Effectiveness Level of English-Only Policy To High School Students

CHAPTER I
Introduction
Rationale
English has been widely spoken in many countries, but it is considered as
a foreign language in the majority of Asian countries. However, it is regarded as a
second language in the Philippines. According to Cabigon (2015), "English is well
entrenched in the Philippines’ educational system, making it the primary
language of instruction in schools in the mid-20th century." English is not only
taught from elementary to university education in the Philippine educational
system but also used as the medium of instruction in schools. The use of the
English language does not mean neglecting the national language, but it serves
as a bridge to be understood by people of different ethnicities and to be diverse
through communication.
In the 2018 Programme for International Student Assessment (PISA), a
global survey, the Philippines ranked the lowest in reading comprehension and
second lowest in science and mathematics among 79 nations as a result (Israel,
2019). Even though the teaching of the English language to non-native speakers
has evolved over the last few decades, whereas several countries have
redefined the role of English in their national curriculum which includes the
Philippines in particular, there are still a lot of Filipinos struggling to understand
the language. It is believed that intensive English programs, which includes the
English-only policy, are designed to immerse students in an English-speaking
environment to help them effectively develop their language skills
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(Shvidko, 2018). This program can provide learners with an immersive
experience in an English-speaking environment, aiming to enhance their
language proficiency and overall communication skills quickly and effectively
through a range of activities, such as intensive language instruction, practice
exercises, cultural immersion, and interaction with native speakers of English.
Lewis (2023) pointed out the focus of English-only Policy on improving the four
foundational skills of language learning – reading, writing, listening, and speaking
that can accelerate the students’ language acquisition and help them excel
academically.
This then paved the way for schools, particularly those that are run by the
private sectors, to impose an English-only policy on their students, with benefits
for their communicative competence as second-language learners. The only way
to become fluent in a language is to immerse yourself in it (Beare, 2018). That is
why some of the schools have been encouraging and promoting this approach to
potential their students. Many educators believe that this is a recommendable
and highly effective method for students to learn the English language. After all,
the students are only permitted to interact in English. Ollerton (2022) believes
that English-only classes can indeed present opportunities for students to
develop problem-solving skills and foster creativity in their communication. By
restricting the use of other languages, students are encouraged to explore
alternative methods of expressing themselves and understanding their teacher's
instructions. This process often requires them to think critically and find
innovative ways to communicate effectively. In addition to that, the school has
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served as the students’ training ground for proficiency in the English language to
give them the edge in becoming skilled workers with more opportunities in the
global job market in the future.
The effectiveness of imposing an English-Only policy on students has
been the subject of this study. As claimed by Shrestha (2018), English-Only
Policy is a total immersion method that is often used during classes in
encouraging the students to utilize English and not rely on their native language
as they communicate. Since the Proverbs Ville Academy Foundation
Incorporated is granting scholarships to students from both public and private
schools, English-Only Policy has been an unfamiliar experience and an
unexpected challenge for many transferees which brought about the strong and
weak points of this implementation. This thought has intrigued the researchers to
know more about the English-only policy, which was introduced and promoted in
class since the very first day. Based on this observation, the researchers want to
know if the policy is still given importance and still applied within the school.
Although many studies have examined the effects of imposing
English-only policy in schools, there is still a lack of research on how effective the
policy is to students when implemented. An English-only policy gives students
maximum exposure towards the language, encouraging the students to work on
the skill of speaking that will certainly raise their confidence level in no time
(Buckley, 2023). The researchers then formulated this title in order to explore
the levels of frequency, compliance, and confidence that students have and use
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these factors to determine the effectiveness of the said policy implemented by
the school.
Statement of the Problem

