APPREHENSIONS ENCOUNTERED BY CUYONON LEARNERS OF THE ENGLISH

LANGUAGE AT THE SECONDARY SCHOOLS IN CORON, PALAWAN

SCHOOL YEAR 2018-2019

An Undergraduate Research

Presented to the Faculty of

Palawan State University -Coron Campus

Coron, Palawan

___________________________________________

In Partial Fulfilment

of the Requirements for the Degree

Bachelor of Secondary Education

Major in English
__________________________________________

By

LIEZEL E. JUMOLA

JOHN DANIEL F. LABRADOR

JERALD C. APOLINARIO

JESSABEL B. TORRES

October 2018
 ii

ABSTRACT

This study entitled A COMPILATION OF APPREHENSIONS

ENCOUNTERED BY CUYONON LEARNERS OF ENGLISH LANGUAGE AT

THE SECONDARY SCHOOLS IN CORON, PALAWAN is an attempt to find out the

apprehensions and the reasons for such among Cuyunon learners of English.

More particularly, it will seek answers to the following specific questions:

1.) Do the respondents have apprehensions in using the English language?

2.) What are the common apprehensions of Cuyonon learners when using the

English language?

3.) What are the reasons behind the learners’ apprehension in speaking English

language?

4.) How do English language apprehensions affect the learners?

5.) Does the native language add to the apprehension?

6.) How do learners deal with their apprehensions in speaking the English

language?

This research is employed the descriptive method of study. Questionnaire was used

as the main gathering data instrument. There were ninety-eight (98) respondents who were

randomly selected. Frequency, ranking and percentages were used as statistical tools.

Based on the data gathered, the following findings are hereby summarized:

Results show that out of ninety-eight (98) respondents, 98 or 100% agreed that they

have apprehensions in using the English language.

Table 2 shows that among the common apprehensions encountered by the

respondents in using English language, item 11 “I get nervous when I do not understand
 iii

every word the English lecturer says” ranked first with 53 respondents equivalent to

54.08% of the total respondents. Item 12 “I get nervous when the lecturer asks questions

in English which I have not prepared for in advance” ranked second with a total of 52

respondents or 53.06% of the total respondents. Third in rank are items 4” I start to panic

when I have to speak or write without preparation in my English class and item 9 “I feel

very self-conscious about speaking or writing using English in front of other students” with

a total of 51 respondents equivalent to 52.04% of the total respondents. Fifth in rank is item

1 “I never feel quite sure of myself when I am speaking or writing in my English class”

with a total of 49 respondents or 50% of the total respondents.

Table 3 shows the different reasons why respondents were apprehensive in

speaking the English language. First in rank is item 5 “I’m afraid to be judged negatively”

with a total of 75 respondents 76.53% of the total. Next in rank is item 9 “While speaking

in my language class, I feel afraid when I translate word by word the expressions from my

native language into English language” with 55 total respondents 56.12% of the total

respondents. Third in rank is item 2 “I keep thinking that the other students have better

accents than I do” with a total of 52 respondents or 53.06% of the total respondents. Fourth

in rank is item 6 “I feel nervous when I cannot make sense in English” with a total of 47

respondents or 47.96% of the total. Last in rank is item 4 “I would be worried failing to use

correct grammar in my language class” with 45 respondents or 45.92% of the total.

The table 4 shows the reasons for the respondents’ apprehensions on the use of the

English language. First in rank is item 8 “I experience heart palpitation in my English class”

with 47 respondents corresponding to 47.96%of the total respondents. Second in rank is

item 5 “I feel like my English proficiency is hard to improve due to my apprehensions”

 iv

with 42 respondents or 42.86% of the total respondents. Third in rank is item 3 “I

experience mental block and become forgetful” with 40 respondents or 40.82% of the total.

Fourth in rank is item 4 “I choose to remain silent instead of participating” with 39 total

respondents or 39.80% of the total respondents. Fifth in rank is item 2 “I experience

shaking and sweating every time I am on my English class” with 38 respondents equivalent

to 38.78% of the total respondents.

Table 5 shows that 52 out of 98 respondents believe that the Cuyuno language do

not affect their apprehensions in using English language and 46 out of 98 respondents or

46.94% believe that Cuyuno language affect their apprehensions in using English language.

Table 6 shows how the respondents deal with their apprehensions in using English

language. 51 out of 98 respondents or 52.04% pointed out to item 1 “I practice self-

discipline and control my feelings”. 39 out 98 respondents or 39.80% prefer item 2 “I think

positively” and item 6 “I face my apprehension and try to eliminate those things that cause

my apprehension”. 38 out of 98 respondents or 38.78% prefer item 7 “I read materials

written in the English language”. 33 out of 98 respondents or 33.67% prefer item 3 “I

usually use English language for communication”. 25 out of 98 respondents or 25.51%

prefer item 5 “I consult someone who is very proficient in the use of the English language”.

Based on the result of the study, the Cuyonon learners have apprehensions in using

English language. They are afraid if they don’t understand the lecturer when using English

language, they get nervous when the lecturer asks questions in English which they are not

prepared in advance, they start to panic when they have to speak or write without

preparation, they start to feel very conscious when they will be speaking or writing in front

of other students and they never feel quite sure of themselves when they are speaking or
 v

writing in their English class. The reasons of their apprehensions are, they are afraid to be

judged negatively, afraid of translating expressions word by word from their native

language to English, they keep thinking that other students have better accents than theirs,

they felt nervous when they cannot make sense in English and they are worried failing to

use correct grammar in their English class. Their apprehensions affect them by

experiencing heart palpitation, having a hard time to improve their English proficiency,

experiencing mental block and become forgetful, choosing to remain silent instead of

participating and experiencing shaking and sweating during English class. Most of the

respondents believed that Cuyono language does not affect their apprehensions in using

English language. The Cuyonon learners dealt with their apprehension through practicing

self-discipline and controlling feelings, thinking positively, facing their apprehensions and

trying to eliminate things that caused their apprehensions, reading materials written in

English language and usually using English language for communication.

On the basis of present study some recommendations are drawn as follows:

• It would be worthwhile for all stakeholders in education i.e. parents, teachers and

government to encourage Cuyonon learners to overcome their apprehension

through providing study materials, conducive place of learning, recognizing

excellence, appreciating students hard work. These will help the students

positively towards their English performance inside their classroom.

