Factors Oralcom

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JESUS REIGNS CHRISTIAN COLLEGE

J. NAKPIL MALATE, MANILA
Factors Affecting the Oral Language in English of the Education
Students of Jesus Reigns Christian College, 2018-2019
A Thesis
Submitted to
The Education Department
Jesus Reigns Christian College
In Partial Fulfillment of
The Requirements for the Degree of
Bachelor of Elementary and Secondary Education
Major in English
Alferez, Jeremae
Bracero, Sarah
Cruz, John Moses
Colo, Jonah
Maderazo, Prince Ralph Lawrence
Quijano, Princess Lara Amor
Tomaquin, Josafat
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Chapter 1
The Problem and Its Background
The Philippines is one of the largest countries in the world that uses
English as Second Language (ESL) because English is a dominant
language in communication and instruction. In the Philippines, English
language is being taught from nursery to post-graduate (Valderama, 2018)
and it is spoken by more than fourteen million Filipinos (Cabigon, 2018);
because it is considered as the second language of Filipinos (Organista &
Velasquez-Rivera, 2002, p.225).
Filipinos are balanced bilinguals where they can listen, write, read
and speak in both English and Filipino. The benefit of being highly
proficient in English is the ability to communicate with the language and
create connections with the wider range of world’s population. In fact,
Philippines has been also the preferred voice outsourcing destination in the
fast-growing business process industry because of Filipinos’ acknowledged
proficiency in the English language. And their ability to understand and use
the language gives them better chances of career advancement
(Valderama, 2018).
According to Cabigon (2018), proficiency in English is one of the
country’s strengths that has helped drive the economy and even made the
Philippines the top voice outsourcing destination in the world.

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However, given all these influences, not all students still are
proficient when it comes to speaking in English. What is more alarming is
that, many college graduates could hardly communicate in English and
because of this, our country faces many problems nowadays: finding jobs
are quite difficult not because they are unskilled but because they fail in
interviews; the ranking of the proficiency in English of the Filipino
graduates are depleting as per Hopkins International Partners (De la Cruz,
2018); ESL teachers are blamed for the inability of the students to speak in
English proficiently (Cabigon,2018).
Unfortunately, some teachers are not aware of the language
barriers of the students and what methods to use to improve the
communication skills of the students in English (Aghajanian & Cong, 2012).
The teacher’s role and responsibility are to help students, to give them
support, and develop their skills to practice their communication skills
(Biswas, 2015). Some Filipinos, in general, are scared that they might
embarrass themselves for not speaking correct English because they are
not used to conversing in the language and they are afraid of making
grammatical and pronunciation mistakes. That is why they tend not to
speak in English; so many Filipinos are poor in communicating using the
language (Bautista, 2015).
Therefore, in this study, the researchers want to know more about
the factors and how they affect the oral language of the students. Given
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that English is being taught from pre-school to post-graduate, yet there are
still many students who are not proficient in the language. By being aware
of the different factors, the researchers believe that they may be able to
address the recurring problem, especially for the future teachers of Jesus
Reigns Christian College.
Statement of the Problem
This study aims to determine the oral language in English of the
Education students of Jesus Reigns Christian College, 2018-2019.
Specifically, it seeks to answer the following specific questions:
1. What is the demographic profile of the respondents as to:

a. Age
b. Gender
c. Year Level
2. What is the level of the students’ oral language?
3. How do the factors affect the oral language of the JRCC education
students in terms of:

a. Media Exposure
b. Students’ Attitude Towards English
c. Family Background
4. What are the implications of the results to the teachers and learners
in general?
Null Hypothesis
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There is no significant relationship between the oral language of the
students and the factors in terms of media exposure, students’ attitude
towards English, and family background.
Scope and Limitation
This study is confined only to the Education students who study at
Jesus Reigns Christian College. The respondents include four (4) first year
students, three (3) second year students, four (4) third year students and
ten (10) fourth year students during the school year 2018-2019.
The study is conducted to find out the effects of the different factors
affecting the oral language of the education students. The factors that were
looked into by the respondents were limited only on the following: media
exposure, student’s attitude towards English and family background.
Significance of the Study
The study will be of significance to the following:
School Management –The results of this research will benefit the school
management in producing students that are proficient and competent in
using English language that brings success in the process of teaching and
learning. The school authorities may be able to improve the curriculum,
specifically in English language foundation courses. The results of this

