45

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and

interpretation of the data gathered for this study.

Profile of Grade 7 Students

The table below reveals the profile of grade 7 students

as respondents of the study of Manapla National High School.

Profile Category f %
Male 150 42.13
Sex
Female 206 57.87
Class E 330 92.7
Class D 13 3.65
Class Broad C 13 3.65
Family Monthly Income
Class Upper C 0 0
Class B 0 0
Class A 0 0
SSG 39 8.88
English 30 6.83
Membership In Clubs Math 0 0
And Organizations Science 25 5.69
Filipino 59 13.44
NONE 286 65.15
Personal
0
Computer 0
Laptop 0 0
ICT Facilities At Smartphone 218 37.98
Home
Tablet 0 0
Television 213 37.11
Radio 143 24.91
Table 2. Frequency and Percent Distribution of Profile of
Grade 7 Students.
 46

The table reveals that in terms of sex, there are 150

male students and 206 female students. Thus, there are more

female grade 7 student-respondents than male.

In terms of family income, most of the students belong

to class E with 330 or 92.7 percent of the total population,

followed by Class D and Class Broad C with the same numbers

of 13 or 3.65 percent of the total population. This implies

that most of the Grade 7 as respondents of the study belong

to low income family. This suggests that most of the

respondents are economically challenged.

With regards to membership in clubs and organizations,

most of the respondents with 286 or 65.15 percent of the

total population are not part of any clubs or organizations

mentioned above. In Filipino Club, 59 or 13.44 percent are

members followed by SSG Club with 39 students or 8.88

percent. English Club has 30 students or 6.83 percent while

25 students or 5.69 percent are members of Science Club.

This reveals that a large number of the respondents do not

participate to any clubs or organization in the school. This

also implies that most of them are not interested to join

any school organization which is one of the contributing

factors the school sees that would help the students develop

holistically.
 47

In terms of Information and Communication Technology

(ICT) facilities at home, the data reveals that most of the

respondents have smartphones with 218 or 37.98 percent which

is really evident in today’s generation where smartphones

are seen as something everyone should have. In this

generation, it cannot be denied that smartphones are seen by

the millennial as something very important which is very

useful today with the presence of the pandemic where is one

of the major equipment most students used to access

instruction and education. Also, 213 or 37.11 percent have

televisions while 143 or 24.91 percent of them have radios.

The results suggests that though the students are

economically challenged, it can be said that they find ways

and means to afford to buy smartphones which is not so

expensive compared to computers or laptops. This can also be

an effect of the pandemic where smartphones are seen to be a

necessity rather than a luxury.

Level of English Language

Anxiety of Grade 7 Students

The table on the next page presents the level of

English anxiety of Grade 7 students when taken as a whole.

 48

Table 3. Frequency and Percentage Distribution in the Level

of English Anxiety of Grade 7 Students When Taken
as a Whole.
Level English Mean Verbal
Language Anxiety f % Interpretation
Very High 2 0.56
High 223 62.64
Moderate 129 36.24 3.5 High
Low 2
0.56
Very Low 0 0
Total 356 100

The table above shows that out of 356 Grade 7 student-

respondents, 223 or 62.64 percent of them have high level of

English language anxiety. 129 or 36.24 percent have moderate

level of English language anxiety while 2 or 0.56 obtained

very high and another 2 or 0.56 percent obtained low level

of English language anxiety. As a whole, the students

obtained a mean of 3.5 interpreted as high.

The data reveals a not so positive results since it

shows that students have a high level of anxiety since

anxiety alone is already a negative feeling. This means that

students experience fear when dealing with English language.

This also implies that students may feel worry about the

consequences of failing in English class, feel embarrass to

volunteer in answering in their English class or feel

pressure to prepare very well for the English class.

