DETERMINANTS OF ENGLISH LANGUAGE PROFICIENCY AMONG SENIOR

HIGH SCHOOL STUDENTS

A Research Presented
in the Faculty of the Senior High School
University of Saint Louis
Tuguegarao City, Cagayan

In Partial Fulfillment
of the Requirements for the Program
SENIOR HIGH SCHOOL

By

Baggay, Al Van P.
Dacuycuy, David Paul T.
Delos Angeles, Dian Robby N.
Francisco, Imee Nicole B.
Marcos, Ma. Minette Fritzie T.

May 2020

Determinants of English Language Proficiency among Senior High School Students| i

 DEDICATION

This research study is dedicated to our ever-supportive Research adviser and

teachers who patiently gave their time and effort to help us for our research study.

To our respondents who willingly participate in the study and gave their utmost
honesty.

To our loving and very supportive families who guided us towards the right path,
who taught us to be always humble and to be hardworking in pursuing our chosen career.

And most importantly, to God for giving us knowledge, courage, wisdom and
strength to finish our research study. We owe everything and to You!

The Researchers

Determinants of English Language Proficiency among Senior High School Students| ii

 ACKNOWLEDGEMENT

The researchers would like to express their earnest gratitude to the different
people who continue to mold and motivate them in the fulfillment of their research study:

To their very supportive research adviser Mr. Harold P. Baggay, for his
unfathomable care and supervision. Without his thoughtful encouragement and genuine
support, this study would have never been accomplished.

To their loving parents, for being always there to cheer and inspire them in
working hard for their studies, and also for providing them their needs.

To the senior high school students, from whom the researchers got all the needed
data, the researcher would like to express all their gratitude for their cooperation.

To their dearest panelists, for all the direction, advice and support. The
researchers are thankful for the genuine ideas and remarks during their research
defenses.

Above all, to the Almighty Father who faithfully sustained and guided them
throughout their journey. To God be all the glory!

Al Van P. Baggay
David Paul T. Dacuycuy
Dian Robby N. Delos Angeles
Imee Nicole B. Francisco
Ma. Minette Fritzie T. Marcos

Determinants of English Language Proficiency among Senior High School Students| iii
 TABLE OF CONTENTS

Title Page
Title Page …….……………………………………………………… i
Dedication …….……………………………………………………… ii
Acknowledgement …….……………………………………………………… iii
Table of Contents ….………………………………………………………… iv
List of Figures …….……………………………………………………… v
List of Tables …….……………………………………………………… vi
Abstract ….……………………………………………………… 1

INTRODUCTION
Background of the Study …………………..……………………… 1
Research Questions ………………………..………………… 2
Hypothesis ………………………………………….. 2
Significance of the Study ……………………………..…………… 2
Literature Review ………………………………….………. 3
Research Paradigm ……………………………………..…… 5
METHODS
Research Design ………………………………………….. 5
Locale of the Study ………………………………………….. 5
Respondents of the Study ………………………………………….. 5
Instrumentation ….….…………………………………… 5
Data Collection Procedure ………………………………………….. 6
Data Analysis ……..………………..………………….. 6
Ethical Considerations …………………..………..…………….. 6
RESULTS …………………..………..…………….. 7
DISCUSSION …………………..………..…………….. 8
CONCLUSION …………………..………..…………….. 9
RECOMMENDATION …………………..………..…………….. 9
REFERENCES ……………………………………………..……. 10
APPENDICES
A. Literature Matrix ….….……………………………………. 12
B. Variable Matrix ….….……………………………………. 24
C. Letter to the Vice President for Academics …………………………. 26
D. Letter to Author of Questionnaire ….….……………………………. 27
E. Informed Consent ….….……………………………………. 28
F. Research Instruments ….….……………………………………. 30
G. Code Guide …………………………………………... 36
H. Data Matrix …………………………………………... 37
I. Minutes of the Defense …………………………………………... 44

Determinants of English Language Proficiency among Senior High School Students| iv

 LIST OF FIGURES

Figure No. Title of Figure Page

1 The Effect of the respondents’ profile and other factors on their 4
English Language Proficiency

Determinants of English Language Proficiency among Senior High School Students| v

 List of Tables

Table No. Title of Table Page

1 Profile of the Respondents ……………………………………10
2 Level of English language proficiency of the respondents ……10
3 Test of association between the respondents’ sex and ……….11
their English language proficiency level
3.1 Test of association between the respondents’ strand and ..….11
their English language proficiency level
3.2 Test of association between the respondents’ area of …….….11
residence and their English language proficiency level
3.3 Test of association between the parent’s educational ……...…11
attainment of the respondents and their English language
proficiency level

Determinants of English Language Proficiency among Senior High School Students| vi

 ABSTRACT

English language is a global language which can be used for communication with
native-speakers and non-native-speakers in the worldwide. The Philippines has been
known as one of the English-speaking countries in Asia. However, there’s a growing
concern that there are still a number of students who failed to use the language
effectively. Moreover, this study aimed to determine the determinants which might have
an impact on the learning of English as a second language. The study utilized a
quantitative research specifically descriptive research and was conducted at the
University of Saint Louis Tuguegarao particularly in the Senior High School department.
The researchers used a random sampling technique to select 318 respondents from the
Senior High School students. In determining the level of English language proficiency of
the students, the researchers utilized an adopted questionnaire from Solis et al. (2013)
and will also determine the factors affecting the students’ English language proficiency.
The means and standard deviation were employed as descriptive statistics while
ANOVA and Pearson-r were used as inferential statistics. The scores of the
respondents in the proficiency test are arranged into different levels with a range of 1-
13 for low proficiency level, 14-26 for average proficiency level and 27-40 for high
proficiency level. The results revealed that majority of the respondents have a high
English Language Proficiency. In addition, results showed that the profile of the
respondents have a negative relationship with the level of the English language
proficiency of the students.

Keywords: determinants, English Language Proficiency, Second language

INTRODUCTION

English has always been one of the official languages of the Philippines and is
spoken by more than 14 million Filipinos. It is the language of commerce and law, as
well as the primary medium of instruction in education. It is given therefore that Filipino
learners are bilingual-- i.e., speaking both Filipino (the native tongue) and English as
Second Language (Judith, 2018). After a century though, proficiency in the language is
still a difficulty and an anxiety, especially from public school learners. Being proficient in
English is a necessary requirement if an institution would want its graduate to be more
marketable in the global arena and gain a certain degree of respectability (Rahman,
2016). English language is a global language which can be used for communication with
native-speakers and non-native-speakers in the worldwide, especially in the education
section, all university students need it for their studies in order to search information and
obtain knowledge; therefore, a lot of the universities throughout the world need to
include English language as one of their educational tool requirements (Andrade, 2010).
English is often used as the medium of instruction in higher education (Leong & Ahmadi,
2017).

However this competitive advantage is fast fading. In fact Philippines is no longer

the top English-speaking according to the 2018 language test results by the IDP
Education Pty. Ltd. Philippines, an accredited group that administers the International
English Language Testing System (IELTS) to Filipinos seeking to work and migrate
abroad. The Philippines places only second to Malaysia in English proficiency in Asia on
2016. Moreover, in the list published by the Education First: World Leader in the
Determinants of English Language Proficiency among Senior High School Students| 1
International Education in 2014 Philippines was not included among the Top 60
countries with a high English Proficiency (Judith, 2018).

Despite learning English as a second language since primary school, there are
still a number of students who failed to use the language effectively (Rahman, 2016).
Though they have long been bilingual since the American regime with English as
the medium of instruction in schools (Aquino et al., 2016), still, a number of
Filipino millennial learners are still having a hard time in reading, writing and
speaking in English, and this has been a prevalent problem. In fact, based on
students' behavior inside classes, English seems a difficult subject next to Mathematics
(Bekdas, 2015). Anxious feeling stops them to step up. It is in this light that the
researcher conducted a study assessing the determinants of English proficiency among
students. Moreover, this paper also aims to investigate the factors affecting the
difficulties experienced by senior high school students from University of Saint Louis in
terms of reading, writing, listening and speaking as requirements of English.

