Language Proficiency of Senior High School Students

Abstract

INTRODUCTION

An English proficiency test conducted in 2010 by Teaching of English as Foreign Language (TOEFL) shows the Philippines scoring 88 percent, ranking35th out of 163 countries. Also, in 2008, the International English Language Testing System (IELTS), saw Filipinos scoring an overall mean of 6.69 out of 9.0.

METHODS

This study determined the language proficiency of senior high school students in the Division of Sorsogon, SY 2017-2018. The descriptive survey method was used in the study. The respondents are the 286 senior high school students in the five different tracks. The survey questionnaires and the grades of students are the main sources of the needed data. The data gathered were treated using appropriate statistical tools and measures.

RESULTS

The findings revealed that the language proficiency level of senior high school students in listening, speaking, and in reading and writing were 91.89, 91.04, and 91.67, respectively, all described as outstanding. Among the factors influencing language proficiency were strategies to hold the attention of learners, dedication, and attitude towards the teacher's job, and mastery of the subject matter. Students’ top factors are interest in the English subject, participation during class discussion, and difficulty in using the English language. Environment factors are the availability of school facilities, the attitude of people in the community, and Internet access. Subject factors include language used in the subject, reading texts selection, and availability of instructional materials.The computed chi-square values on the relationship between the language proficiency and the teachers, students, environment and subject factors are: 1.96, 3.012, 3.46, and 7.77, respectively.

DISCUSSIONS

1)The language proficiency of students along with listening, speaking, reading and writing is described as outstanding. 2) Majority of the respondents considered some factors that affect their language proficiency along with listening, speaking, reading and writing. 3) There is no significant relationship between language proficiency of students along with listening, reading and writing with respect to teachers, students and environment. Likewise, there is no significant relationship between language proficiency along with speaking with respect to students, environment and subject except teachers. Researchers may conduct other studies parallel to the present study.