 49

The literature on language anxiety has offered several

definitions of foreign language anxiety. Sanders and Wills

(2003) as cited by Sadiq (2017) described anxiety in general

as “a complex, multifaceted experience, a feeling which

comes flooding into the whole selves, affecting many

different aspects of a being”. Foreign language anxiety

defined as the “worry and negative emotional reaction

aroused when learning or utilizing a second language”

(Young, 1999). Likewise, language anxiety is defined as “a

distinct complex of self-perceptions, beliefs, feelings, and

behaviors related to classroom language learning arising

from the uniqueness of the language learning process”

(Horwitz, Horwitz, & Cope, 1986). MacIntyre and Gardner

(1994) have also provided a very similar definition of

language anxiety, they believe that language anxiety is “the

feeling of tension and apprehension specially associated

with second language contexts, including speaking,

listening, and writing”.

Level of English Language

Performance According to
Profile

The table on the next page reveals the level of English

language performance of grade 7 students when taken as a

whole and when grouped according to their profile.

 50

Table 4. Frequency and Mean Scores in the Level of English

Language Performance of Grade 7 Students as a
Whole and When Grouped According to their Profile.

Verbal
Profile Category f Mean Interpretation
Male 150 81.50 Satisfactory
Sex
Female 206 84.68 Satisfactory
Class E 330 83.24 Satisfactory
Class D 13 86.00 Very Satisfactory
Family Class Broad C 13 83.31 Satisfactory
Monthly
Income Class Upper C 0 0.00  
Class B 0 0  
Class A 0 0  
SSG 39 86.72 Satisfactory
English 30 86.87 Very Satisfactory
Membership In Math 0 0  
Clubs And
Organizations Science 25 86.24 Very Satisfactory
Filipino 59 85.25 Satisfactory
None 286 82.85 Satisfactory
Personal
0 Satisfactory
Computer 0
Laptop 0 0 Satisfactory
ICT
Facilities At Smartphone 218 83.72 Satisfactory
Home Tablet 0 0 Satisfactory
TV 213 83.69 Satisfactory
Radio 143 83.73 Satisfactory
Overall Mean     83.34 Satisfactory

Based on the table, the level of English language

performance of Grade 7 student-respondents when grouped

according to sex, 150 male respondents got a mean of 81.50

while 206 female students obtained a mean of 84.68 and both

are interpreted as satisfactory.

In terms of family income, Class E with a frequency of

330 obtained a mean of 83.24 interpreted as satisfactory

while class D with a frequency of 13 obtained a mean of

86.00 interpreted as very satisfactory and class broad C

 51

with 13 a frequency of 13 obtained a mean of 83.31

interpreted as satisfactory.

In terms of membership in clubs and organizations, most

of the respondents are not part of any clubs or

organizations with a frequency of 286 obtained a mean of

82.25 interpreted as satisfactory. 59 respondents are

members of the Filipino Club obtained a mean of 85.25

interpreted as satisfactory; 39 are members of the SSG Club

who obtained a mean of 86.72 interpreted as satisfactory; 30

are members of English Club obtained a mean of 86.87

interpreted as very satisfactory; and 25 are members of the

Science Club who obtained a mean of 86.24 interpreted as

very satisfactory.

In terms of ICT facilities at home, most of the

respondents have smartphones with a frequency of 218 who

obtained a mean of 83.72 interpreted as satisfactory level

of English language performance; 213 of the respondents have

TV at home obtained a mean of 83.69 interpreted as

satisfactory while 143 respondents have radio at home

obtained a mean of 83.73 interpreted as satisfactory.

As a whole, the level of English language performance

of Grade 7 students is satisfactory with a mean of 83.34.

Thus means that students are performing academically in a

satisfactory level with a grade scale of 80 to 84 which are

 52

passing marks. However, satisfactory level of academic

performance implies that there are still rooms for

improvement and there are things to be enhanced.