This study looks into the effectiveness of implementing an English-only
policy for the junior high and senior high school students of Proverbs Ville
Academy in the school year 2022-2023 . This aims to answer the following
questions:
1. How often do students use the English language inside the school?
2. How compliant are the students and teachers with English-only policy?
3. How confident are the students to be able to communicate in English
during class?
4. How effective is the English-only policy to high school students?
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Theoretical Background
These theories served as the basis for carrying out our research
investigation. The following theories are the Behavioral Theory by B. F. Skinner
and Interactionist Theory by Jerome Bruner.
Behavioral Theory
B. F. Skinner is a psychologist who specializes in behavior in language
theory in which he stated that behaviorism is the idea of "free will" and is entirely
determined by situational factors.
Based on Western Governors University (2020), behaviorism focuses on
the idea that all behaviors are learned through interaction with the environment,
hence, positive reinforcement is the key in behavioral learning theory, because
without positive reinforcement, students will quickly abandon their responses as
they don’t see the potential of it. Furthermore, Kendra (2022) explained that
behaviorists believe that our actions are shaped by environmental stimuli.
Interactionist Theory
Jerome Bruner believes that children require plenty of direct contact and
interaction with others in order to attain fluency in language. In a simpler
explanation, interactionist theory suggests that children can’t learn to speak just
by watching TV or listening to conversations, therefore, children must actively
interact with others and understand the conversation in which language is used.
The social environment, interactions, and the overall experience of the
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engagement on social conversations are vital for a child’s language development
skills. A person’s Language skills may vary, depending on how well they grew up
in their social environment.
Both theories are vital in our present study. As it guides the study’s
interpretation of the result. These theories served as one of the support of the
present study. The importance of behavioral theory in this current study is that it
evaluates the students' response in connection to their behavior towards the
English-Only policy. The importance of the interactionist theory is that it also
evaluates the students' response regarding their interactions experience with
their classmates and teachers towards the English-only policy. The researchers
chose these theories as it aids the study’s interpretation of results and forms an
idea based on the outcome.
Additionally, these theories are of great help for the Junior High School
students and especially Senior High School students since these grade levels
requires a standard level of proficiency in English in accordance with their
educational level, in this case, teachers should monitor their students' fluency in
oral, and students should also participate to it, as this will be helpful for them to
improve.
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Theoretical and Conceptual Framework of the Study
The relationship between these variables are crucial in this present study.
First, behavioral and interactionist theories are intercorrelated with the
english-only policy since these theories aid in guiding for the evaluation of
students' response towards the English-only policy. Second, the independent
variables which are: “How often do students use the English language inside the
school?” “How compliant are the students and teachers with English-only policy?”
“How confident are the students to be able to communicate in English during
class?” “How effective is the English-only policy to high school students?” are
connected with the English-only policy in determining the effectiveness of the
policy. Lastly, these independent variables are vital as they play a vital role for
deducing the effectiveness of the English-only policy to students.
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Significance of the Study
This study is made with the aim to encourage students to use the English
language. The English language has been widely used in many varieties and is
the most commonly used language around the world. The overview of this study
would be a good contribution to the students as they improve their
communication skills when using the English language while they are still
studying. Through this, it can contribute to enhancing their English skills,
especially when they proceed to college, when they work, and when they travel
around the world, which helps build their confidence in communicating better
when using the English language. Vital results from this investigation would be
particularly beneficial to students as this will help them understand the
importance of developing communication skills when using the English
language. This will also benefit the teachers as this will allow them to assess
themselves on how they would encourage their students to interact with each
other using the English language. Furthermore, the school will also be given the
benefits as it helps them evaluate possible ways in making the English-only
policy more effective. Lastly, this study will aid the future researchers to use it as
a guide to evaluate and assess the effectiveness of the English-only policy for
students and suggest recommendations that would be more effective in
implementing the policy.
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Scope and Delimitation
The coverage of this study is the effectiveness of the English-only policy;
however, only students from junior high and senior high school departments
were chosen to participate because they are the ones who are knowledgeable
enough to answer the study. The selection of the respondents will be limited to 5
students from each grade level and 5 students from each strand. The other
students which fall from preschool to elementary are not within the scope of this
research.
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Definition of Terms
Behaviorism - Is a part of human character, which is how discipline appears to
yourself.
Interactionism - It is the belief that there are two entities, mind and body, each of
which can influence the other.
Compliance - The action of adhering to something.
Confidence- A student’s assurance of his capability in expressing one’s thoughts
through the usage of English language.
Frequency- Refers to how often a student uses the English language.
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CHAPTER II
Review of Related Literature
This chapter presents relevant readings, articles, and write-ups that the
researchers considered in strengthening the claim and and importance of this
study. Furthermore, this chapter requires a perspective on the effectiveness of
enforcing an English-only policy and how it helps the students have further
opportunities to work through learning the English language and have an
increased chance of practice when they are forced to only speak in English.
2.1 Frequency
Frequency is a significant factor in second language acquisition. Student’s
acquisition of many linguistic forms and constructions is influenced by their
frequency of occurrence in the input they receive from the speakers in their
environment. Gerth & Festman (2021) referred frequency effects to the idea that
the more frequent a child hears a particular linguistic form or construction, the
more likely they are to learn and produce it themselves. The frequency of specific
linguistic forms and constructions in the input plays a crucial role in this process.
Situations and contexts play an important role especially in frequent
interaction and communication with other language speakers wherein the
language is shaped and modified in this course of action (Fareen, 2021).
Because of the differences between native and non-native English, effective
structure usage should be practiced and followed up on in interactional and
functional use of both language and communication. Divergent varieties of
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English exist worldwide, influenced by factors such as geography, history, culture,
and exposure to other languages. These variations can lead to differences in
vocabulary, pronunciation, grammar, and usage patterns. By being aware of
these variations and practicing frequent and appropriate language use, you can
enhance your interactions and connect with a wider range of English speakers.
According to Settles & Meeder (2016), repetition algorithms are widely
utilized in the field of second language acquisition. It means that very frequent
use of a certain language can enhance the learners’ overall proficiency in the
target language. These algorithms can be an effective tool in providing a
systematic and efficient approach to language learning. In combination with other
learning techniques such as immersion, practice, and feedback, learners can
improve their ability to communicate in a second language and achieve their
language learning goals.
Ambridge et al. (2015) claimed that frequency should be pervasive and
intensive for it plays a crucial role in children's language acquisition. The more a
child is exposed to a language, the better their chances of acquiring it. When
children are exposed to a rich and diverse vocabulary, grammatically correct
sentences, and meaningful interactions, they are more likely to acquire language
skills at a faster pace. It's important for parents, caregivers, and educators to
create an environment that supports language acquisition by providing ample
opportunities for children to engage in conversations, storytelling, reading, and
other language-based activities.
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Frequency of using a certain language influences learning, memory, and
perception: the more times we are exposed to the language, the more fluently it
is accessed (Ellis, 2013). Furthermore, repeated exposure to a particular
stimulus can also improve our perception and processing of that input. This is
due to our brains becoming more familiar with the stimulus, and as a result, we
can process it more efficiently and fluently. Additionally, the degree of
improvement in perception and processing may vary depending on the
complexity of the stimulus and the duration and frequency of exposure.
Therefore, frequency influences several elements of language learning,
including vocabulary development, grammatical development, and overall
language proficiency. Consistent exposure and practice through frequent
language input greatly support and accelerate the learner’s language acquisition.
In relation to that, the researchers concluded frequency as one of the factors to
consider in the study. The researchers formulated questions that would
determine each student’s level of frequency that helped in knowing the
effectiveness of the English-only policy.
2.2 Compliance
Compliance with school norms, rules, and regulations, and so advance a
system of order in the school classroom environment, it is essential that pupils
have a positive perception of the school classroom (Ahorro et al., 2021). A
positive classroom environment can be fostered in several ways, including
building positive relationships between teachers and students, creating a sense
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of belonging and community in the classroom, and providing opportunities for
student voice and choice in learning. When students feel valued and respected,
they are more likely to take ownership of their learning and behave in a
responsible and respectful manner.
Schools must take into account how their school policy will be used,
implemented, shared, and reviewed. According to Allen, Reupert, & Oades
(2021), evidence-based policy is the foundation of effective school management
and practices. But for school policies to work effectively and continuously
improve, efficient planning and implementation are essential. Too often, school
policies are published and forgotten. School frontliners need to take an active
role in ensuring this does not happen. School policies should be regularly
reviewed and updated to align with changing needs, legal requirements, and best
practices. Implementing school policies effectively requires careful planning, clear
communication, collaboration, and consistent enforcement.
Fernandez (2019) suggested that the institution should take the lead in
organizing seminars and workshops on language training and developing policies
requiring the faculty to use English as the medium of instruction and
communication. The faculty should also look for ways to improve their knowledge
of and proficiency in the English language. Ultimately, a commitment to having a
language policy is crucial for ensuring effective communication and instruction in
an English-speaking environment, and requires the effort and cooperation of all
members of an institution.
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School policies have a big influence in disciplining students through
complying ang keeping up with these rules. According to Sinaga & Anjar (2018),
the obligation to follow and comply with school rules and regulations is significant
since it is a part of the school system rather than merely a piece of school
equipment. School policies are the rules that must be followed or put into action
and that include consequences for breaking. It also helps students develop skills
that are valuable beyond the school years. The ability to follow instructions, work
within a structure, and respect rules and regulations prepares students for future
endeavors, including higher education, employment, and social life.
Teachers play a vital role in education, not only as instructors in the
classroom but also as educational policy actors. Their expertise, experience, and
perspectives make them valuable contributors to the development and
implementation of educational policies (Heineke, Ryan, & Tocci, 2015). They are
responsible for the delivery of education and have unique insights into the
effectiveness and impact of policies on students and the classroom. In addition,
teachers are responsible for interpreting policies and implementing them in the
classroom. Their involvement in policy development and implementation is
critical to ensuring that policies are effective, relevant, and responsive to the
needs of students and the education system.
It is essential to enforce compliance with language policies to ensure
consistent usage of English as the medium of instruction and communication.
Teachers' involvement as educational policy actors can ensure that policies align
with the needs of students and the realities of teaching. By leveraging their
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expertise and experiences, teachers contribute to the development of effective
policies that promote high-quality education and support student success.
Remember, successful policy implementation requires a collaborative and
supportive approach that involves all stakeholders. By fostering a positive school
culture and effectively communicating and enforcing policies, you can create a
conducive learning environment for students and staff. Compliance is the second
variable that the researchers considered to be important, as they indicate the
level of compliance that students do towards the English-only policy in school.
Through this, the researchers were able to determine how effective it is.
2.3 Confidence
Student's confidence is a crucial factor in second language acquisition.
Confidence can impact language learners in several ways, including motivation,
willingness to engage in communication, and overall language proficiency.
According to Azhar & Gopal (2021), the effects of having teachers and students
speak only English in the classroom have been discussed for many years. Using
the students' native language, according to some, is more effective, especially
when working with weak students who can't speak the language and hence can't
improve their English vocabulary. Additionally, the policy may make the learning
environment in the classroom unfavorable, which will impact how well they learn.
It is commonly believed that one of the most effective ways of teaching English
as a second language is by exposing students to the language as much as
possible. The English-only policy is meant to immerse the students in an
English-speaking environment, in which they will indirectly acquire the language
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instead of learning it. It is part of the techniques used by most teachers in ESL
classrooms, where the only language that is allowed to be used as a medium of
communication is the English language.
Gabejan (2021) notes that learners who lack self-confidence in speaking
may have fewer opportunities to practice, making it harder for them to express
themselves in English. Furthermore, confidence is also related to the willingness
to take risks and make mistakes while using the second language. Learners who
lack confidence may be hesitant to practice their language skills for fear of
making errors or being judged by others. This can lead to limited opportunities for
language practice and less exposure to the target language, which can slow
down language acquisition.
According to Villanueva et al. (2020), during recitations, students learn more
about the topic because they participate in class. This leads to active
participation. In the study, researchers recommended that students treat
"English-Only Policy" as an integral part of their learning. Learning and
practicing regularly will not only help students improve their skills but also
increase their chances of success in their academic and professional lives. It is
essential to develop a habit of continuous learning and practice to achieve
excellence.
Juhana (2013) identifies several factors that contribute to low self-confidence,
including fear of making errors, fear of being laughed at, and fear of receiving
poor marks. These fears can prevent learners from practicing and ultimately
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hinder their ability to improve their English language speaking skills. The
passage suggests that building self-confidence may be important for English
language learners to overcome these fears and improve their speaking ability.
To sum it up, confidence is an essential factor in second language
acquisition, and teachers and language learners should work to build confidence
through positive reinforcement, supportive classroom environments, and
opportunities for language practice and use.
2.4 Effectiveness
The effectiveness of an English-only policy is crucial for high school students
as it can improve their language skills, academic performance, cultural
awareness, and communication skills.
According to McKinley and Rose (2022), the function of English language
teaching in English-medium instruction can vary greatly based on education
policy objectives and the instructors' responses to the language and learning
needs of English medium instruction students. They present a narrative
assessment of a rising number of research that describe language-related issues
as the most significant impediment to successful implementation of English
medium instruction in this study. Such research emphasizes the critical roles that
English for Academic Purposes and English for Specific Purposes play in
providing targeted language help to students receiving English medium
instruction. Based on their findings, they developed a future study agenda that
includes investigations into the efficacy of English language programs in
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assisting English medium instruction students to achieve educational
achievements.
The effectiveness of English as a medium of instruction policy depends on
the specific educational context. According to Wanphet & Tantawy (2018), this
policy may be more effective in countries or regions where English is already
widely spoken and used as a lingua franca. The policy's success hinges on the
language proficiency of both teachers and students. If teachers are not proficient
in English, they may struggle to effectively deliver the curriculum and engage
students. Similarly, students need a certain level of English language skills to
comprehend lessons and actively participate in the learning process.
Valentino & Reardon (2015) investigates the effectiveness of four different
instructional programs: English Immersion (EI), Transitional Bilingual (TB),
Developmental Bilingual (DB), and Dual Immersion (DI) through various factors
which is designed to serve English learners. First factor is to look into the design
of the instructional program which plays a crucial role in its effectiveness.
Effective programs often incorporate research-based practices and strategies for
language acquisition, qualifications and expertise of the teachers and staff
implementing the instructional program are critical. Skilled teachers who have
training in teaching English learners, understanding of second language
acquisition theories, and knowledge of effective instructional strategies can make
a significant difference in the success of the program.
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To enhance second language learning, utilizing a second language as the
medium of instruction for the majority of students’ content subjects has become
increasingly popular (Lo, Y. Y., & Lo, E. S. C., 2014). English-medium education
refers to an instructional approach where English is the primary language of
instruction in schools or educational institutions. Numerous studies have
examined the impact of English-medium education on language proficiency. In
many cases, students who receive education primarily in English tend to develop
higher English language skills compared to those who are educated in their
native language. However, it is important to note that the relationship between
English-medium education and its effectiveness to students may vary depending
on various factors, including the quality of instruction, teacher qualifications, and
support systems in place.
According to Wei (2013), the English-only instruction enhances students'
listening comprehension and vocabulary. Additionally, when they are obliged to
express themselves in speaking English, students gain more self-confidence. In
an English-only class, it is certain that learners will experience stress and tension
from their classmates. Additionally, students may experience confusion in the
classroom due to the use of English-only instruction (Wei, 2013).
Therefore, the effectiveness of an English-only policy depends on how it is
designed, communicated, and enforced. It should be balanced with respect for
linguistic and cultural diversity and the promotion of equal opportunities and
social inclusion.
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CHAPTER III
Research Methodology
This chapter focused on the research design, research environment,
research respondents, sampling design, research instrument, data collection
procedure, analysis of data, and ethical considerations used in this study. This
chapter also emphasized the processes involved in the research.
Research Design
In this study, the researchers used the quantitative descriptive research
method and decided to conduct a survey through a form of questionnaire
because it was the easiest way to collect the information needed to fulfill the
purpose of the study. According to Creswell (2014), trends in various fields or the
urge to explain why something occurs is the primary basis of how a research
problem is identified in a quantitative research. In particular, the systematic
empirical investigation of observable phenomena using statistical, mathematical,
or computational tools is known as quantitative research (Simpli Learn, 2022).
Quantitative research design was used in this study because it intends to know
how effective is the English-Only Policy on students, which is reliant on the
independent variables such as the level of frequency, compliance, and
confidence.
In selecting the respondents for this study, simple random sampling was
used. By using simple random sampling, the researchers collected the names of
the students in each grade level and section, written in a piece of paper and
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placed it inside the box; then randomly chose 5 names of the students as the
study’s respondents. The researchers only focused on junior high school
students as well as senior high school students.The Proverbs Ville Academy's
selected participants were surveyed using this technique in which the
researchers preferred and believed to be suitable for this study.
Research Environment
This study will be conducted inside the school premises of Proverbs Ville
Academy Foundation, located in A.Tumulak Street, Gun-ob, Lapu-Lapu City. The
school currently has a total population of 829 students.
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Research Respondents
Junior high and senior high school students from Proverbs Ville Academy will
be the study’s representatives. Through the simple random sampling technique
that the researchers used, a total of 60 students will be the respondents. In
particular, 5 individuals from each grade level in junior high school and 5
individuals from each strand in grade 11 and 12 senior high school department
will participate in the researchers’ study.
Table 1
The Respondents
Grade Level and Section No. of Respondents