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study would be of great help to the school administrators in implementing
programs and activities to enhance the students’ oral language in English.
Faculty Members – The results of this research will benefit the faculty in
their teaching in English, especially in speaking, by utilizing techniques and
strategies that are effective for students’ proficiency in learning.
This may eventually serve as foundation in formulating a very
comprehensive and effective program of instruction in English which can
then enhance the skills of the students in the tertiary level.
Students – The results of this research will benefit the students, especially
the education students, as it will help them to help themselves in
addressing the factors that affect their oral language in English. And by
this, they may become competitive and be more confident as they deal with
their schooling; and even after they graduate, they will become marketable
in any industry that they will apply for work.
Parents – The results of this research will benefit the parents as this will
make them be aware that family background is one of the factors of the
students’ oral communication language in English. Consequently, they may
be able to teach their students, or if not, encourage them to study and
practice speaking always in English.

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Future Researchers – The results of this study will benefit the future
researchers as they can use this study as a basis and reference for their
research about English as a Second Language (ESL) in speaking, or use
this for their research parallel to this study and may gain some significant
concepts and find it in a useful way in the preparation of a tool or a
program in developing students’ English oral language.
Definition of Terms
The following terms are defined operationally as used in the study
for easier and clearer understanding.
Attitude - The student's perception towards English subjects that affects
their learnings to it
Communication -The way of how the students express themselves
(concept, thoughts, ideas) in using English language
Family - The basis or foundation on how the students started their
language learnings
Implication- The future result that the researchers would get after running
the research
Language – The means of communication the students use
Media Exposure – The means how the students use technology for the
improvement of their skills in using English as means of communication

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Medium – The channel or system of communication
Oral language- The ability of the respondents to communicate to others
through speaking in English.
Profile- The brief description that represents the respondents of the study.
Proficiency - The student's ability to master their skills in using the English
language in speaking and in writing
Speaking – The ability to communicate orally to other people with the aim
to express their ideas and feelings.
Variable - The factor that affects the students in learning the language.
Theoretical Framework
This study is anchored on the theory of Munby’s Communicative
Needs Processor (CNP) (Munby, 1978).
The central idea of Munby’s formation of his framework is the
concept of the language user’s competence and its relation to knowledge
and communication. Needs analysis is at the heart of his approach.
Munby’s Communicative Needs Processor (CNP) is considered the most
popular procedure for the analysis of needs. Teachers of English,
especially those concerned with the teaching of English for Specific
Purpose, highly utilize his approach to the analysis of needs and they
follow his model for specifying communicative competence. Munby’s

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approach is to build up participant or group of participants’ profile works at
two levels--priori and posteriori.
At the priori level, Munby’s includes some parameters such as
participant, purposive domain, settings, interactions and instrumentality.
The purposive domain parameter for Munby specifies the occupational or
educational purpose for which the target language is required, whereas the
setting parameter specifies both physical and psychosocial setting in which
the target language is required. Interaction parameter identifies those with
whom the participant has to communicate in the target language and
predicts the relationship of the Communicative Need Processor.
By instrumentality, Munby is concerned with identifying constraints
on the input in terms of medium, mode, and channel of communication. At
the posteriori level, Munby presents the parameters such as dialect, target
level, communicative event, and communicative key. The main dimension
of dialect here is the regional/non-regional, e.g., to specify whether it is
British or American, or a regional variety of either. The participant target
level of command should be stated in terms that will guide the further
processing through the model. The parameter of communicative event is
concerned with what the participant has to do, either productively or
receptively and the parameter of communicative key is concerned with how
one does the activities comprising an event.

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The assumption behind the development of syllabi is that there are
certain aspects of language which are peculiar to the contexts in which
these are used and the purposes for which these are used.
For example, it is assumed that there are certain structures,
functions, topics, vocabulary items, conceptual meanings, and so on that
are peculiar to the world of the motor mechanic and which are not found in
‘General English’. It is also assumed that different three areas of use will
require different communication skills from the learner, and that these have
to be specifically taught for the area of use in question (Numan,1988), cited
in the study of Real (2014).
Conceptual Framework
This chapter deals with the Input Process Output (IPO) system. It
includes the variables and their conceptual definition where the profile of
the respondents and the factors affecting the oral language of the
respondents are assessed based on the theory expounded by Munby
(1978).
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Chapter 2
Review of Related Literature and Studies
Conceptual Literature
This study attempts to show the importance of the oral language to
the students.
In today’s global world, the importance of English cannot be denied
nor ignored since English is the most common language spoken
everywhere and anywhere. “Knowing the language can help us to express
our opinions, hopes, and even our dreams”, (Abidin et.al. 2012) and the
ability to understand that the four skills of language; reading, listening,
writing and speaking are important wherein reading brings the most benefit
as it keep the mind active, reduce stress and inspire the next generation to
be good examples.
One's proficiency in English is reflected when reading texts as it
widens the vocabulary familiarizes the reader with the structure of
grammar. However, speaking and listening are defined as acts where one
presents appropriately in formal speaking situations, listens critically and