• Therefore, the teacher should assist and accommodate the students to avoid them

from feeling apprehensive and nervous when asked to speak in English.

 vi

• Teachers are also responsible in choosing the right methods and techniques and

they need to be more alert with students’ learning preference to maximize the

effectiveness of teaching English.

• Few interesting activities that involve group interaction with less peers’ evaluation

and more on developing cooperation among members are highly recommended in

English class. This is to ensure the comfortableness of the students during the

process of learning and acquiring the language where all students have the chance

to have say equally regardless of their differences in English competency.

• Students should be more supportive towards each other and teachers’ support for

the learners’ during the learning process.

• To have facility such as library that contains reading materials written in English

to activate the learner’s comprehension

• The teacher must adapt their English proficiency to their learners

• The teacher must also their greatest motivator/encourager to speak English inside

the classroom.

• From time to time, the teacher must integrate grammar lessons to her other lessons
 vii

SIGNATURE PAGE
This is to certify that this undergraduate thesis entitled APPREHENSIONS
ENCOUNTERED BY CUYONON LEARNERS OF THE ENGLISH LANGUAGE
AT THE SECONDARY SCHOOLS IN CORON, PALAWAN submitted by JOHN
DANIEL F. LABRADOR, JESSABEL B. TORRES, JERALD C. APOLINARIO and
LIEZEL E. JUMOLA to fulfill part of the requirements for the degree Bachelor of
Secondary Education Major in English was successfully defended approved on October 8,
2018.

ATTY. ALBERT C. GARRAEZ

Thesis Adviser

NIKKI ROSE F. DOMAEL RON ARCHIE C. AUSTRIA

Thesis Co-Reader Thesis Co-Reader

DR. FERNANDO M. CRUZ

Thesis Co-Reader

This undergone thesis is hereby officially accepted as partial fulfillment of the

requirements for the degree of Bachelor of Secondary Education Major in English.

DR. FERNANDO M. CRUZ

Director, PSU CCRD
 viii

ACKNOWLEDGMENT

The researchers wish to express their warmest gratitude to the following people

who have shared their unselfish time and effort in making this paper into reality:

Their adviser, Atty. Albert C. Garraez, for his generosity, kindness and

encouragement;

To their instructor, Dr. Fernando M. Cruz for his constant patience and warmth;

Mr. Ron Archie C. Austria, Ms. Vinamar Dagami-Odasco, members of the advisory

committee for their concern, support, comments, and suggestions;

To the members of the panel of readers, for their constructive criticism and valuable

suggestions;

To the school heads of every secondary school in Coron, Palawan, for the approval

to gather data in their respective jurisdiction;

They are indebted to the Cuyonon students in Coron School of Fisheries, Tagumpay

High School, Borac National High School, San Nicolas National High School, Sta. Monica

National High School, Bintuan National High School, Buenavista National High School,

Turda National High School, Decalachao National High School, Saint Augustine

Academy, during the academic year 2017-2018, who were the participants in this study,

for all their hard work, likewise for their patience and cheerfulness throughout the project;

Above all, to the Almighty God, who gave them wisdom, strength, peace of mind

and good health to finish this research.

-The Researchers
 TABLE OF CONTENTS

Page

TITLE PAGE…………………………………………………………………………... i
ABSTRACT…………………………………………………………………………… ii
SIGNATURE PAGE…………………………………………………………………... vii
ACKNOWLEDGEMENT……………………………………………………………... viii
LIST OF FIGURES……………………………………………………………………. x
LIST OF TABLES……………………………………………………………………... xi
LIST OF APPENDICES……………………………………………………………...... xii

Chapter 1: INTRODUCTION
Background of the Study………………………………………………….... 2
Statement of the Problem…………………………………………………... 3
Significant of the Study……………………………………...…………....... 3
Scope and Limitation………………………………………………….......... 4

Chapter 2: THEORETICAL FRAMEWORK

Review of Related Literature and Studies…………………………………… 5
Research Assumption……………………………………………………… 13
Conceptual Framework…………………………………………………….... 13
Research Paradigm…………………………………………………………. 14
Definition of Terms…………………………………………………………. 14

Chapter 3: METHODOLOGY
Research Design…………………………………………………………… 16
Population and Sample…………………………………………………... 16
Data Gathering Instrument…………………………………………………. 16
Data Collection Procedure…………………………………………………. 17
Statistical Treatment of Data………………………………………………. 17

Chapter 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA.18

Chapter 5: SUMMARY OF FINDINGS AND CONCLUSIONS…………………... 29

REFERENCES………………………………………………………………………... 35
APPENDICES………………………………………………………………………... 37
CURRICULUM VITAE……………………………………………………………... 51
 x

LIST OF FIGURES

Figure Page

1 The Research Paradigm …………………………………………… 14

 xi

LIST OF TABLES

Table Page

1 Respondents’ Apprehensions in Using English Language…………… 18

2 Common Apprehensions the Respondents Encountered…………........ 19

3 Reasons of Apprehension in Speaking English Language………….….22

4 Reasons how English Language Apprehension affects Respondents ….24

5 Contribution of Cuyono Language to Respondents’ Apprehension

in Using English Language…………………………………………….26

6 Different Ways of Dealing Apprehensions in Using English Language.27

 xii

LIST OF APPENDICES

Appendix Page

A Letter to the Director ………………………………………………. 38

B Letter of Request to the CSF Administrator……………...……......... 39

C Letter of Request to the SMNHS TIC…………………….……....….40

D Letter of Request to the DNHS TIC………………………………….41

E Letter of Request to the SNNHS TIC………………………………...42

F Letter of Request to the BNH TIC……………………………………43

G Letter of Request to the BNHS TIC……………………………….….44

H Letter of Request to the BNHS TIC……………………………….….45

I Letter of Request to the TNHS TIC….………...……...………………46

J Letter of Request to the TMNH TIC…………………………..……...47

K Letter of Request to the SAA School Director………………………..48

L The Research Instrument……………………………………..……….49

 Chapter I

INRODUCTION

Among some major languages in the world, English language has its own role and

benefits due to its wide use in the world such as in academe, politics, economy, sports, etc.