Grade 7- Isaiah 5
Grade 8- Daniel 5
Grade 9- Joshua 5
Grade 10- Kings 5
Grade 11- Acts 5
Grade 11- John 5
Grade 11-Luke 5
Grade-11 Mark 5
Grade 11- Matthew 5
Grade 12-Ecclessiastes 5
Grade 12 -Genesis 5
Grade 12- Psalms 5
TOTAL 60
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Research Instruments
The researchers used a structured survey questionnaire as an instrument in
gathering data. This type of questionnaire consists of close-ended questions for
the respondents. The research questions are not adopted or modified from any
sources. The questionnaire has four sections; the first section will be the
students’ demographic profile which contains the respondents name, grade level
and section, and primary language. The second section comprises 5 close-ended
questions that determine the students level of frequency about using the English
language inside the school. The third section contains 5 close-ended questions
that ascertains the students and teachers level of compliance. Lastly, the fourth
section contains 5 close-ended questions that measure the students’ level of
confidence in communicating using the English language. The 5-point Likert
scale is used in measuring the level of frequency, level of compliance, and level
of confidence. The scaled score for always and strongly agree- 5, usually and
agree- 4, sometimes and neutral- 3, occasionally and disagree- 2, never and
strongly disagree- 1. To determine the effectiveness of English-Only policy to
students, a weighted mean range from 1.00-1.79; very ineffective, score range
from 1.80-2.59; ineffective, score range from 2.60-3.39 ; effective enough, score
range from 3.40-4.19; effective, score range of 4.20-5.00, very effective
(Bringula et al., 2013). The quantitative data is analyzed through the descriptive
statistical analysis method, using the central tendency, which are the mean,
median, and mode. The researchers utilized descriptive statistics in interpreting
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the data below as it facilitates the visualization of the findings derived from the
sample and simplifies interpretation for the data (CFI Team, 2022).
Research Procedure
I. Preparation Stage
The researchers prepared a letter of request to conduct the study, which
was addressed and approved by the school principal, the department
coordinators, and the class advisers. The researchers then constructed a
thorough questionnaire, considering the use of appropriate questions related to
previous studies and other questions formed by the researchers. The
introductory part of the questionnaire asked about the basic information of the
respondent, which included their given name, grade level, section, and lastly,
their mother tongue, which was first analyzed and tabulated by the researchers.
The student’s main questionnaire consisted of three subparts:
The first subpart of the questionnaire focused on how often the
respondent speaks the English language during conversations in different school
settings and how frequently the school promotes the English-only policy. The
second subpart of the questionnaire figured out if the respondent thinks that the
school’s course of action in engaging and promoting the English-only policy to
the student body is good enough. The third subpart of the questionnaire
measured the respondent's confidence when they spoke the English language. In
this questionnaire, a Likert scale was used to find out if the respondent agreed or
25
disagreed with a given statement and to precisely determine the results with
ease.
II. Data Gathering Stage
After the questionnaire was approved, copies were then distributed to the
60 respondents at Proverbs Ville Academy, Inc. Participants were given ample
time to respond, and then the researchers patiently waited and collected the
questionnaires after everyone was done. Thus, their corresponding answers to
the questions are kept and maintained in accordance with the consent agreed
upon and written in the approved letter of transmittal.
III. Post Data Gathering Stage
The collected data were then tallied and processed for interpretation
based on the frequency of responses checked by the participants.
Treatment of Data
The raw data are analyzed and interpreted through descriptive statistical
analysis methods. Under this method that are used are mean, median, and
mode. The formula below are used to determine the average, middle, and the
most frequent value of a dataset:
Mean = sum of all values / total number of values
Median = middle value (when the data are arranged in order)
Mode = most common value
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The 5-point Likert scale is also used as one of the treatments of data. It is
utilized by having likert weights and appointing each with descriptions as well as
with result interpretation, and each descriptions with determining weighted mean
range (refers to table 2). Weighted means is also one of treatment of data utilized
in analyzing the data. The formula below is used to determine the results of each
question and the effectiveness level of English-only policy to high school
students:
Weighted Mean = Sum of (Number*Weighting Factor) / Sum of all the weights
Table 2
5-Point Likert Scale
WMR LW LVLF LVL COMP LVL CONF LVLEF