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responds intelligently as an individual or in group discussions
(Pennsylvania Department of Education, 2009).
According to Cambridge Assessment (2013), speaking and listening
have the power to enhance reading and writing fluently because in writing,
the procedure of inscribing characters on a material with the purpose of
constructing words and other languages develops. Excellent writing earns
an individual respect because it crystallizes thoughts, improves learning
and improves the effectiveness of words usage in both written and oral
speech (Bloomfield, 2004 & Kondrat, 2009).
The teachers’ effectivity in the use of communicating in English is
one factor that increases or decreases the student’s learning of English. If
the teacher is not proficient in using English as medium of instruction, the
level of students’ proficiency will decrease, because of the malpractice of
students in speaking the language.
Considering that attitude is an essential factor in influencing
language performances and receiving considerable attention from the
researchers, one of the factors that affects the English proficiency of the
students is the cultural background because it is the backdrop of a student
and it serves as a basis of teachers’ way of teaching in the background of
the learner (Montgomery, 2013).

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The way of overcoming problems that students encounter in
learning to speak, is for teachers to apprehend these factors. Another thing
that affects speaking ability is the students’ fear of grammar accuracy,
which refers to the extent in which the learners’ speech is grammatically
acceptable, with clear, intelligible pronunciation and appropriate choice of
vocabulary (Nunan, 2015).
Sung (2007), in his study, stated that family background can affect
the English proficiency of the students, wherein parents who engage their
children in studying and following-up their lessons, and exposing them to
performances that are related to their lessons, have their children out-
perform their age-mates in reading and writing.
Therefore, among the four areas of English proficiency, oral
communication is one the most important, because there is no output
without input and there is no conversation if there is no expression in
speaking. It can help the students learn English particularly if they need to
ask and answer questions (Liyong, 2006).

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Research Literature
This deals with the different researches that supply and
support the claims of this study.
Media Exposure
Based on the observation of Hollette and Norman (2010), e-mailing
and calling by telephone by most students, is considered the earliest and
most often their way to communicate in English. In addition, Idapalapati
(2010) indicated that proficiency in English will give the students access to
the business world, to the service and entertainment industries and even
opportunities for further training and education.
However, reading in the content areas has typically meant "reading
to learn", as differentiated from the beginning reading instruction which has
been referred as “learning to read (Calderon, 2007)."
Furthermore, Tantarangsee (2016) stated that the most common
language used on the Internet is English language. The assumption is that
students use some English while surfing the net. They probably learn or at
least practice using English informally and independently on the net
outside the classroom. However, the development of Information
Communication technology and social media affect the teaching of English
in some aspects. In classroom contexts, some learning management
systems allow English learners to learn from a variety of multimedia with

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pictures, texts, sounds and YouTube both in class and outside class while
teachers can make use of the new media to facilitate teaching and learning
in more dynamic ways.
Students' Attitude towards English
In the Philippines, most students enrolled in English are weak in
their oral ability. Some are ashamed because others may laugh at them
when they utter the wrong word. Some do not want to speak at all because
they lack vocabulary.
The ability to speak English in a variety of contexts and for different
purposes is the goal that both teachers and students aim for. English
language teachers know from their experience that some students learn a
new language more quickly and easily than others. But learning of it is
often a difficult task for them because, as mentioned, there are several
factors which show an adverse effect on one’s ability to speak the
language. It is alarming that most of the students are not able to speak in
English even in their graduating years. (Eustaquio, 2015)
Some studies show that the learners are often seen as best judges
of their needs and wants because they know what they can do and what
they cannot do with the target language and what language skills are
essential (Spratt, 2001). Thus, it seems there exists a conflict between
what teachers feel students need to learn and what students feel they need
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in the use of the language to be able to survive in their academic, future
profession and social/ private life (Real, et al 2014).
Sung (2007) said that interest of students to learn English should be
caught first. Because there is a need to encourage the students in studying
the language and making them understand how important it is in their
future.
Also, providing more opportunities for practice in the classroom and
in the campus speech activities will improve the students’ attitude toward
the English language (Sung, 2007).
Moreover, Gardner and Trembly said, as stated in the article of
Mosha (2014), that attitude has a big correlation in learning the language
because they facilitate learner's motivation to learn the language. Also, the
positive personal attitudes about English make the learner learn it.
Family Background
The sociologist Schaefer (2000) stated that family is the most violent
group in society because this is where abuses happens when it comes to
emotional, physical, or sexual abuse of one of the family members by
another.
According to Zhang, et al (2018), family members who expect their
children to become bi-cultural to provide bilingual support affects the