Research Questions

This study seeks to investigate the English language proficiency among the senior
high school students from University of Saint Louis. Moreover, the present study aims to
answer the following research questions:

1. What is the profile of the respondents in terms of:

a) Sex
b) Strand
c) Area of Residence
d) Parent’s Educational Attainment
2. What is the level of English language proficiency of the Senior High School
students?
3. Is there a significant difference in the English language proficiency of students
when grouped according to their profile variables?

Hypothesis

There is no significant difference in the english language proficiency of the senior

high school students when grouped according to their profile.

Significance of the Study

This study will be a significant endeavor in promoting English Language

Proficiency awareness among the students. This study will serve as an eye opener
especially to the Language instructors in order for them to know what kind of approach or
strategy they will employ to their students. Moreover, the study will give benefits to the
parents. Just like the teachers, the given results will be their guide for their children's
English proficiency and will help them be more aware of their child’s learning. And lastly,
the future researchers, the results will give them the answers they need and would give
them influence in making their own future studies. This will also serve as their foundation
for their future studies.

Determinants of English Language Proficiency among Senior High School Students| 2

Literature Review

Underpinning Theory

The research is anchored on Cummins’ Cognitive Academic Language

Proficiency (CALP) Theory. CALP refers to the learner’s ability to read, write, and
communicate on a level effective enough to exceed in their academic pursuits. This
aspect puts a greater focus on the learner’s ability to demonstrate proficiency in the
academic sense. But the important thing to keep in mind is that it goes beyond those
basic attributes of the language, extending to how they use it to make decisions,
comprehend learning, compare, contrast, evaluate, and classify their lessons in the
classroom. Social interaction skills are insufficient to prove that a learner is academically
proficient in the language as well (Cummins, 1980).

Cummins’ Cognitive Academic Language Proficiency (CALP) Theory will be used

as the basis for the students’ level of English language proficiency. As a student gets
older, the context of academic tasks is reduced and the language is more cognitively
demanding which means that there are fewer clues or supports to help students
comprehend content information

English Language Proficiency

Language proficiency is the ability to use a language spontaneously for real-

world purposes. According to the study of Andrade (2010), both students and faculty
perceived some challenges related to English language proficiency; however, findings
were generally positive in that students felt their English skills had progressed while at
the university, enabling them to satisfactorily complete courses and make friends, and
faculty felt that most NNES competed favorably with NES in the classroom. The students
acknowledged the wisdom of moving outside their own cultural and linguistic groups to
improve their English and expand their intercultural experiences, yet they expressed
some difficulty in doing so. Intercultural learning appeared to be largely incidental and
perhaps attributable to the small campus and classes.

Apart from morphological errors, the study carried out by Green (2014) revealed
that sixteen percent of students were identified as having weak English during the first
common year. All identified students were of non-local ethnicities. The rate of weak
English increased with the proxy measure of acculturation, such that citizens have the
lowest rate of weak English at 16%, NZ Permanent Residents 24% and international
students 57%. In each of the three years performance in the single predictor models was
associated with better grades on entry and being female. Students that held permanent
residence status, were coded into some ethnicity categories, or who had failed the CY1
English screening test were all associated with weaker grades. At the upper levels of the
programme, being an international citizen, and being of some ethnicity categories were
associated with lower grades. In support of this, Betonio (2017) assessed the oral
proficiency of students and the results showed that there is a highly significant difference
in the oral proficiency level of students in all areas, given by the significance value of
0.000 with 5% level of significance.

The first language has interference in second language (Derakhshan & Karimi,
2015). A lot of factors that cause interference were considered such as the similarities
and differences in the structures of two languages, background knowledge of the
Determinants of English Language Proficiency among Senior High School Students| 3
learner, proficiency of learners on second languages, and the structures of consonant
clusters in L1 and L2. Furthermore, the study of Li (2013) stated that it has been widely
acclaimed that trilingual education for ethnic minority students may grant them the
opportunities to be empowered rather than being further marginalized as the
disadvantaged social members. However, trilingual education for ethnic minority
students in China is still challenged, and the development of English language provision
for ethnic minority groups remains slow in contrast to the speedy progression of that for
the country's ethnic majority. Moreover, there exist vast differences among minority
dominated areas in terms of the development of trilingual education for ethnic minority
students.

Determinants of English Proficiency

Studies have shown that these are just some of the most common factors that has
been affecting, not just English, but other language proficiencies as well. First is
motivation, learners with a low self-esteem, higher anxiety, and low motivation have
serious difficulties in speaking skill in spite of having acceptable linguistic skills. Students
who have higher motivation and lower anxiety can speak easily and effectively (Leong &
Ahmadi, 2017).

In addition, Crawford, 2014 (as cited in Phon, 2017) states that students’ social
background factors are linked to different levels of students’ educational access and
outcomes. Olaitan, 2012 (as cited in Phon, 2017) said that academically, socio-
economic factors have a close link to the chances of what kind of schools students are
attending. In other words, what and how they are educated in such schools depend on
their socio-economic status. This is highly likely to happen in most developed nations
(Phon, 2017)

Lastly, the environment is one of the most common factors as well. Results
demonstrated that most of the students like to communicate in English and be a part of
the english-only environment, however they acknowledged some key factors that
prevented them from speaking English in the classrooms. Fundamental factors included
linguistics, individual, social, psychological and institutional which are largely based upon
their beliefs, assumptions, needs and desires (Asif, Bashir & Zafar, 2018). Results also
showed that their classroom management is linked to
their self-efficacy; whereas, their communicative strategies are correlated to classroom
and outcome efficacy (Sy, 2018). This factor can also be linked to the other factors such
as motivation, because most students find motivation in more pleasant environments
which makes it easier for them to learn. Thus, students should have a friendly and
cooperative environment that can help them overcome their difficulties in oral
performance (Leong & Ahmadi, 2017).

Determinants of English Language Proficiency among Senior High School Students| 4

Research Paradigm

Personal Background
 Sex English
 Strand Language
 Area of Residence Proficiency
 Parent’s Educational
Attainment

Figure 1 The Effect of the respondents’ profile and other factors on their English
Language Proficiency

This shows the effect of the profile of the respondents and the other factors on
the respondents’ Proficiency in English Language.

METHODS

Research Design

This study utilized Quantitative research design specifically descriptive research

because the study will not only explore the factors which might have an effect to the
English language proficiency of the students but also to describe the learner’s ability in
using English language.

Locale of the Study

This study was conducted at the University of Saint Louis, particularly in the
Senior High School department.

Respondents of the Study

The respondents came from the Senior High School with a population of 1, 844
students and a sample size of 318 respondents. The researchers used a random
sampling technique in getting respondents. The researchers also utilized first a
preliminary survey to identify the respondents in each section in senior high school. The
names that were jotted down in the survey were given a questionnaire regardless of how
many they are in their section.