1.00-1.79 1 Never Never Very low confidence Very
ineffective
1.80-2.59 2 Occasionally Occasionally Low confidence Ineffective
2.60-3.39 3 Sometimes Sometimes Moderately confident Effective

enough
3.40-4.19 4 Usually Usually High confidence Effective
4.20-5.00 5 Always Always Very high confidence Very effective

Note. LVLF - Level of Frequency; LVL COMP - Level of Compliance; LVL CONF -
Level of Confidence; LVLEF - Level of Effectiveness.
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Ethical Considerations
To ensure ethical standards and safeguard ethics while conducting this
study, the researchers carefully adhered to the guidelines by keeping the names
of the participants confidential during the course of this research. In addition, the
participants were also not obliged or mistreated in any way that the researchers
forced them to participate in this study. Furthermore, a letter was sent to the
principal's office requesting permission to conduct the research inside the school
premises. Lastly, the researchers disclosed information and facts about this
study’s aims to the research participants, so that they are aware of our intentions.
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CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter reports the results and findings of the present study. It
comprises the students’ demographic profile and showcases the level of
frequency, level of compliance, level of confidence, and level of effectiveness of
English-only policy to high school students.
Students’ Demographic Profile
This section shows the raw data of demographic profile of the research
respondents which constitutes their grade level and section and their primary
language.
Table 3
Students’ Demographic Profile
Primary Language
Grade Level & Cebuano Tagalog English Other
Section
7-Isaiah 4 0 1 0
8-Daniel 5 0 0 0
9-Joshua 5 0 0 0
10-Kings 5 0 0 0
11-John 5 0 0 0
11-Luke 5 0 0 0
11-Matthew 5 0 0 0
11-Mark 5 0 0 0
11-Acts 5 0 0 0
12-Genesis 5 0 0 0
12-Ecclesiastes 5 0 0 0
12-Psalms 5 0 0 0
TOTAL 59 0 1 0
Note. Out of 60 respondents, 59 students stated that their mother tongue is
Cebuano-Visayan and 1 student’s mother tongue is English.
29
Overall Analysis and Interpretation
This section tackles the results of all the questions under the level of
frequency, level of compliance, and level of confidence and use these in order to
determine the effectiveness of English-only policy to high school students.
Level of Frequency
This section reports on the general results of each 5 questions under the
level of frequency and shows the interpretation of how often students use English
language inside the school.
Table 4
Level of Frequency
Statement Weighted Description

Mean
1. I speak English inside the classroom. 3.03 Sometimes
2. I speak English outside the classroom. 2.73 Sometimes
3. I speak in English when talking casually with 2.63 Occasionally
my social group at school.
4. When my friends in school speak to me in the 2.21 Occasionally
Bisaya language, I respond to them in English.
5. Does the school conduct activities that 3.66 Usually
engage us in using the English language?
OVERALL MEAN: 2.97 Sometimes
Legend:
Weighted Mean Range Description
1.00-1.79 Never
1.80-2.59 Occasionally
2.60-3.39 Sometimes
3.40-4.19 Usually
4.20-5.00 Always
30
Figure 2. Results of students’ level of frequency that uses English language
inside the school
As shown above it indicates that, “sometimes” is the most answered
response on how frequently the respondents use English language inside the
school which is 46.7%. While, the least response answered is “always” which is
5.0%. In this section, the researchers concluded that the students use English
language sometimes inside the school.
31
Level of Compliance
This section reports on the general results of how compliant are the
teachers and students with the English-only policy and presents the most and
least response answers from questions 6 to 10 in general.
Table 5
Level of Compliance