According to the study of Kutot (2016) investigating on

the factors influencing performance of English as a subject,

he concluded that there are a lot of things to be considered

to explain why student’s performance in English seems to

decline over time. According to his study, it was

established that teacher training though an essential

recruitment requirement had no significant effect on

performance of English in primary schools. Availability of

teaching and learning materials was found to have an average

significant relationship with English performance. Teachers’

attitude towards teaching and learning of English was shown

not to have a significant influence on students’

performance. However, students’ attitudes on learning

English had a significant effect on performance. The

researcher concluded that teacher training alone was not

sufficient to enhance students’ performance. His research

further concluded that presence of learning materials was

important in enhancing students’ performance in English.

Additionally, his study concluded that students’ attitude

influences their performance in English.

 53

Level of English Language

Performance According to
Level of Anxiety

The table below reveals the level of English language

performance of grade 7 students when taken as a whole and

when grouped according to level of their English anxiety.

Table 5. Frequency and Mean Scores in the Level of English

Language Performance of Grade 7 Students in term
of the Level of their Anxiety.
Level Of
English Mean of English Level of English
Language Language Language
Anxiety f Performance Performance
Very High 2 80.00 Satisfactory
High 223 81.84 Satisfactory
Moderate 129 85.88 Very Satisfactory
Low 2 90.5 Outstanding
Very Low 0 0

Based on the table, 223 Grade 7 respondents obtained

high level of English language anxiety with the mean of

81.84 interpreted as satisfactory; 129 obtained a mean of

85.88 which is interpreted as very satisfactory; and 2 of

the respondents got very high level of English language

anxiety with the mean of 80.00 which is interpreted

satisfactory and another 2 of the respondents obtained low

level of English language anxiety with the mean of 90.5

interpreted as outstanding. This implies that, most of the

students got a high level of English language anxiety. This

shows a not so good results since anxiety is a negative

 54

feeling and has long been recognized as an obstacle in

second language learning.

Khattak, Jamshed, Ahmad, Mirza and Baig (2011) as cited

by Sadiq (2017) reported that anxiety experienced in

learning English language can be debilitating and may

influence students’ achievements of their goals. In the

other words, anxiety is one of the most significant factors

affecting language learning. High level of language anxiety

is correlated with poor performance in language learning.

The experience of language anxiety varies from learner to

learner. According to Ying (2008), language anxiety is

caused by (1) personal and interpersonal, (2) learner

beliefs about language learning, (3) teacher belief about

language anxiety, (4) teacher-learner interactions, (5)

classroom procedures, and (6) language testing.

Berowa (2018) further explained that the idea of

language anxiety is illustrated as the emotive reaction and

the fear that is stimulated when one learns or uses a target

language (MacIntyre, 1998 as cited in Zheng, 2008). Anxiety

is seen to be a very prevalent phenomenon in the acquisition

and learning of a language which is found to be a negative

variable (Elaldi, 2016). Since there is a high possibility

that it may hinder the attainment of the fundamental aim in

language learning, researchers have conducted several

 55

studies to discover the different causes of anxiety in order

to properly address its occurrence.

In contrast, in the context of the Philippines, Mamhot,

Martin and Masangya (2013) as cited by Berowa (2018)

conducted a comparative study on the language anxiety of

Filipino ESL and EFL learners from two (2) institutions

based in the Philippines. The study aimed to determine the

language anxiety as experienced by both groups of learners

and to discover the causes and effects of these anxieties.

The investigation included a total of 40 respondents where

there were 20 ESL and 20 EFL students. The data were

gathered through a two-part questionnaire in which one

contains the 33-item FLCAS developed by Horwitz et al.

(1986) while the other part comprises a 2-item questionnaire

adapted from

Williams and Andrade (2008). The results showed that

Filipino ESL learners have neutral level of language anxiety

while the fear of negative evaluation in the area of low

self-perceived linguistic competency was displayed. As

regards EFL learners, they reported no level of language

anxiety. In the end, both groups expressed they are the one

responsible for the language anxiety that they experienced.