Our world nowadays does not seem to be able to link and communicate without the use of

international language.

For the last new few decades, the chance of encountering apprehensions in learning

English language is remote. Research into language apprehension has consistently shown

that apprehension could have a detrimental effect on L2 performance. Today, English is

one of the most important languages in the world. Further, English today is needed almost

everywhere. On the other hand, English language is well known as a foreign language, it

is the most studied foreign language in the Philippines at all education levels. A foreign

language is “one that is learned in a place where the language is not typically used as the

medium of ordinary communication”. Language anxiety has occupied a great body of

research for the past few decades. Previous research findings on language anxiety have

revealed the fact that anxiety can impede foreign language performance and its production.

In most of the time, the language learners are facing some kinds of problems in learning a

new language. Language anxiety has long been recognized as an obstacle in second

language learning. Anxiety experienced in learning English language can be debilitating

and may influence students’ achievements of their goals”. In the other words, anxiety is

one of the most significant factors affecting language learning. High level of language

anxiety is correlated with poor performance in language learning.

 2

Background of the Study

Language learners usually express anxiety, apprehension and nervousness when

learning a new language. Language anxiety/apprehension can originate from learners’ own

sense of self, their self-related cognitions, language learning difficulties, differences in

learners & target cultures, differences in social status of the speakers & interlocutors and

from fear of losing self-identity.

Foreign language anxiety/apprehensions or xenoglossophobia is the feeling of

unease, worry, nervousness of learning or using L2. It’s a form of what psychologist

describe as a specific anxiety reaction. classroom language learning arising from the

uniqueness of the language learning process”

Language anxiety also is a strong indicator of negative attitudes towards language

learning. Chao (2003) conducted a study that employed both qualitative and quantitative

methods to investigate the level of anxiety among private college students who learned

English as a foreign language in Taiwan. The findings of this study revealed that the level

anxiety was moderately high. Onwuegbuzie, Baily and Daley (1999) examined the factors

predicted foreign language anxiety and found significant relations between the following

variables: age, academic achievement, prior high school experience with foreign

languages, and expected overall average for current language course. In terms of students

age it was found that older students had higher language anxiety than did younger students.
 3

Statement of the Problem

This study entitled A COMPILATION OF APPREHENSIONS

ENCOUNTERED BY CUYONON LEARNERS OF ENGLISH LANGUAGE AT

THE SECONDARY SCHOOLS IN CORON, PALAWAN is an attempt to find out the

apprehensions and the reasons for such among Cuyunon learners of English.

More particularly, it will seek answers to the following specific questions:

1.) Do the respondents have apprehensions in using the English language?

2.) What are the common apprehensions of Cuyonon learners when using the

English language?

3.) What are the reasons behind the learners’ apprehension in speaking English

language?

4.) How do English language apprehensions affect the learners?

5.) Does the native language add to the apprehension?

6.) How do learners deal with their apprehensions in speaking the English

language?

This research is employed the descriptive method of study. Questionnaire was used

as the main gathering data instrument. There were ninety-eight (98) respondents who were

randomly selected. Frequency, ranking and percentages were used as statistical tools.

Significance of the Study

This study will be important to the following:

To the Department of Education (DepEd), this study will serve as an instrument in

determining beliefs regarding apprehensions towards the English learners. This study will
 4

also help the curriculum developers to create methods and strategies regarding the result

of this study;

To the Academe especially to Palawan State University, this study will enrich the

knowledge bank of the research department and the library;

To future researchers who will also have related study, this research may provide

initial findings where they could base their research. It will also motivate and inspire further

findings researchers about apprehensions in learning English language;

To the BSEd English teachers, this study will help them to cope up with this kind

of problem. They will also be aware of different apprehensions of their students and how

will they help their learners with these conditions;

And most significantly, it will help Cuyonon learners how to deal and overcome

their apprehensions. They will be benefitting in this study and be aware of their conditions.

Scope and Delimitation

This research will cover the secondary learners of English language who are native

speaker of Cuyonon language in the coastal and inland High Schools in Coron, Palawan.

This research was conducted from the month of February 2018 to October 2018.
 Chapter II

THEORETICAL FRAMEWORK

This chapter presents a review of literature and a review of related studies that will

serve as the theoretical basis of the current study. It also presents a conceptual framework

which was based on the theoretical framework. A research paradigm and a definition of

terms was also included.

Review of Related Literature and Studies

Learning a second language can be a frightful experience. The apprehension and

pressure on students to perform well in the second language causes them anxiety that is

specific to the second language classroom. Through the review of literature, this subject

will be looked at in greater detail by investigating the research and the causes and solutions

of anxiety in foreign or second language learning.

Many people, who are good learners in other subject areas, can experience anxiety

when learning a second language. This causes a mental block to new information.

Researchers have been taking a look at this specific second language learning anxiety and

what its causes are. The term specific anxiety reaction, according to Horwitz, E., Horwitz

M., and Cope (1986), was given by psychologists to distinguish between anxiety that

occurs only in specific situations and anxiety that people feel on a regular basis. Students

and teachers feel that second language learning anxiety is a huge hurtle to get over when

attempting to learn a language other than your own (p. 125).

 6

The term second language anxiety is used as an umbrella term for other more

specific anxiety inducing situations. MacIntyre and Gardner (1991) found through a

controlled laboratory setting that anxiety in interpersonal settings and associated with recall

of vocabulary words and learning is communicative anxiety. Other types of anxiety

include classroom anxiety, learning anxiety, state anxiety, test anxiety, and audience

anxiety. Each depends on the type of anxiety that can occur within second language

learning. MacIntyre and Gardner (1991) state that, “This distinction between language

anxiety and other forms of anxiety has been made for some time and is now being

recognized as a key issue in the understanding of the role of anxiety in language learning”

(p. 297).

In the past, research on how anxiety correlates to second language learning and

performance, results were spread out and proved nothing. However, recent improvements

in measurement and a more accurate theory of language anxiety, have made for more

productive research and according to Young (1991), “…a better understanding of its

sources in the foreign and second language classroom” (p. 426).

MacIntyre and Gardner (1991) performed a study in which several different types of

anxiety; test anxiety, audience anxiety, math class anxiety, and others, were closely looked

at. A relationship was found where anxiety was related to second language performance

(p. 297).