Mean
6. I speak English inside the classroom. 3.61 Usually
7. I speak English outside the classroom. 3.55 Usually
8. I speak in English when talking casually with 3.30 Sometimes
my social group at school.
9. When my friends in school speak to me in the 3.06 Sometimes
Bisaya language, I respond to them in English.
10. Does the school conduct activities that 2.86 Sometimes
engage us in using the English language?
Legend:
1.00-1.79 Never
2.60-3.39 Sometimes
3.40-4.19 Usually
4.20-5.00 Always
32
Figure 3. Results of the compliance level of the teachers and students with the
English-only policy
The pie chart shown above indicates that, 41.3% answered “sometimes”
which is the most response than the others and 2.0% of the respondents agreed
that their teachers and the respondents itself “never” comply with the
English-only policy at Proverbs Ville Academy Incorporated and is the least
answered out of the other response. In conclusion, the researchers interpreted
based on the results, that the students and the teachers comply sometimes with
the English-only policy.
33
Level of Confidence
This section will present the result of how confident are the students to be
able to communicate in English language during class. Comprises 11 to 15
research questions.
Table 6
Level of Confidence

Mean
11. During oral recitations, I am confident to 3.15 Sometimes
answer the questions in English.
12. I am able to speak my thoughts and share 3.10 Sometimes
my ideas using the English language during
discussions.
13. I am still able to express my ideas in English 2.83 Sometimes
even when I'm under pressure.
14. I feel comfortable everytime I speak the 3.16 Sometimes
English Language.
15. I am confident with my current English 2.96 Sometimes
speaking skills in general.
Legend:
1.00-1.79 Never
2.60-3.39 Sometimes
3.40-4.19 Usually
4.20-5.00 Always
34
Figure 4. Results of the students level of confidence in communicating English
language during class
The pie chart shown above indicates that 44.4% of the respondents has
“moderate confidence” and is the most response than the others, while 2.7% of
the respondents has “very low confidence” when communicating English
language during class and is the least response than the others. Based on the
results, the researchers come up with the conclusion that the students are
moderately confident when communicating in English during class.
35
Effectiveness Level of English-Only Policy to High School Students
This section is the summary of the integrated results of frequency level,
level of compliance, and level of confidence which determined how effective the
English-only policy is to high school students.
Table 7
Effectiveness Level of English-only policy to high school students
Levels Weighted Description

Mean
Level of Frequency 2.97 Effective enough
Level of Compliance 3.31 Effective enough
Level of Confidence 3.04 Effective enough
OVERALL MEAN: 3.10 Effective enough
Legend:
1.00-1.79 Very Ineffective
1.80-2.59 Ineffective
2.60-3.39 Effective enough
3.40-4.19 Effective
4.20-5.00 Very Effective
36
Figure 5. Results of the effectiveness level of English-only policy to high school
students
The pie chart shown above indicates that, 44.1% is the overall result for
“effective enough”, and it is the most response than the others and 5.4% is the
overall result on which the respondents answered “very ineffective”, and is the
least response than others. The integrated results from level of frequency, level
of compliance, and level of confidence determined that the results of the
effectiveness level of English-Only policy to high school students were deduced
as effective enough. 3.10 is the indicated general weighted mean result of the
interpretation, and is part of the weighted range from 2.60-3.39 which is classified
as effective enough. The researchers collated the general weighted mean from
the level of frequency, compliance, and confidence. Then computed for the sum
of all weighted means and divided by the sum of the numbers and came up with
these results.
37
Summary
This section shows the results for mean, median, mode, and weighted mean of
each 15 questions.
Table 8
The mean, median, mode, and the weighted mean of each question.
Questions Mean Median Mode WM

Q1 2.50 2 1 3.03
Q2 1.87 2 1 2.73
Q3 2.06 2 1 2.63
Q4 1.87 1 1 2.21
Q5 2 2 2 3.66
Q6 2.22 2 2 3.61
Q7 2.22 2 1 3.55
Q8 2.40 2 2 3.30
Q9 2 2 1 and 2 3.06
Q10 1.71 1 1 2.86
Q11 1.87 2 2 3.15
Q12 187 2 2 3.10
Q13 2.14 2 2 2.83
Q14 2.14 2 1 3.16
Q15 1.71 2 1 2.96
Note. WM - Weighted mean.
38
CHAPTER V
Summary of Findings, Conclusion, and Recommendation
This chapter presents the summary of findings of the study, the conclusion,
and the recommendations of the study that is conducted.
Summary of Findings
To summarize the findings of the present study, results of students'
demographic profile, level of frequency, level of compliance, level of confidence,
and level of effectiveness are highlighted. On the section of students'
demographic profile, 59 out of 60 students have Cebu-Visayan as their primary
language and the other 1 is English. On the section of level of frequency, results
determined that students use English language sometimes inside the school and
the overall mean is 2.97; the most answered response is “sometimes” which is
46.7%, while the least answered response is “always” which is 5.0%. On the
section of level of compliance, results were determined as, students and their
teachers comply sometimes with the English-only policy at Proverbs Ville
Academy Incorporated and the overall mean is 3.31; the most answered
response is “sometimes” which is 41.3%, while, the most least answered is
“never” which is 2.0%. On the section of level of confidence, the interpretation
concluded that the students are moderately confident when communicating
English language during class and the overall mean is 3.04; 44.4% of the most
respondents are “moderately confident” and 2.7% of the least of respondents has
“very low confidence”. The last section is the effectiveness level of English-only
39
policy at Proverbs Ville Academy Incorporated, from what the researchers
analyzed from each general results of each level, 3.10 is the overall weighted
mean result which means the English-only policy at Proverbs Ville Academy
Incorporated is effective enough. The following results of the effectiveness level
of English-only Policy on students are: 44.1% is the overall result for “effective
enough”, and it is the most response than the others, while 5.4% is the overall
result for “very ineffective” and is the least response.
Conclusion
Based on the outcome of the study, the researchers have concluded that
the level of effectiveness of the English-only policy on students is effective
enough in the premises of Proverbs Ville Academy Incorporated. This states that
some students are able to easily adapt to the school’s English-only policy.
40
Recommendations
Based on the findings and conclusion formulated in this study, the
researchers have come up with these recommendations:
1. Set clear expectations by explaining to students why an English-only
policy is important and what are the benefits they can get through it.
2. Encourage the students and help them find ways to express themselves in
English.
3. Create a classroom environment that encourages active participation and
discussion.
4. Use English-language textbooks, worksheets, and other resources to
reinforce the importance of English in the classroom.
5. Teachers should also make an effort to speak only in English during class
to model the behavior that they expect from the students.
41
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48
APPENDICES
APPENDIX A
APPROVAL LETTER
March 18, 2023
Lydian L. Epe
School Principal
Proverbs Ville Academy Foundation Inc
A.Tumulak St.Gun-ob Lapu-Lapu City
Dear Ma’am,
Greetings of Peace!
In partial fulfillment of our requirements for our subject Inquiries and

