English Language Attitude and Oral Communication Proficiency of Grade Eleven Senior High School Students in Infanta National High School: Basis in Designing a Language Intervention Program

Abstract

INTRODUCTION

Despite of the modern trends in foreign language instruction, decline in English language proficiency is still evident. Poor oral communication competence among college students can be traced back to the training they had during high school. One of the factors that affect proficiency is their attitude towards the English language. This study focuses on exploring the attitude towards the English language and their oral communication proficiency. Specifically, it is intended to assess the attitude of the students towards English language and the level of their oral communication proficiency. Moreover, the study wants to determine if a correlation exists between the students' attitude toward English and oral communication proficiency. This has an end view of formulating a program to maintain and enhance the proficiency level of the students in oral communication.

METHODS

The researcher randomly selected 125 respondents out of 182 Grade 11 students through Slovin's formula. This study employed a descriptive type of research and used a self-constructed questionnaire and oral assessment rubric as tools in gathering data and information. Data gathered were analyzed and interpreted using statistical tools such as mean and Pearson Product-Moment Correlation Coefficient.

RESULTS

Results suggest that the respondents have a positive attitude towards English language and have proficient level of oral communication. Furthermore, a significant relationship between the respondents' attitude toward English language and their oral communication proficiency level exists.

DISCUSSIONS

The result affirms that attitude towards English language have a significant relationship to oral communication proficiency. English teachers must be creative to come up with different activities that will reinforce oral communication among students. Learning to speak a foreign language starts with a formation of positive feelings toward the language instead of pressure, stresses, and inhibitions.