English Only Policy and its Effect on the Classroom Participation of SHS students at ETTMNHS-ISHS

Abstract

INTRODUCTION

Today, as the world changes, the system of communication upgrades as well. Through the English Only Policy or EOP, a number of language teachers want to improve the communication skills in English of their students. However, studies that show the effect of EOP on the classroom participation of SHS students are limited, specifically in ETTMNHS-ISHS. This research aims to contribute to the existing literature of learning English as a second language and the effect of a specific strategy to attain the goals of language learning.

METHODS

The sampling technique that was employed in this study is Simple Random Sampling involving 75 participants of which the English Only Policy is applied to their respective classes. A validated Likert scale on classroom participation was used as the instrument.

RESULTS

Data revealed that, in general, English Only Policy has both positive and negative effects on the student's participation. Majority of the participants agreed that EOP affects their participation positively such as it helps them to conquer their fear in terms of reporting. Also, the participant’s competencies using English Language greatly improved. However, the respondents reported that there are negative effects on their class participation such as, reporting makes them anxious due to the implementation of the EOP.

DISCUSSIONS

Findings from this research study provides a glimpse of the advantages and disadvantages of implementing the English Only Policy inside the classroom. The decision on whether to continue the implementation of the said program lies between weighing the pros and the cons of the program. Moreover, further research focusing on the effect of the program on one's actual academic performance in English should be taken into account in order to fully understand the impact of EOP on one's English learning competencies.