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students to be proficient in speaking in English. These children are
expected to be fluent in their native language and in English as well.
In local studies, Sung (2007) stated in his study that the background
of the parents’ attitude and involvement in school activities have some
bearings on the performance of the students.
Furthermore, parents who engage their children in studying and
following-up their lessons, and exposing them to the performances that are
related to their lessons have their children outperform their age-mates in
reading and writing (Sung, 2007).
In addition, Sung (2007) also stated that there is a need for a
student to be encouraged by their parents practicing the English language.

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Chapter 3
METHODS OF RESEARCH AND PROCEDURES
This chapter presents the research methodology employed in the
study. It includes the research design, the respondents, the instrumentation
used, the procedures employed and timeframe for data gathering, data
collection, validation, analysis and statistical treatment of data applied.
RESEARCH METHOD AND DESIGN
This research used the descriptive research design with
correlational technique.
According to Sanchez (2001), descriptive research describes what
is. It is concerned with conditions of relationships that exist, practices that
prevail, beliefs and practices that are going on, effects that are being felt or
trends that are developing. The process of descriptive goes beyond mere
gathering and tabulation of data. It involves an element of interpretation of
the meaning or significance of what is described. Then, description is often
combined with comparison and contrast involving measurements,
classifications, interpretations and evaluation.
Correlational technique is design to determine the relationship of
two variables (x and y) whether the relationship is perfect, very high, high,
or moderate, slight or negligible. Perfect correlational with a value of 1.0
seldom happens, same with the perfect negative correlation, all the
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individual performances in x and y have the same positions. In perfect
negative correlation, all the individual performances in x and y have the
opposite positions.
This study used the descriptive research design because it
describes the demographic profile of the respondents in terms of their age,
gender, and year level. The current study aims to describe and construe
the subsisting performance of the Education students in oral language.
Administering of questionnaire, observations, unstructured interviews and
statistical analysis of input variables will be some of the research
processes to be employed in this study. Interpretation and evaluation of
data gathered are included in the process of research.
This study also used the correlational technique to determine how
the relationship that exists between the oral language of the students and
the different factors: media exposure, students’ attitude towards English,
and family background. It determined the extent of relationships whether
these were in the same positive or negative correlation.

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SAMPLE AND SAMPLING TECHNIQUE
The respondents of the study were the Education students of Jesus
Reigns Christian College which consist of twenty (20) students from first
year to fourth year levels, coming from the total population of sixty-eight
(68) education students, during the school year 2018-2019.
The researchers used the purposive sampling which is a kind of
non-probability sampling. The researchers decided to use this kind of
sampling because of the need of the consent from the respondents to
conduct an interview and record the conversation to assess the level of the
oral language of each respondent.
RESEARCH INSTRUMENTS
The study used the following research instruments:
1. Questionnaire. This was a research-made instrument,
composed of two parts.

Part I dealt with the information on the demographic profile of the
respondents as to name, course and gender.