Investigations, we the group 6 of Grade 12-Proverbs would like to ask for
permission to conduct a research study entitled “The Effectiveness of
English-Only Policy to Students at Proverbs Ville Academy Foundation
Incorporated”.
In connection with this, we would like to ask for your good office to allow us to
conduct a survey among the Grade 7-12 students in the school premises. Rest
assured that the data we will gather will remain absolutely confidential and will be
used for academic purposes only.
We believe that you are with us in our enthusiasm to finish the requirement as
compliance to our subject, to develop our well-being and to fulfill the aim of our
research. We hope for your positive response on this humble matter. Your
approval to conduct this study will be highly appreciated.
KEISHA MAE D. PANGILINAN KYLA SHANE C. ARGALLON

Researcher Researcher
ANGEL DIANA P. MAGALLANES LYMMHUEL DAVE A. LOPEZ

FERLYN A. BAGUIO
Researcher
Noted by: Approved by:
AILEEN L. BENITEZ LYDIAN L. EPE

Subject Teacher School Principal
49
APPENDIX B
INFORMED CONSENTS
April 20, 2023
Ms. Lucelyn Y. Jotojot

Class Adviser of Grade 7- Isaiah
Proverbs Ville Academy Foundation, Incorporated
A.Tumulak St., Gun-ob, Lapu-Lapu City
Through Ms. Janet V. Romares
JHS Department Coordinator
Dear Ma’am,
Greetings of Peace!

Investigations, we the Group 6 of Grade 12- Proverbs (ABM), would like to ask
for permission to conduct a research study entitled “The Effectiveness of
English-Only Policy to Students at Proverbs Ville Academy Foundation,
Incorporated”.
conduct a survey among 5 students of Grade 7-Isaiah. Rest assured that the
data we will gather will remain absolutely confidential and will be used for
academic purposes only.
Respectfully yours,
KEISHA MAE D. PANGILINAN KYLA SHANE C. ARGALLON FERLYN A. BAGUIO
Researcher Researcher Researcher

AILEEN L. BENITEZ JANET V. ROMARES

Subject Teacher JHS Department Coordinator
50
April 20, 2023
Mr. Jan Clifford S. Idiang

Class Adviser of Grade 8-Daniel
Dear Sir,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 8-Daniel. Rest assured that the
Respectfully yours,



April 20, 2023
51
Ms. Myrafe M. Cereligia
Class Adviser of Grade 9-Joshua
Dear Ma’am,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 9-Joshua. Rest assured that the
Respectfully yours,



April 20, 2023
52
Ms. Janet V. Romares
Class Adviser of Grade 10-Kings
Dear Ma’am,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 10-Kings. Rest assured that the
Respectfully yours,



Subject Teacher Grade 10-Kings Class Adviser
April 20, 2023
53
Mr. Jimmy B. Galvan
Class Adviser of Grade 12-Psalms
Through Mr. Roy Martin Y. Arrojado
SHS Department Coordinator
Dear Ma’am/Sir,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 12-Psalms. Rest assured that the
Respectfully yours,


AILEEN L. BENITEZ ROY MARTIN Y. ARROJADO

Subject Teacher SHS Department Coordinator
April 20, 2023
54
Mr. Roy Martin Y. Arrojado
Class Adviser of Grade 12-Ecclesiastes
Dear Ma’am/Sir,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 12-Ecclesiastes. Rest assured that
the data we will gather will remain absolutely confidential and will be used for
Respectfully yours,



Subject Teacher Grade 12-Ecclesiastes Class Adviser
April 20, 2023
55
Mr. Floran A. Taneo
Class Adviser of Grade 12-Genesis
Dear Ma’am/Sir,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 12-Genesis. Rest assured that the
Respectfully yours,



April 20, 2023
56
Ms. Aileen L. Benitez
Class Adviser of Grade 11-Luke
Dear Ma’am,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 11-Luke. Rest assured that the
Respectfully yours,



April 20, 2023
57
Ms. Charmaine Olasiman
Class Adviser of Grade 11-John
Dear Ma’am,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 11-John. Rest assured that the
Respectfully yours,



April 20, 2023
58
Mr. Raymond Verallo
Class Adviser of Grade 11-Matthew
Dear Ma’am/ Sir,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 11-Matthew. Rest assured that the
Respectfully yours,



April 20, 2023
59
Ms. Syver C. Talingting
Class Adviser of Grade 11-Mark
Proverbs Ville Academy Foundation Incorporated
Dear Ma’am,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 11-Mark. Rest assured that the
Respectfully yours,



April 20, 2023
60
Mr. Gibb Ryan H. Romares
Class Adviser of Grade 11-Acts
Dear Ma’am/ Sir,
Greetings of Peace!

Incorporated”.
conduct a survey among 5 students of Grade 11-Acts. Rest assured that the data
we will gather will remain absolutely confidential and will be used for academic
purposes only.
Respectfully yours,



61
APPENDIX C
SURVEY QUESTIONNAIRE
Name:
Grade Level & Section:

Mother Tongue (first language):
Cebuano-Visayan
Tagalog
English
Others (please specify) _________________
Put a checkmark on your answer. Please see the example below.
Never Occasionally Sometimes Usually Always

As a Proverbian,I
abide by the school’s
English-only Policy.
LEVEL OF
FREQUENCY
1 2 3 4 5
I speak English inside
the classroom.
I speak English outside
the classroom.
I speak in English when
talking casually with my
social group at school.
When my friends in
school speak to me in
the Bisaya language, I
respond to them in
English.
Does the school
conduct activities that
engage us in using the
English language?
62
LEVEL OF Strongly Strongly
Disagree Neutral Agree
COMPLIANCE Disagree Agree
My teachers encourage
me to speak in English
during class.
When the teacher calls
my attention during
recitations, he or she
tells me to answer in
English.
During discussions, my
teacher entirely speaks
in straight English.
Casual conversations
with my teacher are
usually in English.
Even if the teachers are
not around, I still use
the English language
while talking.
LEVEL OF Strongly Strongly
Disagree Neutral Agree
CONFIDENCE Disagree Agree
During oral recitations, I
am confident to answer
the questions in
English.
I am able to speak my
thoughts and share my
ideas using the English
language during
discussions.
I am still able to
express my ideas in
English even when I'm
under pressure.
I feel comfortable
everytime I speak the
English Language.
I am confident with my
current English
speaking skills in
general.
63
APPENDIX D
RAW DATA
Table 1
Question no.1: I speak English inside the classroom.

(1) (2) (3) (4) (5)
7-Isaiah 0 0 3 2 0
8-Daniel 0 0 0 5 0
9-Joshua 0 0 0 5 0
10-Kings 0 0 3 2 0
11-John 0 1 4 0 0
11-Luke 1 1 3 0 0
11-Matthew 0 0 5 0 0
11-Mark 0 1 4 0 0
11-Acts 0 0 5 0 0
12-Genesis 0 1 4 0 0
12-Ecclesiastes 1 2 2 0 0
12-Psalms 1 1 2 1 0
Total 3 7 35 15 0
Table 2
Question no.2: I speak English outside the classroom

(1) (2) (3) (4) (5)
7-Isaiah 0 0 3 2 0
8-Daniel 0 0 3 2 0
9-Joshua 0 0 3 2 0
10-Kings 0 0 3 2 0
11-John 2 0 3 0 0
11-Luke 1 1 3 0 0
11-Matthew 1 2 2 0 0
11-Mark 0 2 2 1 0
11-Acts 0 1 3 1 0
12-Genesis 1 3 1 0 0
12-Psalms 1 1 2 1 0
Total 8 11 30 11 0
64
Table 3
Question no.3: I speak in English when talking casually with my social group at
school.