Researchers have run into many problems and received varied results when

attempting to quantify the effects of anxiety on foreign language learning. Horwitz et al.

(1986) says that Scovel (1978) claims that scholars cannot find a definite relationship

between anxiety and second language success because of the unreliability of anxiety
 7

measures used (p. 126). A model that shows how language anxiety is distinguished from

other anxieties was formed by MacIntyre and Gardner (1991). They believe that second

language anxiety is a specific response to anxiety within the second language classroom.

They state that “With repeat occurrences, anxiety becomes reliably associated with the

language class and differentiated from the other contexts” (p. 297). Differences between

students who have more or less anxiety are followed back to see what caused the negative

effects. The thoughts of the anxious individuals were negative and put themselves down.

The less anxious could concentrate on the task better that the anxious because they did not

have such negative self-awareness as the others did. The results, according to Macintyre

and Gardner (1991) are that “…the students can be aware that only in language class do

they experience difficulty. This leads to the differentiation of language anxiety from other

forms of anxiety and to the isolation of its effects in the second language context” (p.297).

Studies also show the effects of anxiety on language learning. Horwitz et al. (1991)

states that Kleinmann’s (1977) findings reveal that students with high levels of anxiety

perused less difficult grammatical constructions than the less anxious students did (p. 126).

Therefore, students under relaxed personal conditions are benefiting from the second

language class more than the anxious students. During this period of anxiety students go

through feelings of worry and dread, have trouble concentrating, sweat, experience heart

palpitations, and become forgetful. These psycho-physiological symptoms hinder the

language learning experience (Horwitz et al., 1986).

There are many causes or factors that lead to second language learning anxiety.

The first is fear of negative evaluation. Students’ fears are brought on by the environment

of the foreign language classroom, where they are constantly being evaluated. The
 8

evaluation from the only fluent speaker in the room, the teacher, is crucial to a second

language student (Horwitz et al., 1986). However, the evaluation or criticisms from peers

is also a major cause of anxiety. Young (1991) found that anxious learners thought their

skills in language were weaker than their peers’ and they were looking down at them. They

are afraid to speak out loud in front of the class, during speaking practice. Kitano (2001)

uses information from Young’s (1990) survey study in which students learning Spanish

said that they would speak out loud and answer more questions if they were not afraid to

give the wrong answer.

Another cause of foreign or second language learning anxiety is learners’ self-

perception of speaking ability in the target language. Horwitz et al. (1986) claims that most

of the learners’ anxiety comes from their self-concept of ability. They are also comparing

their skills with native speakers of the target language, which lead to embarrassment and

sham that they are not pronouncing exactly like the native speakers. Of all the skills taught

in the foreign language class, students perceive speaking ability the most important. Kitano

(2001) argues that “…speaking skill is usually the first thing that learners compare with

that of peers, teachers, and native speakers” (p. 550). Hence, learners’ low self-perception

of speaking ability is a cause or source of anxiety in second language learning.

A source of anxiety can also come from the fear of testing. There is a great deal of

students who experience test anxiety. When many grammar items must be remembered,

Horwitz et al. (1986) state that many students report that knew the grammar but forgot it

while taking the test. Anxiety is produced when students remember, after the test, that they

made a mistake and put down a wrong answer because of their nervousness during the test.

Test anxiety can also be brought on by the question types that are on the test. If the student
 9

has never seen that specific question formats he or she might experience test anxiety during

that test and future tests. Young (1991) states that, “In language testing, the greater degree

of student evaluation and the more unfamiliar and ambiguous the test tasks and formats,

the more the learner anxiety is produced” (p.429).

Studying can cause test anxiety as well. Some students may study a lot if they

received a poor grade on a previous test or are anxious about making mistakes on an

upcoming test. If the material that the student studied is not what is on the test, fear and

anxiety could produce. This may lead to studying avoidance. Horwitz et al. (1986) states

that, “Anxious students may avoid studying and in some cases skip class entirely in an

effort alleviate their anxiety” (p. 127).

Anxious second or foreign language learners have trouble distinguishing between

the target language’s sounds and structure. When the target language is spoken by his

teacher, a male student reported to only hear a loud buzzing sound (Horwitz et al., 1986).

Also reported by Horwitz et al. (1986), many students, who experience foreign language

learning anxiety, claim to understand little to none of the teacher’s output. Not being able

to comprehend the target language is a major cause of anxiety.

Finally, the instructor can serve as a source of anxiety. Contrary to research, some

instructors think that intimidating their students will cause them to become motivated to

learn the foreign language. Young (1991) describes it best by stating that:

• Instructors who believe their role is to correct students constantly when they

make any error, who feel that they cannot have students working in pairs

because the class may get out of control, who believe that the teacher should

be doing most of the talking and teaching, and who think their role is more
 10

like a drill sergeant than a facilitator’s may be contributing to learner

language anxiety. (p. 428)

Teachers who engage in any of the above behavior should find a new career. The

teacher in a second language classroom should not contribute to the already enormous

stresses in the students’ language learning. The way in which mistakes are perceived by

the instructor could also add to students’ anxiety. Although some correction is needed in

a second or foreign language classroom, it is the way in which the instructor corrects them.

With most of the causes of anxiety in foreign language learning covered, those

causes need solutions to help lower the students’ anxiety. Young (1991) suggests,

“Recognizing learner manifestations of anxieties related to speaking, negative evaluation,

and foreign language learning- generated anxieties are important first steps in coping with

language anxiety” (p. 429). Teachers can help students who are experiencing anxiety to

recognize their fears and physically write them down in a journal or notebook. They can

share their anxieties within a support group or foreign language class to see that they are

not alone in their fears. Teachers can also help students to approach the anxiety-proving

situation in a more realistic way instead of avoiding the situation.

Another method for reducing anxiety is to use an anxiety graph, which helps

students to narrow in on the cause of their anxiety. Young (1991) explains how to use an

anxiety graph, “Students chart their level of anxiety to show that not every phase of an oral

interaction produces an equal amount of anxiety” (p. 430). Along with a teacher or

counselor, students can analyze their graph. They can see where the highest point is and

find a better approach to that anxiety induced situation. Students can also use this
 11

opportunity to express their feelings into writing. Journal Writing provides students with

an outlet to their emotions, fears, realizations, and future plans (Young, 1991).