 56

Difference on the Level of English

Language Performance when Grouped
According the Level of English
Language Anxiety

The table below presents the difference on the level of

English language performance of grade 7 students when

grouped according to the level of their English language

anxiety.

Table 6.Difference in the Level of English Language

Performance when Grouped According to Level of
English Language Anxiety.
Level of English Language
Anxiety f Mean Rank
Very High 2 327
High 223 238.68
Moderate 129 74.9
Low 2 2
Very Low 0 0
TOTAL 356
Computed Value (H) = 217.02
Tabular Value = 9.35
Decision = Reject Ho
Interpretation = Significant at 5% level of
Significance

Based on the table above, most of the students with 223

out of 356 obtained a high level of English language anxiety

with the mean rank of 238.68, 2 have very high level of

English anxiety with a mean rank of 327, 129 have moderate

 57

level with a mean rank of 749 and another 2 have low English

language anxiety with a mean rank of 2.

Using the Kruskal Wallis Test at 0.05 level of

significance, the H-computed value of 217.02 was obtained

which is higher than the tabular value of 9.35. Thus, the

null hypothesis is rejected. This means that there is a

significant difference on the level of the level of English

language performance when grouped according to level of

English language anxiety. This implies that English language

performance of the students varies on the level of their

English language anxiety. This considers the concept that

high level of anxiety will result to poor academic

performance and vice versa. This suggests that students who

are more confident to deal with English language are

possibly to have better academic performance in English

subject.

The result is in line with Horwitz (1986) that early

studies learning found a strong relationship between

language anxiety and language learning and achievement. It

was in 1986 when Horwitz, Horwitz and Cope made an important

notion to theorize and to measure anxiety in language

learning. They maintained that factors like apprehension in

communication, anxiety to a test and fear to be negatively

 58

evaluated play great roles in creating anxiety in the

context of target language learning.

Ewald (2007) found that high levels of anxiety usually

had a negative effect on the language acquisition process.

Language learners who experienced language anxiety will lead

them to feeling of worried about failing. Yan and Horwitz

(2008) conducted a study to examine the factors associated

with students’ anxiety in language learning in China and

founded that comparison with peers, learning strategies, and

language learning interest and motivation were the most

immediate factors. Another study conducted by Woodrow (2006)

to examine the correlation between anxiety and language

performance among EFL learners who attended English for

Academic Purposes (EAP) courses. The findings indicate that

the most frequent reported cause of anxiety was fear of

interacting with native speakers, giving oral presentations

and performing in front of classmates. Language anxiety also

is a strong indicator of negative attitudes towards language

learning. Chao (2003) conducted a study that employed both

qualitative and quantitative methods to investigate the

level of anxiety among private college students who learned

English as a foreign language in Taiwan. The findings of

this study revealed that the level anxiety was moderately

high.
 59

Relationship between Sex and

English Language Performance

The table on the next page reveals the relationship

between the English language performance of grade 7 students

and their profile in terms of sex.

Table 7. Relationship between Sex and English Language

Performance.
English Language Performance
Very Did Not
Outstan- Fairly
Satisfac- Satisfactory Meet Total
Sex ding Satisfactory
tory Expectation
Male 0 4 146 0 0 150
Female 4 93 109 0 0 206
Total 4 97 255 0 0 356
Computed Value (X2) = 84.31
Tabular Value (X2) = 7.38
Decision = Reject Ho
Interpretation = Significant at 5% level of
Significance

The table above shows that most of the male students

obtained satisfactory level of English language performance

with 146 out of 150 while female students got very

satisfactory level of English language performance with 93

out of 206. Generally, a large number of the students

obtained satisfactory level of English language performance

which means that students have an average level of English

language performance and students have still more rooms for

improvement.
 60

Using the Chi square test of independence at 0.05 level

of significance, a computed value of 84.31 which is higher

than the tabular value of 7.38 obtained. Thus, the null

hypothesis is rejected. This means that there is a

significant relationship between sex and English language

performance. This implies that female students obtained

higher English Language Performance than male students.