Part 2 dealt with the statements about how the different factors
affect the oral language of the students: media exposure, students’
attitude towards English, and family background.
The questionnaire the researchers used is lifted from different
studies per variable. For media exposure, from the study of Tantarangsee
(2016); for Students’ attitude towards English Subjects, from the study of
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Rarela (1995); and for family background, from Eustaquio (2015). The
researchers were not able to get one study that deals with the different
variables at the same time. That is why they sought different studies for
every variable and lifted the questionnaire from those studies. The
questionnaire has five (5) indicators per variable.
2. Unstructured Interview. The researchers conducted an informal
dialogue with the respondents through an interview guide of Student
Oral Language Observation Matrix, lifted from the study of California
Department of Education (1985). The information gathered was
used to grade the respondents’ oral language that will be graded by
the English teachers by using the rubrics lifted from the same study,
and to supplement the data gathered from the questionnaire.
DATA GATHERING PROCEDURE
The researchers produced questionnaire and interview
questions lifted from the different studies. The researchers visited the block
sections of the first year to fourth year education students to know their
free time to conduct the survey and interview. The researchers
disseminated the twenty (20) questionnaire and conducted the interview to
the respondents after learning their free time. The respondents were given
ten (10) to fifteen (15) minutes to answer the questionnaire and those were
collected right after answering the paper. Finally, the data gathering
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procedure were conducted a week after the survey and interview
dissemination.
STATISTICAL TREATMENTS
All the data gathered are summarized and analyzed using relative
frequency, the weighted mean, and the Pearson r.
1. Relative Frequency. This tool used to find out the age and
gender of the respondents.
Results in the demographic profile of the respondents were tallied to
find out the frequency. The percentage was computed in the response of
the respondents using the percentage formula.
%= f
N x 100
Where:
% = Relative Frequency
f = Frequency
N = Total number of respondents
100 = Constant
2. Weighted Mean. This tool was used to determine the meaning
of responses along the variables identified in the study. The

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researchers looked into the mean ages, gender and year level of
the respondents by computing the relative frequency.
The researchers analyzed the meaning of the respondents’
responses through the use of the weighted mean in terms of the variables
or factors in the study.
Where:
w= weight
f=frequency
n= total no. of cases
= summation
wm= weighted mean
3. Pearson r. This statistical tool was used to determine the
relationship of the variables to the oral language of the
respondents.
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Where:
N= population
x= first variable
y= second variable
xy= product of x and y
x2= value of first variable squared
y2= value of second variable squared
xy= total of xy
total of square x values
y2= total of squared y values
4. Magnitude of Correlation. To interpret the results of the
correlation of the factors with the oral language of the students,
the following intervals ware used.
Interval Correlation
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0.91-1.00 Very High or Perfect Correlation

0.80- 0.90 High Correlation
0.61- 0.80 Substantial Correlation
0.41-0.60 Moderate Correlation
0.21-0.40 Low Correlation
0.01-0.20 Negligible Correlation
Chapter 4
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter presents the finding of the study, their analysis and
interpretation.
1. Demographic Profile of the Students

1.1. Gender
Table 1.1
Frequency and Percentage Distribution of Respondents According to
Gender
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Gender Frequency Percentage

Male 8 40%
Female 12 60%
TOTAL 20 100%
Table 1 shows the percentage and frequency or the number of the
respondents based on their Gender. It shows that 8 of the respondents or
40% are Male and 12 of the respondents or 60% are composed of Female
respondents.
Therefore, the female respondents are dominant than the male
respondents.
1.2. Age
Table 1.2
Frequency and Percentage Distribution of Respondents According to
their Age
Age Frequency Percentage

18-23 16 80%
24-27 4 20%
TOTAL 20 100%
Table 1.2 shows the percentage and frequency or the number of the
respondents based on their Age. It shows that 16 of the respondents or

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80% are 18-23 years old and 4 of the respondents or 20% are composed
of 24-27 years old respondents.
This means that the respondents who age from 18-23 are dominant
than the respondents who ages from 24-27.
1.3. Year Level
Table 1.3
Frequency and Distribution of Respondents According to their Year
Level
Year Level Frequency Percentage

1st year 5 25
2nd Year 1 5
3rd Year 4 20
4th Year 10 50
TOTAL 20 100%
Table 1.3 shows the frequency and percentage of the respondents
according to their Year level. It shows that ten (10) of the respondents or
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50% come from the fourth year, while only one (1) or 5% of the
respondents comes from the second year.
Nevertheless, there are dominant fourth year students in this study.
2. Level of the Respondents’ Oral Language
This table shows the level of the Oral Language of the Education
Students as respondents.
Table 2.1
Level of the Respondents’ Oral Language
Ratings Frequency (f) Percentage Interpretation

