Correlation between Tributaries and Performance in Three Macro Skills in English

Abstract

INTRODUCTION

People learn language at varying speed and depth due to individual differences. There are students who learn new language more quickly and more easily than others. Some language learners are successful by virtue of their sheer determination and persistence. However, there are crucial factors influencing success in language development that are largely beyond the control of the learner. These factors can be broadly categorized as internal and external. It is the complex interplay of these factors that determine the speed and facility with which language is learned. This study was pursued to determine the level of performance and the tributaries affecting the English language development of G9 students in Banilad National High School, Batangas Division for the purpose of developing intervention programs.

METHODS

A descriptive quantitative method was utilized in this study. The statistical techniques used were frequency, ranking, and percentage to determine the performance of G9 students in L2 in speaking, reading and writing. Pearson r was used to find out if there's a significant relationship between the tributaries and performance of the student in the tests.

RESULTS

Findings revealed that in Speaking, the respondents performed fairly. Reading skills were on average level. In Writing, the respondents performed poorly. The most serious problem was the lack of interest in watching movies and in reading English books. The development of L2 skills was affected by the tributaries as to attitude to an average extent. The home affected the development of L2 skills to a moderate extent. The effect of tributaries in terms of school to the development of L2 skills was to an average extent. There was a high correlation between the speaking, reading and writing skills and students' attitude, home and school.

DISCUSSIONS

In the light of the findings and conclusions, the following was recommended: 1) G9 students have to be intrinsically motivated by the home, school and by him too to learn English as a second language; 2) Banilad NHS specifically the teachers have to take action in creating awareness of the factors that contribute to the learning of English as a second language; 3) parents have to do their contributions to motivate their children to learn English as a second language; 4) proposed intervention program for the development of English Language Skills of the Grade 9 students has to be implemented; and 5) Instructional materials have to be used in the intervention program.