Instrument

The researchers utilized an adopted questionnaire from Solis et al. (2013) for
determining the English proficiency level of student. The items on the survey
instrument were derived from the item analysis. The items on the questionnaire
consist of 5 point Likert scale that were adapted from the study of Phon (2017)
particularly on the language learning, and interest of the student in terms of reading,
writing, speaking, and listening skills in English language. The questionnaire will also
determine the factors affecting the students’ English language proficiency.
Determinants of English Language Proficiency among Senior High School Students| 5
Data Gathering Procedure

Data gathering procedure was conducted through methods of providing

questionnaires to the respondents. The researchers distributed themselves among the
different strand to gather the data easily. The researchers also explained what is within
the questionnaire to the mayors of each class or even the whole class to better
understand the research instrument. They were given enough time to answer the
questionnaire before the researchers will gather back the research instrument. The
answers of the participants were checked and analyzed by a language professional
which is at least 3-6 years in teaching English. Moreover, the comments were carefully
considered in making the instruments. However, if a participant has left a blank or a part
of the test, it will be considered as “missing” and be dropped out from the data. The rest
of the tests were properly marked and checked by the researchers and researchers’
adviser for further analysis.

Data Analysis

The study used the measure of central tendency statistics, specifically the mode
and mean. For the first research question, the researchers used the frequency or mode
to determine the majority profile of the respondents. For the second research question,
the researchers arranged first the scores of the respondents into different levels with a
range of 1-13 for low proficiency level, 14-26 for average proficiency level and 27-40 for
high proficiency level. In the test of effect, the researchers determined the determinants
of English language proficiency of the students through chi square test. The table for chi
square was used to identify whether to accept or reject the null hypothesis.

Ethical Considerations

It is the researchers’ responsibility to orient the respondents with the data

gathering procedure of the study and shall ensure to them that there is no coercion and
forced participation. The researchers also include providing appropriate information
sheets and consent forms, and ensuring confidentiality in the storage and use of data.

Determinants of English Language Proficiency among Senior High School Students| 6

RESULTS

Table 1. Profile of the Respondents

Variables Frequency Percentage
Sex Male 159 50%
Female 159 50%
Total 318 100%
Strand STEM HEALTH 124 39%
STEM NON-HEALTH 74 23%
HumSS 64 20%
ABM 56 18%
Total 318 100%
Area of Rural 169 53%
Residence Urban 149 47%
Total 318 100%
Parent’s Mother’s or HS Graduate 35 11%
Educational Female Vocational 49 15%
Attainment Guardian’s Course
Educationa BS Graduate 159 50%
l Master’s 64 20%
Attainment Graduate
Doctorate 11 4%
Graduate
Total 318 100%
Father’s or HS Graduate 44 14%
Male Vocational 36 11%
Guardian’s Course
Educationa BS Graduate 166 52%
l Master’s 66 21%
Attainment Graduate
Doctorate 6 2%
Graduate
Total 318 100%

Table 1 shows that the majority of the respondents are female; students from
STEM Health are dominant among the respondents; majority of the respondents resides
in rural residence; and BS Graduate is the dominant among their parent’s educational
attainment.

Table 2. Level of English language proficiency of the respondents

Variable Frequency Percentage
English Low 13 4%
Proficiency Test Average 43 14%
High 262 82%
Total 318 100%

Determinants of English Language Proficiency among Senior High School Students| 7

 Table 2 shows that majority of the respondents have high English proficiency
level according to the results of their English proficiency test with a range of 1-13 for low
proficiency level, 14-27 for average proficiency level, and 28-40 for high proficiency
level.
Table 3. Test of association between the respondents’ sex and their English language
proficiency level
Variable T-value p – value Decision
Sex -1.90 0.58 Accept Ho

Table 3 shows that there is no significant difference in the sex of the respondents
to their English proficiency level.

Table 3.1. Test of association between the respondents’ strand and their English
language proficiency level
Variable T-value p-value Decision
Strand .98 .40 Accept Ho

Table 3.1 shows that there is no significant difference in the strand of the
respondents to their English proficiency level.

Table 3.2 Test of association between the respondents’ area of residence and their
English language proficiency level
Variable T-value p-value Decision
Area of .82 .41 Accept Ho
Residence

Table 3.2 shows that there is no significant difference in the area of residence of
the respondents to their English proficiency level.

Table 3.3 Test of association between the parent’s educational attainment of the
respondents and their English language proficiency level
Variable T-value p-value Decision
Parent’s 1.07 .34 Accept Ho
Educational
Attainment

Table 3.3 shows that there is no significant difference in the parent’s educational
attainment of the respondents to their English proficiency level.

DISCUSSION

English is regarded as the common language all over the world. It is used as the
language to communicate in politics, economy, tourism, and education in addition to
any other fields (Bekdas, 2015). As English become more important as a global
language in most countries around the world, large numbers of students are being
required to learn it (Mangada, 2015). There are many determinants in acquisition of
English as a second language. The study determined the factors such as sex, strand,
area of residence and parent's educational attainment. Social background factors are

Determinants of English Language Proficiency among Senior High School Students| 8

 linked to different levels of students' educational access and outcomes in learning
English, Crawford 2014 (as cited in Phon, 2017).

The factors influencing the English proficiency of the students such as the
teachers themselves, subject itself, learning strategies, outside class learning activities
and personality traits when taken as a whole and grouped was “Highly influential” and
significantly differ in the given profile variables ; while these are significantly related to
sex, type of school graduated from, parent’s educational attainment, economic status,
exposure to mass media and academic achievement was Highly influential (Judith,
2018). Moreover, student’s motivation and learning attitude had a strong correlation
with students English language proficiency level compared to other variables. These
findings emphasize the importance of motivation in English language education (Phon,
2017).

CONCLUSION

In this research study, the findings suggest that Age, Parents’ Educational
Attainment, Strand, and Area of Residence of the Senior high school students of
University of Saint Louis Tuguegarao does not have any relationship with the English
Language Proficiency. Also, another research proved that English language proficiency
status in itself is a poor guide to expected levels of attainment. Data on stage fluency are
necessary to interpret and make sense of the patterns of attainment (Demie, F. & Strand,
S.). Moreover, the results of the proficiency test of the students are high which tells that
they are proficient in English language. However, the institution should still continue on
teaching the students and helping them develop their English Language Proficiency.

RECOMMENDATION

Since this study had only focused on Senior High School students, it is
recommended that further studies to be carried out on other levels of education which
are the primary and tertiary to see if there are similarities and differences in the findings.
It is also recommended that for further studies of the future researches who will take this
study as a foundation for their research, they should conduct it in other sector of
institutions particularly the public sector for the reason that this study was conducted in a
private school. In addition, it is also recommended to deepen the scope of the study to
see the effect of the determinants of English language proficiency to students. Based on
the given conclusion and the collected data, the researchers also suggest a test that
measures the motivation of the senior high school students to be further tested because
studies have also showed that the level of confidence affects the students' learning the
English language. Although it was founded that the senior high school students'
proficiency in English is considerably high, it is still suggested by the researchers that
the school continues to teach the English language so that the proficiency level of the
students won't decrease. The outcomes also imply the need for further investigations
and to add more variables such as Peer Influence, Parental Influence, Teacher
Influence, Personal Attitudes and Age to deepen the extent of the study.

Determinants of English Language Proficiency among Senior High School Students| 9

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 Literature Matrix
Delineating How will the
Bibliography Objective factors/ Methods Major findings findings be
variables used
Andrade, M. (2010). This study IV: Effects The context for the study is The stronger students’ The findings
The effects of examines how of English a private, religiously English skills, presumably, of this study
english language English Language affiliated, undergraduate the fewer challenges they will be used
proficiency language Proficiency university with a large will face in their studies, in the
on adjustment to proficiency percentage of international social life, and adjustment. analyzing of
university Life. affects academic students-approximately Students may be data
International and social DV: 50% of the total enrollment successful collection.
Multilingual adjustment, Adjustment of 2,400. academically, despite
Research Journal, identifying the to weaknesses in English,
3(1), 16-34. views of both University particularly if professors
international Life, adjust standards and
Retrieved from: students and Internationa grading criteria. Interaction
https://www.tandfonli professors. l in the target language and
ne.com/doi/full/10.10 Multilingual culture supports
80/19313150802668 acquisition, adjustment,
249 and cultural learning.