Thus, female students are more capable of learning the

second language effectively.

The result is in line to Oxford, 1994, that in a

classroom setting, effective language teaching can only

occur when boys are instructed visually (with a textbook)

and orally (via a lecture), whereas a girl can learn

successfully by the method. On the other hand, Qian (2015)

mentioned that female has greater mental ability to express

language effectively than male.

As cited by Wallace (2007), research shows females get

better course grades than males even in traditionally male

content areas, such as physics and math, but males score

higher on ability tests in these subjects (Kimball 1989;

Wentzel 1988). The 1996 McGraw report is based on a study of

high school students when they were leaving school in

Sydney, Australia. This study showed that in 1991 males were

over-represented at the high and low spectrums of the

 61

Tertiary Entrance Ranks, while females mostly comprised the

middle ranges. By 1996 this had drastically changed, with

females being over-represented in all the high Tertiary

Entrance ranks and males even more over-represented at the

bottom. Results of 2005 (ACT 2005) test scores in the United

States showed that females consistently outperform males in

English and Reading and they are only slightly behind males

in math. The once large gap between males and females in ACT

test scores is narrowing (ACT, 2005).

Relationship between Family

Monthly Income and English
Language Performance

The table below reveals the relationship between the

English language performance of grade 7 students and their

profile in terms of family monthly income.

Table 8. Relationship between Family Monthly Income and

English Language Performance.
English Language Performance
Family Very Fairly
Did Not
Monthly Outstan-
ding
Satisfac-
Satisfac-
tory
Satisfac-
Meet
Expecta-
Total
Income tory tory
tion
Class E 4 84 242 0 0 330
Class D 0 11 2 0 0 13
Class
0 2 11 0 0 13
Broad C
Class
0 0 0 0 0 0
Upper C
Class B 0 0 0 0 0 0
Class A 0 0 0 0 0 0
Total 4 97 255 0 0 356
Computed Value (X2) = 23.26
Tabular Value (X2) = 11.14
Decision = Reject Ho
 62

Interpretation = Significant at 5% level of

Significance

Based on the table above, most of the students obtained

satisfactory level of English language performance with 242

out of 330 of which most are coming from Class E or in low

socio-economic status. A lot of students also obtained very

satisfactory English language performance with 84 of which

mostly are coming from Class E or in low socio-economic

status.

Using the Chi square test of independence at 0.05 level

of significance, a computed value of 23.26 was obtained

which is higher than the tabular value of 11.14. Thus, the

null hypothesis is rejected. This means that there is a

significant relationship between family monthly income and

English language performance. This implies that the economic

status of a student contributes to their English Language

Performance. Also, it can be concluded that if a student is

coming from a financially challenged family, his or her

performance in learning the second language is affected.

The result is in line with Baharudin and Luster (1998),

they mentioned that it is clear that a person with healthy

and wealthy economic view is more efficient and happier than

a person who is not efficient in economy. Also Nigel and

William 1993, added that performance is chiefly a yield of

 63

mental and economic satisfaction with a particular thing. If

a person is mentally and socially satisfied, then positive

result will reflect on his/her performance in almost

everything.

Relationship between Membership

In Clubs/ Organizations and English
Language Performance

The table below reveals the relationship between the

English language performance of grade 7 students and their

profile in terms of membership in clubs/ organizations in

school.