Having students write focused essays as a solution to their anxiety is a theory

developed by MacIntyre and Gardner (1991) in which it, “…forced the students to

concentrate on their own reactions to events making a given type of experience highly

salient to them” (p. 297). The anticipated result is that the students’ view of themselves

will change. The whole essay will be entirely on the situation or perception that they want

to alter. The examination of the situations in which anxiety is provoked will then be

analyzed by the student through the completion of the essay. This, in turn, will help the

students to better understand and cope with their specific anxiety induced situations.

Well planned activities can also help to examine students’ fears of second language

learning. Young (1991) speaks of a suggestion from Crookall and Oxford (1991) in which

students participate in an activity called Agony Column. Students will take on three roles

in this editorial imitation. The three roles are themselves, an “agony aunt” such as a “Dear

Abby”, and a counselor. The students will first write letters to the agony aunt explaining

their anxiety. They will then read each other’s letters and play the parts of the agony aunt

by giving advice to the anxiety. Finally, the students will act as counselors. In small groups

they will react to the replies and reliability of the given advice (Young, 1991). This is a

good activity for higher leveled students who can read, write, and analyze in the target

language. Participating in silent individualized reading can help students reduce anxiety

by working at their own pace. MacIntyre, Knowles, and Clement (1997) suggest that,

“When reading, one may review a passage many times, recover any missed information,
 12

and gain confidence in one’s interpretation without publicly acknowledging having

trouble” (p. 280).

Reducing learners’ anxiety can also be done by participating in a support group. In

addition, they can work with a tutor to help strengthen those areas that the student is lacking

in. Joining a language club can also be a good solution to second language learning anxiety.

Submerging into the target language in a relaxed, un-graded environment might help

students to become more motivated in their second language learning. Young (1991)

suggests learners participate in self-talk to motivate themselves into a situation where he

or she experiences anxiety. Some examples of self-talk are, “Just relax”, “I can do this”,

“Take a deep breath”, and so on.

Teachers can help anxious learners with their study of the second language.

Horwitz (1988) suggests teachers “discuss with their students reasonable commitments for

successful language learning and the value of some language ability if it is less than fluent”

(p.286). Second language teachers need to be sensitive to their students’ needs and fears.

Becoming a facilitator of learning can help the student as well as the teacher. His or her

responsibility will be to provide students with comprehensible output and opportunities to

communicate in the target language inauthentic situations with authentic materials (Young,

1991).

Another solution to students’ anxiety is that instructors re-evaluate their teaching

beliefs. Young (1991) suggests that instructors videotape themselves to help them to take

an outside look at their teaching style and the reaction of the class as well as individual

learners. Another valuable tool for teachers is to become involved in conferences,

 13

workshops, and panels to keep up-to-date with new teaching philosophies, practices, and

research (Young, 1991).

Students’ dialects will have a direct influence on their academic performance and

even instructors’ expectations of students’ academic potential (Adger, Wolfram, &

Christian, 2007; Charity Hudley & Mallinson, 2011; Godley, Sweetland, Wheeler,

Minnici, & Carpenter, 2006). Dialects are often addressed in the classroom only in the

context of attempting to encourage students to accommodate more standardized varieties.

In this case, because language and identity are closely linked, students may feel tension

between home and school varieties, resulting in psychosocial difficulties (Charity Hudley

& Mallinson, 2011).

Research Assumption

The researchers assumed that:

• Cuyonon learners have different apprehensions encountered in using the English

language and;

• Their native language contributes to their apprehensions.

Conceptual Framework

English language became the independent variable because they are the ones being

unchanged and fixed in the research. The age, dialect and past experiences are the

intervening variables which influence and affect the dependent variable and apprehension

in using English language is the dependent variable. This is illustrated in the research

paradigm.
 14

Research Paradigm

Independent Variable Intervening Variable Dependent Variable

Age Apprehensio
English Dialects ns in using
language Past English
Experiences language

Fig. 1

Definition of Terms

The following terms are operationally defined in order to shed light and give clarity

as to their use in this study.

Apprehension. These are the anxiety or fear that Cuyonon learners of English

language encounter.

Coastal. This is a place or area near the coastline of Coron, Palawan.

Cuyunon. This is a language spoken on the coast of Palawan and the Cuyo Islands

in the Philippines.

Encountered. These are the possible experiences they faced during their

apprehensions.

English Language. This is the one that causes apprehensions to Cuyonon learners.

Inland. This is a part of town that is away from the coast of Coron, Palawan.
 15

Learners. These are the Cuyonon learners who encountered apprehensions in using

English language.

L2. This is the second language (English) which Cuyonon learners are afraid of.

Secondary Level. These are the public and private high schools in Coron, Palawan.

Significant others. These are the more knowledgeable individual who will help

and guide the Cuyonon others.

 Chapter III

METHODOLOGY

This chapter deals with the technical aspect on how the research shall be conducted.

It discusses the research design, population, data gathering instrument and statistical

treatment.

Research Design

The researcher used descriptive survey to investigate the apprehensions of Cuyonon

learners of English language in Coron, Palawan. A researcher-made questionnaire was

used. The frequency, percentage and ranking of the data gathered were determined.

Tabulation, analysis and interpretation followed.

Population and Sample

The respondents of the study were Cuyonon learners of the English language at the

Secondary level in Coron, Palawan, ranging from grade 7 to grade 12. To determine the

sample out of the 4712 students, the Slovin’s Formula and stratified random sampling

technique were used.

Data Gathering Instrument

The researcher used questionnaires in facilitating the data collection. The questions

were prepared in English.

The questionnaire was divided into 6 parts. Part I asked about if the learners have

apprehensions or none.,
 17

Part II asked about their common apprehensions, Part III enumerated the reasons of

apprehensions of their apprehensions, Part IV raised reasons of how English language

apprehensions affects the Cuyonon learners, Part V asked if Cuyono language affects or

adds to apprehensions, Part VI raised ways on how Cuyonon of English language deal with

their apprehensions.

Research Procedure

The sampling procedure adopted for this study was stratified random sampling

method. The Stratified random sampling procedure was administered through randomly

selecting Cuyonon learners from each Secondary School depending on the total population

of respondents. Before the actual gathering of data, the respondents were notified through

a letter of permission from the office of their respective school. It was conducted after the

research panel approved of the questionnaire.