Aquino et al. (2016).The researchers IV: This descriptive study The researchers identified The findings
Demotivating factors aimed to answer Demotivatin utilized two methods in the prevailing factors that of the study
in learning thethe following g Factors gathering the data needed. demotivates the students will be used
english language. questions: a.) The English teachers of in learning the English in creating
DLSU Research What are the DV: Lorma Colleges Special language in terms of the
Congress. 4(16).teacher Learning Science High School were foundation and Background
ISSN 2449-3309. intervention English interviewed. Lorma pronunciation. of the study
strategies Language Colleges Special Science Demotivating factors of because of
Retrieved from: employed by the High School in Urbiztondo, students in learning the the identified
https://www.dlsu.edu teachers of San Juan, La Union served English language among factors in
.ph/wp-content Lorma Colleges as the setting of the study. the Filipino students is learning a
Special Science happening at the present language
High School to time because of the which will be

Determinants of English Language Proficiency among Senior High School Students| 12

 lessen the different prevailing emphasize
demotivation of reasons. Confidence, fear through this
the students? of committing mistakes, present
and b.) What are demotivated teachers, and study.
the factors that lack resources are few of
demotivate the the many factors that
students in demotivates students.
Lorma Colleges Although demotivation
Special Science cannot be eradicated
High School? completely, the roles of the
teachers are to lessen the
pressure and anxiety that
students feel through their
customized teaching
strategies.
Asif, S., Bashir, R. & This study was IV: FactorsQualitative research Our This study
Zafar, S. (2018). conducted at the methods were employed to results demonstrated that can be used
What are the factors Institute of DV: Use of find the factors affecting most of the students like to as our
affecting the use of Communication English the use of English in communicate in English
Review of
english language in and Cultural Language English-only classrooms. A and be a part of the
english-only Studies, total of 130 participants English-only Related
classrooms: University of were included in this study. environment, however they Literature.
Student’s Management Among them, 68 acknowledged some key
perspectives in and Technology, participants factors that prevented
Pakistan. English to examine the were engaged in student them from speaking
Language Teaching. factors that limit questionnaires. The English in the
students and participants were students classrooms. Fundamental
Retrieved from: teachers from of four native languages factors included linguistics,
http://doi.org/ communicating (Urdu, Punjabi, individual, social,
10.5539/ in English. Siraiki and Pushto) with psychological and
elt.v11n6p67 different level of English institutional which
language proficiency. were largely based upon
their beliefs, assumptions,
needs and desires.

Determinants of English Language Proficiency among Senior High School Students| 13

Bekdas, B. (2015). This study aimed IV: Factors The research was The results revealed The results
Identifying factors to of the conducted at a foundation different predictor variables of this study
related to students’ explore via a students’ university, in Ankara, for reading and listening will be used
english proficiency segmentation English Turkey. The sample proficiency in making the
levels through a method the Proficiency consisted of Background
segmentation relationship DV: 645 students. The data of the study
method. between reading Students’ were provided by university
and listening Levels of database.
Retrieved from: sub-dimensions English
http://www.thesis.bil of English Proficiency
kent.edu.tr language
proficiency and
selected
background
factors related to
high school and
university
placement
examination.
Betonio, H. (2017). The purpose of IV: Degree Using an oral proficiency Results of the study The findings
Assessment of this study is to Programs test patterned from and a showed that there is a of this study
students’ english investigate if modified form of the Texas highly significant difference will be used
oral proficiency there is a DV: Oral Proficiency Test in the oral proficiency level as basis for
based on degree significant Students’ (TOPT), the students’ of students in all areas, recommenda
programs: difference English Oral English oral proficiency given by the significance tions geared
implications for between college Performanc was assessed in terms of value of 0.000 with 5% towards
admission students’ English e function, content, level of significance. revisiting the
examinations. oral proficiency vocabulary, grammar, language
when they are comprehensibility and usage (LU)
Retrieved from: grouped fluency. A oneway ANOVA requirement
https://scholar.googl according to test of Equality of means in set by the
e.com/scholar? their current oral proficiency was used university in
hl=en&as_sdt=0%2 degree to analyze the data. This each degree
C5&q=Assessment+ programs. was followed by Post Hoc program.

Determinants of English Language Proficiency among Senior High School Students| 14

of+Students Analysis of each aspect of
%E2%80%99+Engli oral proficiency in relation
sh+Oral+Proficiency to each degree program.
+Based+on+Degree
+Programs
%3A+Implications+f
or+Admission+Exam
inations.+&btnG=

Derakhshan, A. & The present IV: First There were 4 participants This review was done to This study
Karimi, E. (2015). review Language in the study. Two sets of reveal the role of second can be used
The interference of summarizes (L1) sequential pictures were language acquisition and an RRL for
first language and some difficulties given to the role of first language its findings
second language that second DV: Second them and were asked them on it. It was are
acquisition. Theory language Language to write a story beginning found that first language necessary to
and Practice in learners may (L2) with the first picture and has interference in second our study.
Language Studies, face to learn ending with the last picture. language.
5(10), 2112-2117. English. It They must
has tried to find write individually without
Retrieved from: out factors that any group interaction
http://dx.doi.org/10.1 play an initially and after an
7507/tpls.0510.19 important role in individual attempt, they can
the acquisition of interact to each other
second if they wish. They must
language write in second language
and then write the same
story a second time in the
native language.
After that they were asked
to write a story with second
sets of picture both in
English and native
languages.

Determinants of English Language Proficiency among Senior High School Students| 15

 The objective of IV: English Ethnicity, citizenship, and Results of the study The findings
Green, J. (2014). this study is to Proficiency demographic data, as well showed that ethnicity was of this study
The effect of english compare the and as academic performance a stronger predictor than will be used
proficiency and relative Ethnicity and progress were English proficiency or as our
ethnicity on contributions of obtained for three acculturation, but English Related
academic ethnicity and DV: successive cohorts proficiency was still Literature.
performance and English Academic (entering in 2007, 2008 independently and
progress. Advances proficiency, and Performanc and 2009) into a three-year additively predictive
in Health Sciences to do so in a e and pharmacy programme,
Education: Theory context where Progress following a common first-
and Practice, 20(1), students had not year. Complete data was
219-228. been selected available for all 297
via interviews or students entering via this
Retrieved from some other path. By the end of the
https://www.researc proxy for programme, controlling for
hgate.net/publication language grades at entry, students
/263712936_The_eff proficiency. from some non-local ethnic
ect_of_English_profi backgrounds (p < .001)
ciency_and_ethnicit underperformed local
y_on_academic students, as did males (p <
.001) and those who had
been identified as having
low English proficiency in
year 1 (p < .01). Males (p <
.01) and one non-local
ethnic group (p < .01) were
also more likely to have to
repeat a year of study.