(%)
96-100 0 Outstanding
91-95 0 Above Average
86-90 2 10 Average
81-85 6 30 Below Average
76-80 11 55 Needs
Improvement
75 below 1 5 Poor
Total = 20 100% Below Average2
Grand Mean=
80.6
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As shown in the table, eleven (11) of the respondents got the Needs
Improvement or 55% with the ratings of 76-80. Six (6) or 30% of the
respondents belong to Below Average, with 81-85 ratings. Only two (2) or
10% of the respondents reached the Average level, with the ratings of 86-
90, while one (1) or only 5% of the respondents belongs to the Poor Level
with seventy-five (75) in rating.
Overall, the total grand mean of 80.6 of the respondents’ level of
oral language has the interpretation of Below Average with the rating of 81-
85.
However, the result of this findings is truly alarming because it
implies that the majority of the students’ level of oral language are within
76-80 or needs improvement. It means that the respondents have a low
level of oral language in English.
2. Factors Affecting the Oral Language
Table 2.1
Weighted Mean According to Media Exposure
Media Exposure Weighted Verbal

Mean Interpretation
1. Social media improves my knowledge 2 OFTEN
about new terminologies in English.
2. Social media helps vocabulary 2.7 SOMETIMES

development.
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3. Social media helps my spoken English. 2.1 OFTEN
4. Social media contributes to students’ 2.11 OFTEN

success in English language.
5. I derive most of the terms I use from 2.55 SOMETIMES

social media.
TOTAL 2.25 OFTEN
Table 2.1 shows that the Factors Affecting the Oral Language of
JRCC Education Students According to Social Media. It shows that the
highest weighted mean is 2.7 which is, “ Social Media helps vocabulary
development”, with the verbal interpretation of SOMETIMES, while the
lowest indicator has weighted mean of 2 which is, “ Social Media improves
my knowledge about new terminologies in English”, with the verbal
interpretation of OFTEN that gives the General Weighted Mean of 2.25,
with the verbal interpretation of OFTEN.
The table above shows that the students OFTEN learn the English
language through their exposure to social media because this is the
newest and fastest way of communication in this time.
Nevertheless, the researchers found out that the students, in spite of
too much exposure to social media, SOMETIMES derive or practice the
English terms they encounter from it.

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Table 2.2
Weighted Mean According to their Attitude Toward English
Attitude Towards English Weighted Verbal

Mean Interpretation
1. No matter what happen, the subject 2.2 OFTEN
always come first.
2. I am interested in conversing with 2.05 OFTEN

other people because I have a lot of
series to tell which was gained from
my long journey.
3 I enjoy speaking in English. 2.1 OFTEN
4. This subject is profitable to everybody 2.7 SOMETIMES

who takes it.
5. I am willing to spend my time studying 2 OFTEN

this subject.
TOTAL 2.21 OFTEN

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Table 2.2 shows that the Factors Affecting the Oral Language
of JRCC Education Students according to Students’ Attitude towards
English. It shows that the highest weighted mean is 2.7 which is, “The
Subject is profitable to everybody who takes it”, with the verbal
interpretation of SOMETIMES and the lowest weighted mean is 2 which,
“Willing to spend time Studying the English Subject”, with the verbal
interpretation of OFTEN that gives the General Weighted Mean of 2.21,
with the verbal interpretation of OFTEN.
Unfortunately, the researchers found it appalling that the
respondents found that learning English orally is not so much important.
Table 2.3
Weighted Mean According to Family Background
Family Background Weighted Verbal

Mean Interpretation
1. Through our television and compact 2 OFTEN
disc, I watch my favorite English-
speaking personalities which
influence my communication skills
2. I can relate well my ideas verbally 2.7 SOMETIMES

because I have full financial support
from my parents.
3. I am effective in communicating 2.75 SOMETIMES

because my parents hire tutor for
me.
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4. We communicate in English at 2.25 OFTEN

home.
5. My parents remind me to study my 2.55 SOMETIMES

English subject so that I can
improve my verbal communication
abilities.
TOTAL 2.57 SOMETIMES
Table 2.3 shows that the Factors Affecting the Oral Language of
JRCC education Students According to Students’ Family Background. It
shows that the highest weighted mean is 2.75 which says that the students
are effective in communicating because their parents hire tutor for them,
with the verbal interpretation of SOMETIMES, while the lowest weighted
mean is 2 in which through our television and compact disc, the students
watch their favorite English-speaking personalities which influence their
communication skills , with the verbal interpretation of OFTEN, that gives
the General Weighted Mean of 2.57 with the verbal interpretation of
SOMETIMES.
Nonetheless, the researchers found out that the inability of the
parents to provide the full support for their children to learn the English
language is lacking.
In the same way, the encouragement of the parents to motivate their
children to study English is very important because it would make their