Statistical Treatment

As this is a simple survey, only summary statistics were employed in the conduct

of this study. Frequency, ranking and percentages were used.

Frequency is the number of times a data value occurs.

Ranking is a relationship between a set of items such that, for any two items, the

first is either ‘ranked higher than’, ‘ranked lower than’ or ‘ranked equal to’ the second.

A percentage is another way of expressing a proportion. A percentage is equal to

the proportion times 100.

 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings, analysis and interpretation of data gathered

presented in tabular form. At the bottom of each table, an interpretation is provided.

Table 1

Respondents’ Apprehensions in Using English Language

Number of Percentage

Respondents

YES 98 100%

NO 0 0%

Results show that out of ninety-eight (98) respondents, 98 or 100% agreed

that they have apprehensions in using the English language.

 19

Table 2

Common Apprehensions the Respondents Encountered

Common Apprehensions Encountered Number of Percentage Rank

Respondents

1.I never feel quite sure of myself when I am 49 50% 5

speaking or writing in my English class.

2. I tremble when I know that I am going to be 40 40.82% 12

called in English class.

3. It frightens me when I do not understand a 45 45.92% 8.5

lecturer in English.

4. I start to panic when I have to speak or write 51 52.04% 3.5

without preparation for my English class.

5. It embarrasses me to volunteer answers in 32 32.65% 14

my English class.

6. I would be nervous speaking or writing in 46 46.94% 6.5

English with native speakers of the language.

7. I am not confident when I speak or write 39 39.80% 13

using English in my class.

 20

8. I can feel my heart pounding when I am 42 42.86% 11

going to my English class.

9. I feel very self-conscious about speaking or 51 52.04% 3.5

writing using English in front of other

students.

10. I get nervous and confused when I am 45 45.92% 8.5

speaking or writing using English in my class.

11. I get nervous when I do not understand 53 54.08% 1

every word the English lecturer says.

12. I get nervous when the lecturer asks 52 53.06% 2

questions in English which I have not prepared

for advance.

13. I am afraid to be scolded by my English 46 46.94% 6.5

teacher whenever I commit mistakes.

14. I am afraid of negative evaluation and 44 44.90% 10

criticism.

Table 2 shows that among the common apprehensions encountered by the

respondents in using English language, item 11 “I get nervous when I do not understand

every word the English lecturer says” ranked first with 53 respondents equivalent to

54.08% of the total respondents. Item 12 “I get nervous when the lecturer asks questions
 21

in English which I have not prepared for in advance” ranked second with a total of 52

respondents or 53.06% of the total respondents. Third in rank are items 4” I start to panic

when I have to speak or write without preparation in my English class and item 9 “I feel

very self-conscious about speaking or writing using English in front of other students” with

a total of 51 respondents equivalent to 52.04% of the total respondents. Fifth in rank is item

1 “I never feel quite sure of myself when I am speaking or writing in my English class”

with a total of 49 respondents or 50% of the total respondents.

 22

Table 3

Reasons of Apprehension in Speaking English Language

Reasons of Apprehension Number of Percentage Rank

Respondents

1.I never feel quite sure of myself when I am 37 37.76% 7.5

speaking in my English language class.

2. I keep thinking that the other students have 52 53.06% 3

better accents than I do.

3. The more I try to speak English fluently in 44 44.90% 6

the class, the more disappointed I get.

4. I would be worried failing to use correct 45 45.92% 5

grammar in my language class.

5. I’m afraid to be judged negatively. 75 76.53% 1

6. I feel nervous when I cannot make sense in 47 47.96% 4

English.

7. I always feel that the other students will 35 35.71% 9

laugh at my accent as I speak English in class.

8. It frightens me whenever I speak English 37 37.76% 7.5

with grammatical mistakes in the class.

 23

9. While speaking in my language class, I feel 55 56.12% 2

afraid when I translate word by word the

expressions from my native language into

English language.

Table 3 shows the different reasons why respondents were apprehensive in

speaking the English language. First in rank is item 5 “I’m afraid to be judged negatively”

with a total of 75 respondents 76.53% of the total. Next in rank is item 9 “While speaking

in my language class, I feel afraid when I translate word by word the expressions from my

native language into English language” with 55 total respondents 56.12% of the total

respondents. Third in rank is item 2 “I keep thinking that the other students have better

accents than I do” with a total of 52 respondents or 53.06% of the total respondents. Fourth

in rank is item 6 “I feel nervous when I cannot make sense in English” with a total of 47

respondents or 47.96% of the total. Last in rank is item 4 “I would be worried failing to use

correct grammar in my language class” with 45 respondents or 45.92% of the total.

 24

Table 4

Reasons How English Language Apprehension Affects Respondents

Reasons of Apprehension Number of Percentage Rank

Respondents

1.I feel less motivated to attend our English 31 31.63% 9

class.

2. I experience shaking and sweating every 38 38.78% 5

time I am on my English class.

3. I experience mental block and become 40 40.82% 3

forgetful.

4. I choose to remain silent instead of 39 39.80% 4

participating.

5. I feel like my English proficiency is hard 42 42.86% 2

to improve due to my apprehensions.

6. I go through feelings of worry and dread. 37 37.76% 6

7. I have trouble concentrating in my English 35 35.71% 7

class.

8. I experience heart palpitation in my 47 47.96% 1

English class.
 25

9. I become less confident. 34 34.69% 8

10. It causes me anxiety. 24 24.49% 10

Table 4 shows the reasons for the respondents’ apprehensions on the use of the

English language. First in rank is item 8 “I experience heart palpitation in my English class”

with 47 respondents corresponding to 47.96%of the total respondents. Second in rank is

item 5 “I feel like my English proficiency is hard to improve due to my apprehensions”

with 42 respondents or 42.86% of the total respondents. Third in rank is item 3 “I

experience mental block and become forgetful” with 40 respondents or 40.82% of the total.

Fourth in rank is item 4 “I choose to remain silent instead of participating” with 39 total

respondents or 39.80% of the total respondents. Fifth in rank is item 2 “I experience

shaking and sweating every time I am on my English class” with 38 respondents equivalent

to 38.78% of the total respondents.