Table 9. Relationship between Membership in Clubs/

Organizations and English Language Performance.
Membership In
English Language Performance
Very Fairly Did Not Meet
Clubs And Outstan-
Satisfac-
Satisfac-
Satisfac- Expecta- Total
ding tory
Organizations tory tory tion
SSG 0 37 2 0 0 39
English 0 30 0 0 0 30
Math 0 0 0 0 0 0
Science 0 23 2 0 0 25
Filipino 0 36 23 0 0 59
None 4 52 228 0 0 284
Total 4 178 255 0 0 437
2
Computed Value (X ) = 187.74
Tabular Value (X2) = 17.53
Decision = Reject Ho
Interpretation = Significant at 5% level of
Significance

The table above reveals that most of the students

obtained satisfactory English language performance with 255

 64

out of 437 of which 228 are not part of any organizations. A

lot of students also obtained very satisfactory English

language performance with 178 of which 37 are members of

SSG, 30 belong to English Club, 23 belong to Science Club,

36 are members of the Filipino Club and 52 don’t have any

membership.

Using the Chi square test of independence at 0.05 level

of significance, a computed value of 187.74 was obtained

which is higher than the tabular value of 17.53. Thus, the

null hypothesis is rejected. This means that there is a

significant relationship between membership in

clubs/organizations and English language performance. This

implies that being part of any organizations in school

contributes to their English Language Performance. Also, it

can be concluded that if a student is a member of clubs and

organizations in their school, his or her capability in

learning the second language is highly motivated. This means

that membership to any school clubs or organization is

significantly related to their English language performance.

The result is in line to Halloway (1999) who stated

that extracurricular activities contribute to students’

success at school. He also added that such involvement in

extracurricular activities help students discover and share

talents, develop character and competence and often provide

 65

the added benefit of close relationship with caring,

principled adults outside the home. Students who are

involved in organizations are more likely to show leadership

abilities and more likely to become leaders, compared non

participants.

Relationship between ICT

Facilities and English
Language Performance

The table below reveals the relationship between the

English language performance of grade 7 students and their

profile in terms of ICT facilities at home.

Table 10. Relationship between ICT Facilities at Home and

English Language Performance.
English Language Performance
Did Not
Very Fairly
Outstan- Satisfac- Meet
ICT Facilities Satisfac- Satisfac- Total
ding tory Expecta-
at Home tory tory
tion
Personal
Computer
0 0 0 0 0 0
Laptop 0 0 0 0 0 0
Smartphone 2 67 149 0 0 218
Tablet 0 0 0 0 0 0
Television 4 72 137 0 0 213
Radio 0 54 89 0 0 143
Total 6 193 375 0 0 574
2
Computed Value (X ) = 4.76
Tabular Value (X2) = 11.14
Decision = Accept Ho
Interpretation = Not Significant at 5% level of
Significance
 66

The table above shows that most students obtained

satisfactory English Language Performance with 375 out of

574 of which 149 have smartphones, 137 have televisions and

89 have radios at home. A lot of students also obtained very

satisfactory English Language Performance with 193 of which

67 have smartphones, 72 have televisions and 54 have radios

at home.

Using the Chi square test of independence at 0.05 level

of significance, a computed value of 4.76 was obtained which

is lower than the tabular value of 11.14. Thus, the null

hypothesis is accepted. This means that there is no

significant relationship between the English language

performance of grade 7 students and their profile in terms

of ICT facilities at home. This implies that ICT facilities

at home are not significantly related to the English

language performance of the students. This also suggests

that regardless of what students’ have such as smartphones,

television or even computer, it does not guarantee one to

have better performance in English than the others.

The results do not support the citations of Fu (2013)

stating that Information and Communication Technology

(ICT) includes computers, the internet, and electronic

delivery systems such as radios, televisions, and projectors

among others, and is widely used in today’s education field.

 67

Kent and Facer (2004) indicated that school is an important

environment in which students participate in a wide range of

computer activities, while the home serves as a

complementary site for regular engagement in a narrower set

of computer activities. Increasingly, ICT is being applied

successfully in instruction, learning, and assessment.

ICT is considered a powerful tool for educational change and

reform. A number of previous studies have shown that an

appropriate use of ICT can raise educational quality and

connect learning to real-life situations (Lowther, et al.