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children to voluntarily study the language because they understand how
important it is in their lives.
1. Correlation of Variables
It includes the grand mean, computed r, tabular r, correlation and
decision.
Table 3.1
Relationship Between Students’ English Oral Language and
Selected Variables
Selected Weight Comput Tabul Correlatio Decisi Interpretat

Variable ed ed r ar nal Value on ion
s Mean Value
Media 2.25 0.05 0.444 0.49216 Reject SIGNIFICA
Exposur ed HO NT
e
Students’ 2.21 0.05 0.444 0.4624 Reject SIGNIFICA
Attitude ed HO NT
Towards
English
Family 2.57 0.5 0.444 0.5725 Reject SIGNIFICA

Backgro ed HO NT
und
Table 3.1 shows the correlation between the factors and the
students’ oral language of the education students of Jesus Reigns

36
Christian College. The first variable, “Media Exposure”, having a weighted
mean of 2.25; computed r 0.05 was interpreted as moderate correlation or
significant, which resulted to reject the null hypothesis. The second
variable, “The Students’ Attitude Towards English”, got an average mean of
2.21; computed r 0.05 was interpreted as moderate correlation or
significant which resulted to reject the null hypothesis. Finally, the third
variable, “Family Background”, got an average mean of 2.25; computed r
0.5 was interpreted as moderate correlation or significant, which resulted to
reject the null hypothesis as well.
The findings show that there is a significant relationship between
the students’ oral language and the factors.

37
Chapter 5
Summary, Conclusions, and Recommendations
The summary of findings, conclusions and recommendations based
from the findings are presented in this chapter.
SUMMARY
This research used the descriptive analysis with correlational
technique design. This study was done to determine the factors affecting
the oral language of the Education Students enrolled at Jesus Reigns
Christian College, Manila during the School Year, 2018-2019.
This study used the non-probability sampling or purposive sampling
to get the twenty (20) respondents from first year to fourth year students of
JRCC. The researchers used the following statistical treatments: frequency
distribution, weighted mean, Pearson r, and magnitude of correlation, to
gather the data and interpret the findings.
The study answered the following specific questions:

38
1. What is the demographic profile of the respondents as to:

1.1. Age
Most of the respondents come from ages 18-23.
1.2. Gender
Most of the respondents are female.
1.3. Year Level

Most of the respondents come from the 4 th year students while the least
come from the 2nd year students.
2. What are the factors affecting the respondents’ Oral Language in
English?
2.1 Media Exposure
This factor got the second highest rank among the three factors that
affect the students’ oral language with the general weighted mean of
2.25 or OFTEN.
2.1. Students’ Attitude Towards English
This factor got the highest rank among the factors that affect the
students’ oral language, with the general weighted mean of 2.21 or
OFTEN.
2.2. Family Background
This factor got the lowest rank among the factors that affect the
students’ speaking proficiency, with the general weighted mean of
2.57, or SOMETIMES.
3. How do the factors affect the oral language of the education
students of JRCC?
The media exposure and students’ attitude towards English have
moderate correlation with the verbal interpretation of OFTEN, while the

39
family background got the moderate correlation with the verbal
interpretation of SOMETIMES.
All three (3) factors are significant to the oral language of the
respondents.
Conclusions
Based on the findings of this study, the following conclusions were drawn:
3.1. Factors Affecting the Oral Language in English

3.2. Media Exposure
This variable, having a weighted mean of 2.25; computed r 0.05 was
interpreted as moderate correlation or significant to each other, which
resulted to reject the null hypothesis.

The data imply that the respondents OFTEN learn the English
language through their exposure to social media since social media is the
newest and fastest mean of communication today. In the same way, the
moderate correlation between the respondents’ oral language and media
exposure imply that this factor moderately affects each other.
3.3. Attitude of the Students

This variable got the average mean of 2.21; computed r 0.05, and
was interpreted as moderate correlation or significant to each other, which
resulted to reject the null hypothesis

The data imply that the respondents OFTEN learn to speak in
English depending on their attitude towards English. The moderate
correlation of the students’ oral language and the students’ attitude towards
English is significant to each other which means that the students’ attitude
40
towards English contributes to their oral language. If the students are afraid
to speak in English, or do not like English subjects, they will not have the
chance to enhance one’s oral language.