Determinants of English Language Proficiency among Senior High School Students| 16

 The purpose of IV: Age Firstly, this essay will According to the Critical The findings
Hu, R. (2016). The this study is to present a view of some Period Hypothesis, age is of this study
age factor in second discuss whether DV: Second theoretical background to proved to be the myth that will be used
language learning. young learners Language account for the notion of young learners stand the as our
Theory and Practice learn second Learning the critical period in second advantage stage in second Related
in Language language better language acquisition. language learning. They Literature.
Studies, 6(11), than the older Secondly, I will observe will learn foreign language
2164-2168. ones. some age-related better than older learners
differences between young in the ultimate attainment,
Retrieved from: and old learners in second though older learner is
https://www.google.c language acquisition, regarded as fast and
om/url? aiming to identify the other efficient language learner.
sa=t&source=web&r factors and draw some Immersing young learners
ct=j&url=http://www. conclusions related to this into foreign language
academypublication. widespread belief. Then, learning earlier will help
com based on the discussion them hold the favorable
related to the educational attitude on language
changes of Chinese foreign learning in the long run
language
policy and my own learning
experience, I will present
some pedagogical
implications for conducting
foreign language teaching
programmes to enhance
young learners’ learning
ability and fulfill their
foreign language learning
experience.
Judith, V. (2018). The purpose of IV: Factors The instrument used was The study revealed that: The findings
Factors influencing the study is to the “Factors Influencing (1)the factors influencing of this study
english proficiency determine the DV: English English Proficiency the English proficiency of will be
of the bachelor of factors Proficiency Descriptive Questionnaire” the students such as the utilized in
technical teacher influencing the which was teachers making the

Determinants of English Language Proficiency among Senior High School Students| 17

education students: English validated and reliability themselves, subject itself, Introduction
An assessment. proficiency of the tested. The means and learning strategies, outside because the
International Journal Bachelor of standard deviation were class learning activities study
Of Engineering Technical employed as descriptive and personality traits when revealed our
Sciences & Teacher statistics while OneWay taken as a whole Research
Research Education Analysis of Variance and and grouped was “Highly Gap.
Technology, 7(5), (BTTE) students Pearson Product Moment influential” and (2)
272-288. of CHMSC- Alijis Coefficient of correlations significantly differ in the
Campus for AY were used as inferential given profile variables ;
Retrieved from: 2015-2016. statistics. while (3) these are
www.ijesrt.com › significantly related to sex,
type of school graduated
from, parent’s educational
attainment, economic
status, exposure to
mass media and academic
achievement was :Highly
influential.
Leong, L. & Ahmadi, This paper aims IV: Factors This is a descriptive The findings of this paper The findings
S. (2017). An at establishing qualitative study and some indicated that learners with of this study
analysis of factors the need to DV: instruments such as a low self-esteem, will be
influencing learners’ focus on the Learner’s documentation, interview, higher anxiety, and low utilized in
english speaking factors affecting English and observation are used motivation have serious
skill. International on language in order to collect the data. difficulties in speaking skill making the
Speaking discussion of
Journal of Research learners’ English The data is then analyzed in spite of having
Skills literature
in English speaking skill. by some steps, like data acceptable linguistic
Education. 2, 34-41. This review collection in which writer skills. The paper showed because the
paper traces out gathers all of the data that that students who have study
Retrieved from: the body of will be used to complete higher motivation and showed
www.ijreeonline.com research the research. After lower anxiety can speak
factors that
concerning the collecting the data, the easily and effectively.
term speaking, writer sorts the data by Thus, students should can support
the importance summarizing and choosing have a friendly and the current
of the specific category, cooperative environment

Determinants of English Language Proficiency among Senior High School Students| 18

 speaking, displaying the data, that can help them study.
characteristics of verifying the data analysis, overcome their difficulties
speaking and making a conclusion in
performance, from the finding data. oral performance.
speaking
problems, and
factors affecting
speaking
performance.
Mangada, T. (2015). This study IV: A total of 558 English 111 It revealed that the The findings
Determinants of determined the Determinant students served as the students were female, BS of this study
english language motivation and s respondents. The Criminology, and will be used
proficiency demotivation of descriptive-correlational had an allowance of below in creating
among selected college DV: English design was utilized. P500. They were much the
college freshman freshman Language The instruments of integratively and Background
students of the students in the Proficiency Gardner, Kormos, and instrumentally motivated of the study
University of Eastern University of Csizer were used to and externally and because the
Philippines: Insights Eastern determine the level of internally demotivated. study
to language Philippines motivation and Morever, they failed the showed the
teaching. as determinants demotivation and the language proficiency test. significant
International Journal in English DLSU Basic The intergrative and factors
of Science and language Grammar Test for English instrumental motivations affecting the
Research (IJSR), proficiency as language proficiency were related to the English
6(10), DOI: insights to proficiency test, Language
10.21275/ART20177 language while teachers’ personality, Proficiency.
624 teaching method, self-confidence,
and attitude demotivation
Retrieved from: factors were related. There
https:// was a difference in
pdfs.semanticschola integrative and
r.org › instrumental demotivations
whilst no difference in
external and internal
demotivations. Thus,

Determinants of English Language Proficiency among Senior High School Students| 19

 English should be made
simple, easy, and
understandable.
Phon, S. (2017). The aim of this IV: Factors The target population of The findings indicated that The findings
Factors affecting the study is to this study was Year 2, Year student’s motivation and of this study
english language investigate the DV: English 3, and Year 4 students who learning attitude had a will be used
proficiency ofrelationship Proficiency are enrolled in a Bachelor strong correlation with in the
students majoring in between of Arts in English students English language literature
english at a rural students Language at the Faculty of proficiency level compared review of the
university inEnglish Arts, Humanities and to other variables. These study.
Cambodia. UC proficiency levels Languages at Mean Chey findings emphasize the
Occasional Paper and (i) their University in Cambodia in importance of motivation in
Series. 1(1), 69-92. socioeconomic the academic year 2015- English language
status (ii) their 2016. Fifteen students of education.
Retrieved from: learning 74 122 were selected as
https://www.academi motivations and the study sample on a
a.edu/32601605/Fac attitudes; and voluntary basis
tors_affecting_the_E (iii) their learning
nglish_language_pr opportunities
oficiency_of_student
s_majoring_in_Engli
sh_at_a_rural_unive
rsity_in_Cambodia

Rahman,  N. (2016). The objectives of IV: Factors The use of quantitative Results of the study The findings
Factors affecting the the study are to research methodology showed that factors that of this study
level of english investigate the DV: Level of which is questionnaire. The were contributing to the will be used
proficiency among factors affecting English items on the questionnaire level of English proficiency in creating
International Islamic the level of Proficiency consist of 5 point Likert among IIUM
University Malaysia English scale that were adapted undergraduate students the
undergraduate proficiency from Factors Contributing were language anxiety, Background
students. among to Proficiency in English as students’ attitude and also of the study
International a Second Language peers, parental and because the
Retrieved from: Islamic Among Chinese students teacher influences. study

Determinants of English Language Proficiency among Senior High School Students| 20

https://m.grin.com/ University in Johor Bahru by Azizi Besides, the study also included
document/383545 Malaysia (IIUM) Yahaya, Noordin Yahaya, revealed that there is no factors which
undergraduate O. Lean et al (2011) and significant relationship will help the
students Attitudes and Motivations between cultural current
of Malaysian Secondary stereotypes and students’
Students towards learning performance in second study.
English as a Second language acquisition.
Language by S. Thang, S.
Ting, and NurJanah Mohd
Jafar (2011).
Haddad et al. The purpose this IV: The study tested two The findings revealed that The findings
(2011). The study is to test Linguistic hypotheses regarding the children's difficulty in of this study
linguistic affiliation the effect of the Affiliation specific consequences of accessing Standard Arabic will be used
constraint and phoneme's Constraint under-specified phonemes was due to a as Literature
phoneme linguistic and phonological difficulty in the Review for
recognition in affiliation Phoneme representations: phonological encoding of children's
diglossic Arabic. (Standard Arabic Recognition phonological encoding Standard words. The study difficulty in
Journal of Child versus Spoken versus phonological showed that children's accessing
Language. 38, 297- Arabic) on DV: processing. These recognition of Standard Standard
315. phoneme Diglossic hypotheses were phonemes was poorer Arabic
10.1017/ recognition addressed through an than that of Spoken phonemes
S030500090999036 among five-year- analysis of the relative phonemes. was due to a
5. old Arabic native power of distractors. difficulty in
speaking the
Retrieved from: kindergarteners phonological
https://www.cambrid (N=60). encoding of
ge.org/core/journals/ Standard
journal-of-child- words. We
language/article/ discuss the
linguistic-affiliation implications
of the
findings for
language
and literacy