(1) (2) (3) (4) (5)
7-Isaiah 0 3 2 0 0
8-Daniel 0 0 1 4 0
9-Joshua 0 0 1 4 0
10-Kings 0 3 2 0 0
11-John 1 1 3 0 0
11-Luke 1 0 4 0 0
11-Matthew 0 2 2 1 0
11-Mark 0 4 1 0 0
11-Acts 0 1 3 1 0
12-Genesis 1 2 2 0 0
12-Psalms 0 4 1 0 0
Total 5 22 23 10 0
Table 4
Question no.4: When my friends in school speak to me in the Bisaya language,
I respond to them in English.

(1) (2) (3) (4) (5)
7-Isaiah 0 2 2 1 0
8-Daniel 0 0 5 0 0
9-Joshua 0 0 5 0 0
10-Kings 0 2 2 1 0
11-John 1 1 3 0 0
11-Luke 3 0 1 0 1
11-Matthew 2 1 2 0 0
11-Mark 1 2 1 1 0
11-Acts 1 2 1 0 1
12-Genesis 1 1 3 0 0
12-Psalms 4 1 0 0 0
Total 16 12 27 3 2
65
Table 5
Question no.5: Does the school conduct activities that engage us in using the
English language?

(1) (2) (3) (4) (5)
7-Isaiah 0 0 3 0 2
8-Daniel 0 0 0 3 2
9-Joshua 0 0 0 3 2
10-Kings 0 0 3 0 2
11-John 1 0 2 1 1
11-Luke 0 0 3 1 1
11-Matthew 0 0 3 2 0
11-Mark 0 0 1 4 0
11-Acts 0 0 2 2 1
12-Genesis 0 0 3 2 0
12-Psalms 0 0 3 0 2
Total 2 1 25 19 13
Table 6
Question no.6: My teachers encourage me to speak in English during class.

(1) (2) (3) (4) (5)
7-Isaiah 0 0 4 1 0
8-Daniel 0 0 1 2 2
9-Joshua 0 0 1 2 2
10-Kings 0 0 4 1 0
11-John 0 0 2 3 0
11-Luke 0 0 1 4 0
11-Matthew 0 0 0 5 0
11-Mark 0 0 2 3 0
11-Acts 0 0 2 3 0
12-Genesis 0 0 3 2 0
12-Psalms 1 0 3 0 1
Total 1 0 25 29 5
66
Table 7
Question no.7: When the teacher calls my attention during recitations, he or she
tells me to answer in English.

(1) (2) (3) (4) (5)
7-Isaiah 0 0 4 0 1
8-Daniel 0 0 1 3 1
9-Joshua 0 0 1 3 1
10-Kings 0 0 4 0 1
11-John 0 0 2 3 0
11-Luke 0 0 3 2 0
11-Matthew 0 0 0 5 0
11-Mark 0 0 3 2 0
11-Acts 0 0 3 2 0
12-Genesis 0 0 2 2 1
12-Psalms 0 1 3 1 0
Total 0 1 30 24 5
Table 8
Question no.8: During discussions, my teacher entirely speaks in straight
English.

(1) (2) (3) (4) (5)
7-Isaiah 0 2 2 1 0
8-Daniel 0 0 2 1 2
9-Joshua 0 0 2 1 2
10-Kings 0 2 2 1 0
11-John 0 1 3 1 0
11-Luke 0 0 3 1 1
11-Matthew 0 0 0 5 0
11-Mark 0 1 2 2 0
11-Acts 0 0 5 0 0
12-Genesis 0 0 2 3 0
12-Psalms 1 0 3 0 1
Total 1 8 29 16 6
67
Table 9
Question no.9: Casual conversations with my teacher are usually in English.

(1) (2) (3) (4) (5)
7-Isaiah 0 3 0 1 1
8-Daniel 0 0 1 2 2
9-Joshua 0 0 1 2 2
10-Kings 0 3 0 1 1
11-John 0 1 3 1 0
11-Luke 0 3 2 0 0
11-Matthew 0 0 1 4 0
11-Mark 0 0 5 0 0
11-Acts 0 2 3 0 0
12-Genesis 0 2 3 0 0
12-Psalms 0 2 1 2 0
Total 2 18 20 14 6
Table 10
Question no.10: Even if the teachers are not around, I still use the English
language while talking.

(1) (2) (3) (4) (5)
7-Isaiah 0 2 1 1 1
8-Daniel 0 0 4 1 0
9-Joshua 0 0 4 1 0
10-Kings 0 2 1 1 1
11-John 0 3 1 1 0
11-Luke 0 3 1 0 1
11-Matthew 0 2 2 1 0
11-Mark 0 1 3 1 0
11-Acts 0 1 1 3 0
12-Genesis 2 2 1 0 0
12-Psalms 0 4 0 1 0
Total 2 22 20 14 2
68
Table 11
Question no.11: During oral recitations, I am confident to answer the questions in
English.

(1) (2) (3) (4) (5)
7-Isaiah 0 2 0 1 2
8-Daniel 0 0 2 2 1
9-Joshua 0 0 2 2 1
10-Kings 0 2 0 1 2
11-John 0 3 1 1 0
11-Luke 0 2 2 0 1
11-Matthew 0 0 4 1 0
11-Mark 0 1 2 2 0
11-Acts 0 0 3 2 0
12-Genesis 2 0 3 0 0
12-Psalms 0 3 2 0 0
Total 2 14 24 13 7
Table 12
Question no.12: I am able to speak my thoughts and share my ideas using the
English language during discussions.

(1) (2) (3) (4) (5)
7-Isaiah 0 0 2 1 2
8-Daniel 0 0 2 2 1
9-Joshua 0 0 2 2 1
10-Kings 0 0 2 1 2
11-John 0 3 1 1 0
11-Luke 0 3 1 1 0
11-Matthew 0 0 4 1 0
11-Mark 0 0 5 0 0
11-Acts 0 1 3 1 0
12-Genesis 2 0 3 0 0
12-Psalms 0 3 2 0 0
Total 2 10 30 11 6
69
Table 13
Question no.13: I am still able to express my ideas in English even when I'm
under pressure.

(1) (2) (3) (4) (5)
7-Isaiah 0 3 0 2 0
8-Daniel 0 0 3 2 0
9-Joshua 0 0 3 2 0
10-Kings 0 3 0 2 0
11-John 0 0 4 1 0
11-Luke 0 2 1 2 0
11-Matthew 0 0 4 1 0
11-Mark 1 2 2 0 0
11-Acts 0 2 3 0 0
12-Genesis 1 1 3 0 0
12-Psalms 0 2 2 1 0
Total 1 19 25 14 0
Table 14
Question no.14: I feel comfortable everytime I speak the English Language.