Given that this factor has the highest rank among the three others
factors, the inability of the students to be good in communicating in English
lies on how they perceive the English language.
3.4. Family Background

This factor got the lowest rank among the factors that affect the
students’ oral language, with the general weighted mean of 2.57, or
SOMETIMES.
The data imply that family background SOMETIMES contributes to
the oral language of the students. The significance or moderate correlation
between the students’ oral language and their family background rejected
the hypothesis that the two do not correlate with each other. This means
that family, as the first persons that a student encounters in his/her life, has
a big effect to the student’s learning in English. The student who comes
from a highly educated family has the biggest chance to learn speaking in
English, while the student who comes from a less-educated family has a
lesser chance to speak the language.

On the other hand, even if the student does not come from a highly-
educated family, if he or she is supported financially, and encouraged at
home, he/she still has the chance to learn and enhance his or her oral
language in English.
41
Recommendations
The following recommendations were drawn from the findings and
conclusions:
1. There is a need for the students to be aware of the following factors
that affect their English oral language.

2. There is a need for the parents to encourage their children to speak
in English, even if, especially, if they were not able to teach their
children to speak in English when they were young.

3. There is a need for the teachers to encourage their students and
motivate them how important English is, specially whenever they
face the real world after they graduate in college.

4. There is a need for the school administration to support the
English-speaking campaign to improve the students’ oral language
and that the school will have competent and marketable college
graduate students.
5. There is a need for the school to put up Speech Laboratory where
the Speech Communication Classes can utilize to improve the
students’ oral language in English with proficiency.

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1

JESUS REIGNS CHRISTIAN COLLEGE

Factors Affecting the Oral Language in English of the Education

Students of Jesus Reigns Christian College, 2018-2019

The Education Department

Jesus Reigns Christian College

The Requirements for the Degree of

Bachelor of Elementary and Secondary Education

The Problem and Its Background

English as Second Language (ESL) because English is a dominant

language in communication and instruction. In the Philippines, English

language is being taught from nursery to post-graduate (Valderama, 2018)

and it is spoken by more than fourteen million Filipinos (Cabigon, 2018);

because it is considered as the second language of Filipinos (Organista &

Velasquez-Rivera, 2002, p.225).

proficient in English is the ability to communicate with the language and

create connections with the wider range of world’s population. In fact,

fast-growing business process industry because of Filipinos’ acknowledged

the language gives them better chances of career advancement

According to Cabigon (2018), proficiency in English is one of the

Philippines the top voice outsourcing destination in the world.

proficient when it comes to speaking in English. What is more alarming is

that, many college graduates could hardly communicate in English and

interviews; the ranking of the proficiency in English of the Filipino

graduates are depleting as per Hopkins International Partners (De la Cruz,

English proficiently (Cabigon,2018).

Unfortunately, some teachers are not aware of the language

barriers of the students and what methods to use to improve the

communication skills of the students in English (Aghajanian & Cong, 2012).

support, and develop their skills to practice their communication skills

grammatical and pronunciation mistakes. That is why they tend not to

speak in English; so many Filipinos are poor in communicating using the

language (Bautista, 2015).

Therefore, in this study, the researchers want to know more about

Reigns Christian College.

Statement of the Problem

This study aims to determine the oral language in English of the

Education students of Jesus Reigns Christian College, 2018-2019.

Specifically, it seeks to answer the following specific questions:

1. What is the demographic profile of the respondents as to:

students in terms of:

There is no significant relationship between the oral language of the

students and the factors in terms of media exposure, students’ attitude

towards English, and family background.

Scope and Limitation

This study is confined only to the Education students who study at

exposure, student’s attitude towards English and family background.

Significance of the Study

The study will be of significance to the following:

management in producing students that are proficient and competent in

learning. The school authorities may be able to improve the curriculum,

specifically in English language foundation courses. The results of this

study would be of great help to the school administrators in implementing

programs and activities to enhance the students’ oral language in English.

their teaching in English, especially in speaking, by utilizing techniques and

strategies that are effective for students’ proficiency in learning.

This may eventually serve as foundation in formulating a very

comprehensive and effective program of instruction in English which can

then enhance the skills of the students in the tertiary level.

the education students, as it will help them to help themselves in

in any industry that they will apply for work.

students’ oral communication language in English. Consequently, they may

be able to teach their students, or if not, encourage them to study and