Determinants of English Language Proficiency among Senior High School Students| 21

 development
in diglossic
Arabic.
Sy, D. (2018). The purpose of IV: The present study is Findings revealed that the The findings
Language this study to Determinant descriptive-quantitative in respondents have a of the study
proficiency and determine the s of pre- nature. To answer the moderate will serve as
pedagogical relationships service research questions level of self-efficacy the Review
strategies in the among the under investigation, three beliefs, and this is of Related
english-language perceived levels DV: survey questionnaires were significantly associated to Literature of
classroom: of pre-service Language used to collect the needed their speaking the present
Determinants of pre- English- Proficiency data. proficiency. Results also study.
service teachers’ language and showed that their
level of self-efficacy. teachers’ self- Pedagogica classroom management is
Asian Journal of efficacy beliefs, l Strategies linked to
English Language language their writing self-efficacy;
Studies (AJELS) proficiency, whereas, their
and pedagogical communicative strategies
Retrieved from: strategies are correlated
https:// to classroom and outcome
ajels.ust.edu.ph efficacy.
Yahaya et al. The IV: Factors The study was conducted Findings showed that The findings
(2011). Factors purpose of this with a self-reported although parents and close of this study
contributing to study is to DV: English questionnaire as an significant others do have will be used
proficiency in determine the Proficiency instrument. Data influence on the in making the
english as a second factors which was collected from a respondents’ attitude
language among contribute to sample of 119 students and perception towards the discussion of
chinese students in English from Southern College, a English language, their literature of
Johor Bahru. Elixir proficiency in Chinese community English proficiency grades the study.
Online Journal. 41, Chinese run college based in Johor were not
5837-5848. students in Bahru. Data was analyzed influenced by them.
Johor Bahru. using the SPSS version
Retrieved from: 11.5.
https://core.ac.uk ›
Zhao et al. (2016). This study IV: Factors Participants were 129 Their levels of motivation, The findings

Determinants of English Language Proficiency among Senior High School Students| 22

Exploring learner examined the English learners in a anxiety, and mastery of of this study
factors in second predictive role of comprehensive university strategies were measured will be used
language (L2) several learner DV: Second in China. Participants read by three specifically in creating
incidental factors in second Language two English texts and were designed instruments that the literature
vocabulary language (L2) Incidental given an unannounced targeted incidental
acquisition through incidental vocabulary test to assess vocabulary acquisition. A review of the
Vocabulary study.
reading. Reading in vocabulary their incidental vocabulary multiple linear regression
a Foreign Language, acquisition acquisition analysis revealed that L2
28(2), 224-245. through reading: proficiency, anxiety, and
L2 proficiency, mastery of strategies were
Retrieved from: motivation, positive and significant
https:// anxiety, and predictors of incidental
www.google.com/ mastery of vocabulary acquisition,
url? strategies. although motivation was
sa=t&source=web&r not. This confirms the role
ct=j&url=http:// that learners’ linguistic,
nflrc.hawaii.edu/rfl/ affective, and cognitive
October2016/ features play in L2
articles/ incidental vocabulary
zhao.pdf&ved= acquisition.

Variable Matrix
Variable or Type of Operational Definition How is the variable measured in Behavior of the
Conceptual Tags Variable the study Variable

Determinants of English Language Proficiency among Senior High School Students| 23

 Sex Independent Sex of the respondents, Identified through the use of the Sex can affect the
Nominal used to classify the sex questionnaire, the participants were English Language
of the respondents asked to fill up the first part of the Proficiency of students
where an individual questionnaire which is the “Profile”
belongs. then classified by the researchers
under ‘Male’ and ‘Female’.

Strand Independent Strand of the Identified through the use of the Strand can affect the
Nominal respondents, used to questionnaire, the participants were Proficiency of students
classify the strand of the asked to fill up the first part of the in English
respondents where an questionnaire which is the “Profile”
individual belongs. then classified by the researchers
under “STEM-Non Health”, “STEM-
Health”, “ABM” and “HUMSS”
Parent’s Independent Parent’s Educational Identified through the use of the Parent’s Educational
Educational Nominal Attainment, used to questionnaire, the participants were Attainment can be one
Attainment classify the educational asked to fill up the first part of the of the factors that affect
attainment of the questionnaire which is the “Profile” the students’ English
parents of the then classified by the researchers Proficiency.
respondents where they under “Elementary Graduate”,
belong. “High School Graduate”, and
“College Graduate”.
Area of Residence Independent Area of Residence, used Identified through the use of the Area of Residence can
Nominal to classify the place of questionnaire, the participants were affect the English
residence of the asked to fill up the first part of the Language Proficiency of
respondents where an questionnaire which is the “Profile” the students
individual lives. then classified by the researchers
under “Rural” and “Urban”.

Determinants of English Language Proficiency among Senior High School Students| 24

English Language Dependent Level English Language Identified through the use of the English Language
Proficiency Ordinal Proficiency, used to questionnaire, the participants were Proficiency will be
classify where the asked to fill up the second part of identified through the
respondent belongs. the questionnaire which is the language test and can
”English Language Learning” then give effects to the
classified by the researchers under independent variables.
“Parental Influence”, “Peer
Influence”, “Teachers Influence”,
“Retreatism” and “Rebellion”.

Determinants of English Language Proficiency among Senior High School Students| 25

 Letter to Vice President for Academics

Determinants of English Language Proficiency among Senior High School Students| 26

 Letter to the Author of the Questionnaire

Determinants of English Language Proficiency among Senior High School Students| 27

 INFORMED CONSENT FORM FOR PARTICIPATION IN RESEARCH

This informed consent is for the participants of the research entitled “Determinants of the Level of English
Language Proficiency of SHS Students in Public School”

Name of Researchers: Al Van Carlo P. Baggay, David Paul T. Dacuycuy, Dian Robby N. Delos Angeles,
Imee Nicole B. Francisco, Ma. Minette Fritzie T. Marcos

Name of Organization: Senior High School, University of Saint Louis Tuguegarao City.
Objective of the Study: The purpose of the study is to determine the factors influencing the English
proficiency of the senior high school students. It also wants to determine if there is a significant difference in
the factors influencing the English proficiency of the senior high school students of CNHS when taken as a
whole and grouped according to sex, strand, parent’s educational attainment, area of residence, socio-
economic background, learning attitude and motivation, and learning opportunities.
Significance of the Study: The results of our study will give help and great benefits to the following people.
First are the students, they play a big role for our research. With this study, they will have deeper
understanding and more knowledge about the levels of their English language proficiency. Particularly the
senior high school students, because they will be the ones who are going to be participating in our research.
Next are the teachers, referring to the teachers of the senior high school students, the data that will be given
by this study will be served as their guide and will also give them deeper knowledge of their students'
English proficiency. Parents are also part of this as well. Just like the teachers, the given results will be their
guide for their children's English proficiency and will help them be more aware of their learning And lastly,
the future researchers, for in this study, the results will give them the answers they need and would give
them influence in making their own future studies.

INFORMATION SHEET
We, the undersigned, are Senior High School students of the University of Saint Louis and currently enrolled
as Grade 12 HUMSS students. We ask for your willing participation as we fulfill the needed information and
for the completion of our requirement for the said program. Feel free to inquire any concerns you may have
on our research before participating on our study. We will be very willing to answer any questions with
regards to our study.
You are being invited to partake in this research. The study aims to find out the determinants of English
Language Proficiency focused within the department of Senior High School students of Cagayan National
High School. This study will use purposive sampling to identify significant participants to acquire equally
significant results. Your participation in this research is entirely voluntary. We assure that participating in our
study will not have a negative effect on you being a student. Any risk that you may find in partaking on our
study will be respected, you are free to withdraw your participation anytime.