(1) (2) (3) (4) (5)
7-Isaiah 0 0 2 2 1
8-Daniel 0 0 0 3 2
9-Joshua 0 0 0 3 2
10-Kings 0 0 2 2 1
11-John 0 3 2 0 0
11-Luke 0 3 1 1 0
11-Matthew 0 0 3 2 0
11-Mark 0 0 5 0 0
11-Acts 0 0 4 1 0
12-Genesis 1 1 3 0 0
12-Psalms 0 1 4 0 0
Total 1 11 27 14 6
70
Table 15
Question no.15: I am confident with my current English speaking skills in general.

(1) (2) (3) (4) (5)
7-Isaiah 0 1 2 2 0
8-Daniel 0 1 1 3 0
9-Joshua 0 1 1 3 0
10-Kings 0 1 2 2 0
11-John 0 2 2 1 0
11-Luke 0 2 3 0 0
11-Matthew 0 1 3 1 0
11-Mark 0 2 1 2 0
11-Acts 0 1 2 2 0
12-Genesis 1 1 3 0 0
12-Psalms 0 1 4 0 0
Total 2 15 26 17 0
71
APPENDIX E
ACTUAL EXPENSE TABLE
RESEARCH PROJECT ACTUAL EXPENSE SUMMARY
Title of Research : THE EFFECTIVENESS OF ENGLISH-ONLY POLICY TO

STUDENTS AT PROVERBS VILLE ACADEMY FOUNDATION,
INCORPORATED
Research Start Date : November 29, 2022
Expected Completion Date : May 31, 2023
Itemized Expenses
Quantity Estimated Cost Description of expense item
50 pesos Supplies (folder; fastener;

clips)
1550 pesos Printing & Binding Services
4 meals 450 pesos Dinner (Oral Defense)
72
APPENDIX F
CURRICULUM VITAE
Personal Data
Name: Kyla Shane C. Argallon
Place of Birth: Asturias, Cebu
Date of Birth: December 16, 2002
Present Address: Agustin-Tumulak Road, Sitio Kalolo, Babag, Lapu-Lapu City,

Cebu
Contact Nos.: 09102309311
Educational Background
Secondary: Senior High School

Proverbs Ville Academy Foundation, Inc.
Elementary: Marie Ernestine School Main Campus.
Canjulao, Lapu-Lapu City, Cebu
Graduated April 2016
73
Personal Data
Name: Ferlyn A. Baguio
Place of Birth: Abuno, Lapu-Lapu City
Date of Birth: August 20, 2004
Present Address: 3272 P. Rodriguez Street Nangka Moeller, Gun-ob Lapu-Lapu

City

Elementary: Canjulao Elementary School
Canjulao, Lapu-Lapu City, Cebu
74
Personal Data
Name: Lymmhuel Dave A. Lopez
Place of Birth: Cebu City
Date of Birth: December 8, 2005
Present Address: Babag 2 Lapu-Lapu City, Cebu

Elementary: Bethel Kiddie Development Learning Center
Kinalumsan St., Gun-ob, Lapu-Lapu City, Cebu
75
Personal Data
Name: Angel Diana P. Magallanes
Place of Birth: Juano Hospital, Lapu-Lapu City
Date of Birth: March 12, 2005
Present Address: Deca 4, Block 8 Lot 29, Bankal, Lapu-Lapu City, Cebu

Elementary: Proverbs Ville Academy Foundation, Inc.
76
Personal Data
Name: Keisha Mae D. Pangilinan
Place of Birth: Caluluan, Concepcion Tarlac
Date of Birth: November 07, 2004
Present Address: Motorpool, Lapu-Lapu City

Elementary: Lapu-Lapu City Central Elementary School.
P. Rodriguez St., Lapu-Lapu City, Cebu
77
APPENDIX G
CONTRIBUTED WORKS OF THE RESEARCHERS
Argallon, Kyla Shane C.- Acknowledgement, Rationale, Review of Related

Literature, Research Design, Data Gathering Procedure, Reference Keeper
Baguio, Ferlyn A.- Recommendation, Definition of Terms, Research Environment
Lopez, Lymmhuel Dave A.- Review of Related Literature, Scope and

Delimitation, Ethical Standards
Magallanes, Angel Diana P.- Theoretical & Conceptual Framework, Research

Instrument, Presentation, Analysis and Interpretation of Data, Summary of
Findings, Statement of the Problem
Pangilinan, Keisha Mae D.- Significance of the Problem, Research Respondents,

Conclusion, Abstract
78

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CHAPTER I

English has been widely spoken in many countries, but it is considered as

a foreign language in the majority of Asian countries. However, it is regarded as a

second language in the Philippines. According to Cabigon (2015), "English is well

entrenched in the Philippines’ educational system, making it the primary

language of instruction in schools in the mid-20th century." English is not only

taught from elementary to university education in the Philippine educational

as a bridge to be understood by people of different ethnicities and to be diverse

In the 2018 Programme for International Student Assessment (PISA), a

second lowest in science and mathematics among 79 nations as a result (Israel,

Philippines in particular, there are still a lot of Filipinos struggling to understand

English-only policy, are designed to immerse students in an English-speaking

environment to help them effectively develop their language skills

experience in an English-speaking environment, aiming to enhance their

language proficiency and overall communication skills quickly and effectively

through a range of activities, such as intensive language instruction, practice

exercises, cultural immersion, and interaction with native speakers of English.

foundational skills of language learning – reading, writing, listening, and speaking

private sectors, to impose an English-only policy on their students, with benefits

for their communicative competence as second-language learners. The only way

to become fluent in a language is to immerse yourself in it (Beare, 2018). That is

potential their students. Many educators believe that this is a recommendable

that English-only classes can indeed present opportunities for students to

develop problem-solving skills and foster creativity in their communication. By

restricting the use of other languages, students are encouraged to explore

alternative methods of expressing themselves and understanding their teacher's

innovative ways to communicate effectively. In addition to that, the school has

global job market in the future.

The effectiveness of imposing an English-Only policy on students has

been the subject of this study. As claimed by Shrestha (2018), English-Only

Policy is a total immersion method that is often used during classes in

as they communicate. Since the Proverbs Ville Academy Foundation

Incorporated is granting scholarships to students from both public and private

schools, English-Only Policy has been an unfamiliar experience and an

Although many studies have examined the effects of imposing

policy is to students when implemented. An English-only policy gives students

maximum exposure towards the language, encouraging the students to work on

Statement of the Problem

3. How confident are the students to be able to communicate in English

4. How effective is the English-only policy to high school students?

investigation. The following theories are the Behavioral Theory by B. F. Skinner

and Interactionist Theory by Jerome Bruner.

B. F. Skinner is a psychologist who specializes in behavior in language

determined by situational factors.

Based on Western Governors University (2020), behaviorism focuses on

hence, positive reinforcement is the key in behavioral learning theory, because

without positive reinforcement, students will quickly abandon their responses as

behaviorists believe that our actions are shaped by environmental stimuli.

interaction with others in order to attain fluency in language. In a simpler

by watching TV or listening to conversations, therefore, children must actively

The social environment, interactions, and the overall experience of the

in their social environment.

evaluates the students' response in connection to their behavior towards the

English-Only policy. The importance of the interactionist theory is that it also

evaluates the students' response regarding their interactions experience with

idea based on the outcome.

requires a standard level of proficiency in English in accordance with their

First, behavioral and interactionist theories are intercorrelated with the