 26

Table 5

Contribution of Cuyono Language to Respondents’ Apprehension

in Using English Language

Number of Percentage

Respondents

YES 46 46.94%

NO 52 53.06%

Total 98 100 %

Table 5 shows that 52 out of 98 respondents believe that the Cuyuno language do

not affect their apprehensions in using English language and 46 out of 98 respondents or

46.94% believe that Cuyuno language affect their apprehensions in using English language.
 27

Table 6

Different Ways of Dealing Apprehensions in Using English Language

Reasons of Apprehension Number of Percentage Rank

Respondents

1.I practice self-discipline and control my 51 52.04 1

feelings.

2. I think positively. 39 39.80 2.5

3. I usually use English language for 33 33.67 5

communication.

4. I expose myself to English language user. 23 23.47 7

5. I consult someone who is very proficient in 25 25.51 6

the use of the English language.

6. I face my apprehension and try to eliminate 39 39.80 2.5

those things that cause my apprehension.

7. I read materials written in the English 38 38.78 4

language.

Table 6 shows how the respondents deal with their apprehensions in using English

language. 51 out of 98 respondents or 52.04% pointed out to item 1 “I practice self-

discipline and control my feelings”. 39 out 98 respondents or 39.80% prefer item 2 “I think
 28

positively” and item 6 “I face my apprehension and try to eliminate those things that cause

my apprehension”. 38 out of 98 respondents or 38.78% prefer item 7 “I read materials

written in the English language”. 33 out of 98 respondents or 33.67% prefer item 3 “I

usually use English language for communication”. 25 out of 98 respondents or 25.51%

prefer item 5 “I consult someone who is very proficient in the use of the English language”.
 Chapter V

SUMMARY, CONCLUSIONS and RECOMMENDATIONS

This study entitled A COMPILATION OF APPREHENSIONS

ENCOUNTERED BY CUYONON LEARNERS OF ENGLISH LANGUAGE AT

THE SECONDARY SCHOOLS IN CORON, PALAWAN is an attempt to find out the

apprehensions and the reasons for such among Cuyunon learners of English.

More particularly, it will seek answers to the following specific questions:

1.) Do the respondents have apprehensions in using the English language?

2.) What are the common apprehensions of Cuyonon learners when using the

English language?

3.) What are the reasons behind the learners’ apprehension in speaking English

language?

4.) How do English language apprehensions affect the learners?

5.) Does the native language add to the apprehension?

6.) How do learners deal with their apprehensions in speaking the English

language?

This research is employed the descriptive method of study. Questionnaire was used

as the main gathering data instrument. There were ninety-eight (98) respondents who were

randomly selected. Frequency, ranking and percentages were used as statistical tools.
 30

Summary of Findings
Based on the data gathered, the following findings are hereby summarized:

Results show that out of ninety-eight (98) respondents, 98 or 100% agreed that they

have apprehensions in using the English language.

Table 2 shows that among the common apprehensions encountered by the

respondents in using English language, item 11 “I get nervous when I do not understand

every word the English lecturer says” ranked first with 53 respondents equivalent to

54.08% of the total respondents. Item 12 “I get nervous when the lecturer asks questions

in English which I have not prepared for in advance” ranked second with a total of 52

respondents or 53.06% of the total respondents. Third in rank are items 4” I start to panic

when I have to speak or write without preparation in my English class and item 9 “I feel

very self-conscious about speaking or writing using English in front of other students” with

a total of 51 respondents equivalent to 52.04% of the total respondents. Fifth in rank is item

1 “I never feel quite sure of myself when I am speaking or writing in my English class”

with a total of 49 respondents or 50% of the total respondents.

Table 3 shows the different reasons why respondents were apprehensive in

speaking the English language. First in rank is item 5 “I’m afraid to be judged negatively”

with a total of 75 respondents 76.53% of the total. Next in rank is item 9 “While speaking

in my language class, I feel afraid when I translate word by word the expressions from my

native language into English language” with 55 total respondents 56.12% of the total

respondents. Third in rank is item 2 “I keep thinking that the other students have better

accents than I do” with a total of 52 respondents or 53.06% of the total respondents. Fourth

in rank is item 6 “I feel nervous when I cannot make sense in English” with a total of 47
 31

respondents or 47.96% of the total. Last in rank is item 4 “I would be worried failing to use

correct grammar in my language class” with 45 respondents or 45.92% of the total.

The table 4 shows the reasons for the respondents’ apprehensions on the use of the

English language. First in rank is item 8 “I experience heart palpitation in my English class”

with 47 respondents corresponding to 47.96%of the total respondents. Second in rank is

item 5 “I feel like my English proficiency is hard to improve due to my apprehensions”

with 42 respondents or 42.86% of the total respondents. Third in rank is item 3 “I

experience mental block and become forgetful” with 40 respondents or 40.82% of the total.

Fourth in rank is item 4 “I choose to remain silent instead of participating” with 39 total

respondents or 39.80% of the total respondents. Fifth in rank is item 2 “I experience

shaking and sweating every time I am on my English class” with 38 respondents equivalent

to 38.78% of the total respondents.

Table 5 shows that 52 out of 98 respondents believe that the Cuyuno language do

not affect their apprehensions in using English language and 46 out of 98 respondents or

46.94% believe that Cuyuno language affect their apprehensions in using English language.

Table 6 shows how the respondents deal with their apprehensions in using English

language. 51 out of 98 respondents or 52.04% pointed out to item 1 “I practice self-

discipline and control my feelings”. 39 out 98 respondents or 39.80% prefer item 2 “I think

positively” and item 6 “I face my apprehension and try to eliminate those things that cause

my apprehension”. 38 out of 98 respondents or 38.78% prefer item 7 “I read materials

written in the English language”. 33 out of 98 respondents or 33.67% prefer item 3 “I

usually use English language for communication”. 25 out of 98 respondents or 25.51%

prefer item 5 “I consult someone who is very proficient in the use of the English language”.
 32

Conclusions

Based on the result of the study, the Cuyonon learners have apprehensions in using

English language. They are afraid if they don’t understand the lecturer when using English

language, they get nervous when the lecturer asks questions in English which they are not

prepared in advance, they start to panic when they have to speak or write without

preparation, they start to feel very conscious when they will be speaking or writing in front

of other students and they never feel quite sure of themselves when they are speaking or

writing in their English class. The reasons of their apprehensions are, they are afraid to be

judged negatively, afraid of translating expressions word by word from their native

language to English, they keep thinking that other students have better accents than theirs,

they felt nervous when they cannot make sense in English and they are worried failing to

use correct grammar in their English class. Their apprehensions affect them by

experiencing heart palpitation, having a hard time to improve their English proficiency,

experiencing mental block and become forgetful, choosing to remain silent instead of

participating and experiencing shaking and sweating during English class. Most of the

respondents believed that Cuyono language does not affect their apprehensions in using

English language. The Cuyonon learners dealt with their apprehension through practicing

self-discipline and controlling feelings, thinking positively, facing their apprehensions and

trying to eliminate things that caused their apprehensions, reading materials written in

English language and usually using English language for communication.