The research will make use of an adapted questionnaire as the method of collecting data. Answering the
questionnaire would last for about 20 minutes. We will be guiding you throughout the session, any inquiries
will be adhered automatically. Furthermore, we would like to request that you provide us your name and
contact information. Rest assured that the information you entrust us will only be used for our research only.
We will keep the confidentiality of information gathered during data collection.

If you have any questions or concerns after answering the questionnaire, you may contact us through a
mobile number, (+63)9454203697 or via gmail, minettemarcos@gmail.com. This research project was
approved by the Senior High School Research Area of the University of Saint Louis, Tuguegarao City,
Cagayan.

Respectfully yours,

AL VAN P. BAGGAY IMEE NICOLE B. FRANCISCO

DAVID PAUL T. DACUYCUY MA. MINETTE FRITZIE T. MARCOS

DIAN ROBBY N. DELOS ANGELES

Researchers
Noted by:
HAROLD P. BAGGAY
Research Adviser

Determinants of English Language Proficiency among Senior High School Students| 28

 CERTIFICATE OF CONSENT

I have read the foregoing information and have had the opportunity to clarify my
concerns. The questions that I have raised were answered satisfactorily. I am, therefore,
giving my voluntary consent to be a participant in this study.

Signature over printed name of Participant

Signature over printed name of guardian or parent (if participant is a minor)

Birthdate of Participant (MM/DD/YYYY): ___/___/_____ Date: _________

Statement by the Researchers:

I have accurately read out the information sheet to the potential participant, and to the
best of my ability made sure that the participant understood to content.

I confirm that the participant was given that opportunity to ask questions, and all the
questions asked by the participant have been answered correctly. I confirm that the
individual has not been coerced into giving consent.

Signature over printed name of Participant

Date: _______________

Determinants of English Language Proficiency among Senior High School Students| 29

 Research Instrument

PART I: PERSONAL DATA AND INFORMATION

Instructions: Fill out the information needed below. Your honesty is appreciated.

Name (optional): __________________________________

Sex: Mother’s or Female Guardian’s

 Male Educational Attainment:
 Female  HS Graduate
 Vocational Course
 BS Graduate
Area of Residence:  Master’s Graduate
 Rural  Doctorate Graduate
 Urban

Father’s or Male Guardian’s

Strand: Educational Attainment:
 STEM HEALTH  HS Graduate
 STEM NON-HEALTH  Vocational Course
 HumSS  BS Graduate
 ABM  Master’s Graduate
 Doctorate Graduate

PART II: ENGLISH PROFICIENCY TEST

Directions: Read the instructions and items below carefully. Please answer neatly on
the spaces provided before the numbers. Write your answers in CAPITAL LETTERS.

A. Grammar Test
Instructions: Select the correct answer of the question or statement written. Write the
CAPITAL LETTER of your answer on the space provided before the number.

________1. Jay ________ want to follow his uncle’s ways.

A. don’t
B. doesn’t
C. do
D. could
________2. Which one of these sentences below uses the correct plural form of the
word child?
A. Parents should prepare their childs every day for advance learning by letting them do
homework early.
B. Nutrients like taurine and choline help support excellent brain development in children
during the brain gain period.
C. Doctors advise mothers to give milk to their childrens for as long as they want
because it contains nutrients.
D. Parents should encourage their childes to play in order for them to develop their
physical growth.
________3. ________ shoes are worn out.
A. Dennis’
Determinants of English Language Proficiency among Senior High School Students| 30
B. Denni’s
C. Dennis’s
D. Dennises’
________4. It’s raining hard now, ________?
A. wasn’t it?
B. hasn’t it?
C. isn’t it?
D. is it?
________5. Which of these statements is a direct discourse?
A. Rico said I want to see the play.
B. Rico said that he wanted to see the play.
C. Rico wants to see the play.
D. Rico said, “I want to see the play.”
________6. Which of these phrases use the correct position of adjectives appropriately?
A. Yellow, one, big room
B. Three, ripe, red apples
C. Tall, handsome, white man
D. Happy, a, rich man
________7. Jacob is ________ of all the male students in the class.
A. more tall
B. very tall
C. taller
D. the tallest
________8. Ric, Randy, and Rio are the new _____________ of our school publication.
A. editor-ins-chief
B. editors-in-chief
C. editors in chief
D. editor-in-chiefs
________9. A band of robbers ______ captured by a squad of policemen.
A. was
B. were
C. has
D. have
________10. Mathematics ______ my most hated subject.
A. are
B. were
C. is
D. be
________11. Which of the following underlined words functions as an adverb?
A. She runs very fast.
B. My loving mother looks beautiful.
C. I am a fast runner.
D. Creative teachers motivate students.
________12. The car was _______ by me.
A. drove
B. drive
C. driven
D. driving
________13. The nervous passenger was very angry ______ the careless driver.
A. in
B. with
Determinants of English Language Proficiency among Senior High School Students| 31
C. by
D. of
________14. One of the candidates ______ not have a good record.
A. does
B. do
C. are
D. is
________15. ______ John need extra help?
A. Do
B. Are
C. Is
D. Does
________16. Jomari _______ the Smokey Mountain for the first time.
A. is seen
B. have seen
C. has seen
D. is seeing
________17. Which of the following sentences has the correct answer for the question:
“Did you finish your homework?”
A. Yes, I am
B. No, I don’t
C. No, I didn’t
D. Yes, I will do
________18. The parents of the child hope he _____ walk alone.
A. did
B. could
C. has
D. do
________19. Liz is as ____ as Michael.
A. taller
B. tallest
C. more tall
D. tall
________20. Are Rommel and Jeff _______ to work?
A. enough old
B. not enough old
C. very enough old
D. old enough

B. Reading Comprehension Test:

Instructions: Read the text below, and answer all the questions that follow. Write the
CAPITAL LETTER of your answer on the blank provided before the number.

Hello! My name is Carlos Cortez. I am nine years old. I am a grade 3 pupil at St.
Francis School. My teacher is Miss Angela Barraquias. She teaches Reading and
Language. My best friend is Rene. He goes to St. Francis School, too. Rene and I
love to play basketball. We are both members of the school team, and we attend
practice diligently. The other members of the team are Mikko, Ben, Paolo, and
Bryan. They are also our friends. We always do our best in all our games.

Determinants of English Language Proficiency among Senior High School Students| 32

________1. What is the name of the speaker?
a. Carlo Jose
b. Charlie Court
c. Carlos Cortez
d. Cartel Crude
________2. What is the topic of the speaker?
a. about himself
b. about his friendship
c. about his parents
d. about his school
________3. Who is the speaker’s best friend?
a. Rene
b. Renee
c. Revee
d. Ren
________4. What sport does he play?
a. volleyball
b. football
c. basketball
d. lawn tennis
________5. What subject does Miss Angela Barraquias teach?
a. Science
b. Reading and Language
c. Mathematics
d. Social Studies

Underwater, the twenty-eight-hectare Balicasag Island in Bohol looks like

a jagged Turkish fez rising some 400 meters from the coral-rich seafloor.
Balicasag means ‘an inverted seacrab’ in Cebuano. The island has been attracting
foreign and local divers. Its rich marine life is well-preserved from destruction by its
inhabitants.The islanders composed mostly of marginal fishermen and ornamental
shell gatherers guard its waters zealously from any form of destructive fishing
which has turned large areas of our seas into virtual marine wastelands.

