1, Section2, Section3 Sourc e DF SS Factor 2 0.464 Error 101 41.918 Total 103 42.382 ns - not significant MS 0.232 0.415 FValue 0.560 ns PValue 0.573 One-way ANOVA analysis was to look into the differences in the attitudes of participants towards English in terms of section. Table 5 above shows that α (0.05) < P-Value (0.573). There was no significant difference in the language attitude among the three grade nine sections. Accordingly, the second research hypothesis was accepted. The three grade nine sections in SSN have the same attitude towards English language regardless of their section. This implies that homogeneous sectioning has no bearing in this study. V. Conclusion and Recommendations In the light of the findings of the study, the grade nine students of SSN, S.Y. 2014-2015, hold a very favorable attitude towards English language. This implies that students are well aware of the importance of English in their lives. The participants realize that knowledge of English offers advantages in this era of globalization when getting a good job, securing a better social position and personal establishment. In addition, students are willing to learn the necessary skills in English language. The findings of this study have many implications to English teachers. English teachers should respect and think about students’ feelings, beliefs and behaviors 10 before the cognitive abilities. English curriculum and classroom activities should involve affective aims according to the students’ needs and their individual differences to build up positive attitudes towards English. Learning should always be reinforced. Rewards in the form of praises can also help motivate students. They should also be informed about their progress through constant feedbacks. Furthermore, students should be given the opportunities to use the language and express themselves in the classroom without being threatened and humiliated. Moreover, the teachers should consider the role of gender perspective in language learning, exposing various approaches to improve the students’ attitudes, motivation and language performance as well. The researcher recommends that similar studies can be done on other population in other schools in the City of Naga to confirm or refute the hypothesis. VI. Literature Cited Aldosari, H. S. (2014). The entwined effects of attitude, motivation and gender on EFL learning: A correlation study. Studies in Literature and Language, 8 (1), 1-5. Retrieved from http://www.cscanada.net/index.php/sll/article/view/j.sll.1923156320140 801.4183 Alhmali, J. (2007). Student attitudes in the context of the curriculum in Libyan education in middle and high schools. (Doctoral Dissertation, University of Glasgow). Al-Tamimi, A. & Shuib, M. (2009). Motivation and attitudes towards learning English: A study of petroleum engineering undergraduates at Hadhramout University of Sciences and Technology. GEMA Online Journal of Language Studies, 9(2), 29-55. Retrieved from http://www.ukm.edu.my/ppbl/Gema/pp%2029_55.pdf Csizer, K. & Dornyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89,1936 Emir, S. E. (2010). A study on the affective attitudes of students at Gazi educational faculty towards English classes. Ekev Akademi Dergisiİ Y ıl: 14 Sayı, 45,129. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer? sid=4cc28198-74e74787- 909b-4447058a86cc%40se ssionmgr111&vid=1&hid=113 Fakeye, D. (2010). Students’ personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Sciences, 22(3), 205-211 Ghazali, S., Setia, R., Muthusamy, C. & Jusoff, K. (2009). ESL Students’ attitude towards texts and teaching methods used in literature classes. English Language Teaching, 2(4), 51-56. Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/445/3786 11 Holmes, J. (2008). An Introduction to Sociolinguistics. Learning about Language (3rd ed.). Pearson Education Limited. Kara, A. (2009). The effect of a learning theories unit on students’ attitudes towards learning. Australian Journal of Teacher Education, 34(3), 100-113. Retrieved from http://ro.ecu.edu.au/ajte/vol34/iss3/5 Melor, M. Y. & Nur Rashidah, K. R. (2011). Motivation and attitudes for learning English among year six students in Primary Rural School. Procedia Social and Behavioural Sciences, 15, 2631- 2636 Mirici, I. H. (2010). Influence of prestudy on foreign language learning attitude. Social Behavior and Personality,38(2),187-196.Retrieved from http://dx.doi.org/10.2224/sbp.2010.38.2.187 Montano, D. E. & Kasprzyk, D. (2008). Theory of reasoned action, theory of planned behavior, and the integrated behavioral model. Health behavior and health education: Theory, research, and practice. San Francisco, CA: Jossey-Bass, 67-96 Mamun, A., Rahman, M.,Rahman, R.,& Hossain, A. (2012). Students’ attitudes towards English: The case of life science school of Khulna University. International Review of Social Sciences and Humanities, 3 (1), 200-209 Saidat, A, M. (2010). Language attitude: The case of Jordan. International Journal of Academic Research, 2, 235–243. Retrieved from http://www.ijar.lit.az/pdf/8/2010%286- 37%29.pdf Shams, M. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research, 2(2), 121-144 Tella, J., Indoshi, F., & Othuon, L. A. (2010). Relationship between students’ perspectives on the secondary school English curriculum and their academic achievement in Kenya. Educational Research, 1(9), 390-395. Retrieved from http://www.interesjournals.org/ER Thang, S. M., Ting, S. L., & Nurjanah, M. J. (2011). Attitudes and motivation of Malaysian secondary students towards learning English as a second language: A case study. 3L: The Southeast Asian Journal of English Language Studies, 17(1), 40-54. Retrieved from http://www.ukm.my/ppbl/3L/3L%20vol %2017%20(1)%202011/Vol%2017(1)Ful apers.%20pdf/5.% 203LVol17(1)2011Thang%20Siew%20Ming%20et%20al%20doc.pdf Young, M.Y.C. (2006). Macao students’ attitudes toward English: A post-1999 survey. World Englishes, 25(34), 479-490. Retrieved from http://web.ebscohost.com /ehost/ pdfviewer/ pdfviewer?sid=d04ddd50-8a8c-4632-835c 5afb9491a690%sessionmgr111&vid=1& hid= 12 113 Zainol Abidin, M.J. (2012). EFL students’ attitudes towards learning English language: The case of Libyan secondary school students. Asian Social Science, 8, 119 Appendix Table 1: Survey Questionnaire Attitudes towards English among grade 9 students in Siena School of Naga, S.Y. 2014-2015 Dear student, The main goal of this study is to investigate the attitude towards English language among grade 9 students of Siena School of Naga for school year 20142015 in terms of gender and section. Directions: Please check the appropriate option. Section A: A. Gender 1- Male 2- Female B. Section 1- Our Lady of Lourdes (OLL) 2- Our Lady of Mount Carmel (OLMC) 3- Our Lady of Nativity (OLN) Section B: To what extent do you agree with the following items? The following items ask about your attitudes toward the English language. Remember there is no right or wrong answer, just answer as accurately as possible. Please read the statements below carefully and check the appropriate choices that reflect your attitudes towards English language. Use the scale below to answer the questionnaire items. SA- Strongly Agree A-Agree TA-Tends to Agree TD-Tends to Disagree D-Disagree SD-Strongly Disagree Note: Check only one option for each item in the questionnaire. St. No. 1 2 3 4 5 Participants’ Attitudes towards English SA A TA TD Statements (6) (5) (4) (3) I like speaking English. I like people who speak to me in English. We need to increase the use of English in this era of globalization. Knowledge of English offers advantages in seeking good jobs. I would like to read more newspapers and magazines in English language. D (2) SD (1) 13 6 7 8 9 If an academic text is available in English and in Filipino, I will read the text in English. I would like to study more English. Speaking English is an advantage. There should be more TV and radio programs in English. Table 1: Continued St. No . 10 11 Statements Only English must advertisements, public signs, maps,etc. SA (6) be used in All official documents should be in both English and in Filipino. 12 13 14 I need English in order to succeed in higher education. When someone speaks English, it creates a good impression for him or her. English should be the medium of instruction in schools. 15 When someone speaks English, I think he is educated. 16 English is an important lingua franca in globalization. English should be used in most forms of media. 17 A (5) TA (4) TD (3) D (2) SD (1) 14 Curriculum Vitae Mel Jean T. Laput Proper Lutac, City of Naga, Cebu
[email protected] WORK EXPERIENCES Secondary School English Teacher Siena School of Naga East Poblacion, City of Naga, Cebu 2013-present English as a Second Language Instructor Life Cebu English Academy Juana Osmeña, Escario, Cebu City 2012-2013 Customer Service Professional Stream Global Services 5/F i1 Bldg., J.M. Del Mar Avenue Asiatown I.T. Park , Apas Cebu City 6000 2011-2012 EDUCATIONAL ATTAINMENT GRADUATE SCHOOL SCHOOL : ADDRESS : COURSE : MAJOR YEAR GRADUATED : COLLEGE SCHOOL : ADDRESS : COURSE : MAJOR YEAR GRADUATED : HIGH SCHOOL SCHOOL : ADDRESS : YEAR GRADUATED : ELEMENTARY Cebu Normal University Osmeña Blvd., Cebu City Master of Arts in Education : English Language Teaching 2012- present Cebu Normal University Osmeña Blvd., Cebu City Bachelor of Arts : English Language 2011 Siena School of Naga East Poblacion, City of Naga, Cebu 2007 15 SCHOOL : Lutac Elementary School ADDRESS : Proper Lutac, City of Naga, Cebu YEAR GRADUATED : 2003 ELIGIBILITY Licensed Professional Teacher (September 2011) Civil Service Certificate of Eligibility PERSONAL DATE OF BIRTH : January 29, 1991 PLACE OF BIRTH : Proper Lutac, City of Naga, Cebu CIVIL STATUS : Single