2008; Weert and Tatnall 2005). As Weert and Tatnall (2005)

have pointed out, learning is an ongoing lifelong activity

where learners change their expectations by seeking

knowledge, which departs from traditional approaches. As

time goes by, they will have to expect and be willing to

seek out new sources of knowledge. Skills in using ICT will

be an indispensable prerequisite for these learners.

ICT tends to expand access to education. Through ICT,

learning can occur anytime and anywhere. Online course

materials, for example, can be accessible 24 hours a day,

seven days a week. Teleconferencing classrooms allow both

learner and teacher to interact simultaneously with ease and

convenience. Based on ICT, learning and teaching no longer

depend exclusively on printed materials. Multiple resources

 68

are abundant on the Internet, and knowledge can be acquired

through video clips, audio sounds, and visual presentation

and so on. Current research has indicated that ICT assists

in transforming a teaching environment into a learner-

centered one (Castro Sánchez and Alemán 2011). Since

learners are actively involved in the learning processes in

ICT classrooms, they are authorized by the teacher to make

decisions, plans, and so forth (Lu, Hou and Huang 2010). ICT

therefore provides both learners and instructors with more

educational affordances and possibilities.

Relationship between English

Language Anxiety and English
Language Performance

The table below reveals the relationship between the

English language performance of grade 7 students and the

level of their English Language Anxiety.

Table 11. Relationship between English Language Anxiety and

English Language Performance.
English Language Performance
Did Not
Very Fairly
Outstan- Satisfac- Meet
Level Of English ding
Satisfac-
tory
Satisfac-
Expecta-
Total
Language Anxiety tory tory
tion
Very High 0 0 2 0 0 2
High 0 2 221 0 0 223
Moderate 2 95 32 0 0 129
Low 2 0 0 0 0 2
Very Low 0 0 0 0 0 0
Total 4 97 255 0 0 356
Computed Value (z) = 73.9
Tabular Value (z) = 1.96
Decision = Reject Ho
Interpretation = Significant at 5% level of
 69

Significance

The table above reveals that most of the students with

high level of English language anxiety obtained satisfactory

English language performance with 221 out of 223. A lot of

students with moderate level of English language anxiety got

very satisfactory English Language Performance with 95 out

of 129.

Using the Gamma Coefficient at 0.05 level of

significance, a computed value of 73.9 was obtained which is

higher than the tabular value of 1.96. Thus, the null

hypothesis is rejected. This means that there is a

significant relationship between the level of English

language anxiety and English language performance of grade 7

respondents. This implies that level of English language

anxiety is significantly related to the academic performance

of students in English subject. This also suggests that

students with lower anxiety in English can perform better

academically than those who have higher anxiety.

The result is in line to Hsu (2004) and Sellers (2000)

who mentioned that students with higher language anxiety are

apt to have lower performance in learning the second

language.

Language anxiety also is a strong indicator of negative

attitudes towards language learning. Chao (2003) conducted a

 70

study that employed both qualitative and quantitative

methods to investigate the level of anxiety among private

college students who learned English as a foreign language

in Taiwan. The findings of his study revealed that the level

anxiety was moderately high. Onwuegbuzie, Baily and Daley

(1999) examined the factors predicted foreign language

anxiety and found significant relations between the

following variables: age, academic achievement, prior high

school experience with foreign languages, and expected

overall average for current language course.

The conception of second language learning anxiety was

also examined among high school students. Na (2007) explored

the level of anxiety experienced by high school students in

China who were learners of English as a foreign language

(EFL). The researcher surveyed the participants that

involved 115 students from Shandong. The instruments

employed included a questionnaire and an achievement test to

gather the data necessary to attain the aims of the

investigation. The questionnaire, the Chinese version of

FLCAS, was used to collect the demographic information of

the students and the English language anxiety they

encountered. The participants were found to possess level of

English learning anxiety which is high and it was the males

who were found to have higher anxiety toward English

 71

classes. In the end, the researcher claimed that high level

of anxiety somehow hindered the language learning of the

students.