________1. What does Balicasag mean?

a. A full-grown seacrab
b. An inverted seacrab
c. A cooked seacrab
d. A hunted seacrab
________2. How does Balicasag Island look like underwater?
a. An attractive sea creature
b. A jagged Turkish fez
c. A sponge-like coral
d. An ornamental wasteland
________3. Does the island attract foreign and local divers?
a. Yes
b. No
c. Maybe
d. All of the above
________4. How is its rich marine life well-preserved?
Determinants of English Language Proficiency among Senior High School Students| 33
a. It is safe-guarded by the Philippine Coast Guard.
b. The janitor fish clean the filth in the island.
c. Fishermen and ornamental shelf gatherers guard it from any form of destructive
fishing.
d. Preservatives such as salt, spices, and vinegar are scatter on the island.
________5. What will be the effect of destructive fishing?
a. Wastage of water
b. Extinction of fishes
c. Decrease in tourism
d. Growth of coal corals

Good morning! This is your Grade School Student Activities Coordinator. I am

happy to announce that the grade school is sponsoring a Christmas card making
contest this month which will last for the whole month of September this year. All
interested participants from Grade 4 up to Grade 6 may submit their contest
entries to their homeroom adviser not later than the last Friday of September. Our
Christmas theme is “Uniting All Families for the Love of Jesus”. The entries can be
laid out on a single folded oslo paper, colored and properly designed. The design
should be made on the front and inside part of the card together with the logo. The
Christmas text should be a message related to the theme. Join and win big prizes.
The winning entry shall serve as the design of the Marian Christmas card this
year. This card shall be printed and made available to all by the middle of October.

________1. What is the type of text?

a. Lecture
b. Argument
c. Announcement
d. Definition
________2. What is the purpose of the text?
a. To sell Christmas card
b. To announce about a contest and to encourage pupils to join it
c. To announce who are the winners in a contest
d. To give more information about how to make Christmas cards
________3. What is the synonym of the word ‘participants’ as used in the selection?
a. winners
b. players
c. fighters
d. competitors
________4. What is the theme for the Christmas card message?
a. Sharing the Love of Jesus
b. Uniting all Families for the Love of Jesus
c. Uniting all the Friends
d. Sharing the Gift of Jesus
________5. What is NOT included in the text?
a. The activity and what it is all about
b. Specific date and persons involved
c. Judges involved
d. Purpose of the activity

Determinants of English Language Proficiency among Senior High School Students| 34

 Every time I take my dinner in the kitchen alone after arriving home from work, I
can’t help but reminisce about the good old days when Mom and Dad were still
very much present in our lives. Those were the days when every one of us
siblings, including my sister-in-law and her son, our only nephew, were just so
contented that we didn’t really mind all the clutter we caused in the house because
we knew all along that Mom and Dad would do the cleanup. Now, that’s all over.
There’s no one to depend on. Each one should really keep the house for each
other. Otherwise, the whole house will be chaotic.

________1. What is the meaning of the good old days in the text?
a. The days when the speaker’s parents worked hard in their field
b. The days when the speaker has good grades in his schooling
c. The days when the speaker’s parents were very much present in their lives
d. The days when the speaker’s siblings were with him
________2. What is the importance of parents for the speaker?
a. The parents are providers of the need of children.
b. The parents always shout at the children.
c. The parents provide the children’s allowance.
d. The parents are the house keepers.
________3. How did the writer feel when writing this text?
a. angry
b. happy
c. longing
d. excited
________4. What is the synonym of the word ‘reminisce’?
a. think
b. recall
c. review
d. question
________5. What is the antonym of the word ‘clutter’?
a. cleanness
b. disorder
c. flutter
d. noise

Determinants of English Language Proficiency among Senior High School Students| 35

 Code Guide
Variable Name Variable Label Variable Value Variable
Location
Name Name As if Part 1-1
Sex Sex 1. M
Part 1-2
2. F
Area of Area of 1. Rural
Part 1-3
Residence Residence (AR) 2. Urban
Strand Strand 1. STEM HEALTH
2. STEM NON-HEALTH
Part 1-4
3. HumSS
4. ABM
Mother’s or Mother’s or 1. HS Graduate
Female Female 2. Vocational Course
Guardian’s Guardian’s 3. BS Graduate Part 1-5
Educational Educational 4. Master’s Graduate
Attainment Attainment (FE)
5. Doctorate Graduate
Father’s or male Father’s or male 1. HS Graduate
Guardian’s Guardian’s 2. Vocational Course
Educational Educational 3. BS Graduate Part 1-6
Attainment Attainment (ME) 4. Master’s Graduate
5. Doctorate Graduate

Determinants of English Language Proficiency among Senior High School Students| 36

R Sex S AR FE ME EPT
1 2 1 2 4 3 2
2 2 1 2 4 2 3
3 2 1 2 4 3 3
4 1 1 2 3 3 3
5 1 1 2 1 3 3 Data Matrix
6 1 1 1 4 3 3
7 1 1 2 3 3 3
8 1 1 2 4 4 3
9 1 4 1 3 3 3
10 1 4 1 3 3 3
11 2 4 1 1 1 3
12 2 4 1 3 2 3
13 2 4 1 4 3 3
14 1 4 1 3 1 3
15 2 4 1 1 1 3
16 2 4 1 4 3 3
17 2 4 1 4 3 3
18 1 4 2 3 4 1
19 2 4 2 2 1 1
20 2 4 1 2 1 3
21 2 4 2 3 3 3
22 1 4 1 4 4 1
23 1 4 1 3 2 2
24 1 4 2 3 4 2
25 2 4 1 3 3 3
26 2 4 1 3 3 3
27 2 4 2 3 3 3
28 1 4 1 3 2 3
29 1 4 1 3 3 3
30 1 4 1 1 1 3
31 1 4 1 3 3 3
32 1 4 2 3 3 3
33 2 4 1 3 3 3
34 2 4 2 3 1 3
35 2 4 2 1 2 3
36 2 4 1 3 1 3
37 1 4 1 2 2 3
38 1 4 1 1 2 3
39 1 4 2 2 3 3
40 2 4 1 3 3 3
41 1 2 2 1 1 2
42 2 2 2 4 3 3
43 1 2 2 4 3 3
44 1 2 2 4 3 3
45 1 2 2 4 4 3
46 2 2 2 1 1 3
47 2 2 1 3 1 3
48 2 2 2 3 3 3
49 2 1 1 5 3 3
50 2 1 2 4 4 2
51 1 1 1 3 3 3
52Determinants
1 of English
1 Language
1 Proficiency
3 among
2 Senior High School
3 Students| 37
53 1 1 2 1 3 3
54 1 1 2 3 3 3
55 2 1 1 4 4 3
56 2 1 2 4 3 3
 Minutes of the Defense

Group 9 St. Margaret of Antioch

Title: Determinants of English Language Proficiency among Senior High School
Students

Group Members: Imee Nicole B. Francisco, Ma. Minette Fritzie T. Marcos, Al Van Carlo
P. Baggay, Dian Robby N. Delos Angeles, David Paul T. Dacuycuy

I. Proposal Defense
Time Started: 05:43 P.M
Time Ended: 06:08 P.M
Venue: H27, Aloysius Gonzaga Building
Members of the Panel of Examiners:
 Mr. Kurt Warren Cusap
 Ms. Jessica C. Onate

a. Method
 Remove the variable “other factors” (Socio-economic Status, Learning
Attitude and Motivation, Learning Opportunities).
 Use the respondents’ profile instead as the factor.
 Remove the instruments used for “other factors”.
b. Resolution

 The researches disregarded the variable “other factors” which are Socio-
economic Status, Learning Attitude and Motivation, Learning
Opportunities and made sure to use the respondents’ profile as factors
instead. They also removed the instrument for other factors affecting the
English language proficiency of the students.

Checked by:

KURT WARREN CUSAP, LPT JESSICA C. ONATE, LPT

Panelist Panelist

Determinants of English Language Proficiency among Senior High School Students| 38