 33

Recommendations

On the basis of present study some recommendations are drawn as follows:

• It would be worthwhile for all stakeholders in education i.e. parents, teachers and

government to encourage Cuyonon learners to overcome their apprehension

through providing study materials, conducive place of learning, recognizing

excellence, appreciating students hard work. These will help the students

positively towards their English performance inside their classroom.

• Therefore, the teacher should assist and accommodate the students to avoid them

from feeling apprehensive and nervous when asked to speak in English.

• Teachers are also responsible in choosing the right methods and techniques and

they need to be more alert with students’ learning preference to maximize the

effectiveness of teaching English.

• Few interesting activities that involve group interaction with less peers’ evaluation

and more on developing cooperation among members are highly recommended in

English class. This is to ensure the comfortableness of the students during the

process of learning and acquiring the language where all students have the chance

to have say equally regardless of their differences in English competency.

• Students should be more supportive towards each other and teachers’ support for

the learners’ during the learning process.

• To have facility such as library that contains reading materials written in English

to activate the learner’s comprehension

• The teacher must adapt their English proficiency to their learners

 34

• The teacher must also their greatest motivator/encourager to speak English inside

the classroom.

• From time to time, the teacher must integrate grammar lessons to her other lessons
REFERENCES
 36

Online Sources

Cheng, Y.-S. (2002). Factors associated with foreign language writing anxiety. Foreign
Language Annals, 35,647–656. Ibid. p.314

Cheng, Y. –S. (2004). A measure of second language writing anxiety: Scale development
and preliminary validation. Journal of Second Language Writing, 13, 313-335.

Daly, J. A. & Miller, M. D. (1975a). Apprehension of writing as a predictor of message

intensity. The Journal of Psychology, 85, 175-177.

Daly, J. A. & Miller, M. D. (1975b). Further studies on writing apprehension: SAT

scores, success expectations, willingness to take advanced courses and sex differences.
Research in the Teaching of English, 9(3), 250-256. Retrieved from
http://www.jstor.org/stable/40170633

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety.
Modern Language Journal, 70(2), 125-132.

Hyland, K. (2002). Directives: arguments and engagement in academic writing. Applied

Linguistics. 23 (2): p.212.

McCroskey, JC. (1982). An Introduction to Rhetorical Communication. USA: Prentice

Hall Daly, J. A. & Wilson, D. A. (1983). Writing apprehension, self-esteem, and
personality. Research in the Teaching of English, 17(4), p.327. Retrieved from
http://www.jstor.org/stable/i40004695

Oxford, R.L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.),
Affect in language learning p.59 Cambridge: Cambridge University Press.
APPENDICES
 38

Appendix A
Letter to the Director

Republic of the Philippines

PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

ATTY. ALBERT C. GARRAEZ

Campus Director
Palawan State University CCRD-Coron

Dear Sir:
Greetings!
The fourth year Bachelor of Secondary Education major in English students will
conduct research as part of requirements for the course Language Research. Our research is
entitled, APPREHENSIONS ENCOUNTERED BY CUYONON LEARNERS OF THE
ENGLISH LANGUAGE AT THE SECONDARY SCHOOLS IN CORON,
PALAWAN.
In connection with this, may we ask permission from your good office to allow us
conduct the said study.
We are hoping for your positive response. Thank you and God bless!
Sincerely yours,
(SGD) JOHN DANIEL F. LABRADOR
(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) DR. FERNANDO M. CRUZ

Course Adviser

Approved by:

(SGD) ATTY. ALBERT C. GARRAEZ

Campus Director
 39

Appendix B
Letter of Request to the CSF Administrator
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

July 4, 2018

Dr. BENJAMIN ABLAZA

School Administrator
Coron School of Fisheries
Coron, Palawan

Sir,

Greetings!

The undersigned is a fourth-year student of Bachelor of Secondary Education Major in

English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.

In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area.Rest assured that the data taken will be confidential and will be
used exclusively for the study.

Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.

Sincerely yours,

(SGD) JOHN DANIEL F. LABRADOR

(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director

Approved by: (SGD) BENJAMIN ABLAZA, Ed. D.

School Administrator
 40

Appendix C
Letter of Request to the SMNHS TIC
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

July 4, 2018

Ms. GERALDINE GAMALA

Teacher-In-Charge
Sta. Monica National High School
Coron, Palawan

Ma’am,

Greetings!

The undersigned is a fourth-year student of Bachelor of Secondary Education Major in

English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.

In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area. Rest assured that the data taken will be confidential and will be
used exclusively for the study.

Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.

Sincerely yours,

(SGD) JOHN DANIEL F. LABRADOR

(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director

Approved by: (SGD) MS. GERALDINE GAMALA

Teacher-In-Charge
 41

Appendix D
Letter of Request to the DNHS TIC
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

July 4, 2018

Mr. ELVIN RESCO

Teacher-In-Charge
Decalachao National High School
Coron, Palawan

Sir,

Greetings!

The undersigned is a fourth-year student of Bachelor of Secondary Education Major in

English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.

In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area. Rest assured that the data taken will be confidential and will be
used exclusively for the study.

Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.

Sincerely yours,

(SGD) JOHN DANIEL F. LABRADOR

(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director

Approved by: (SGD) MR. ELVIN RESCO

Teacher-In-Charge
 42

Appendix E
Letter of Request to the SNNHS TIC
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

July 4, 2018

Ms. JOSEPHINE ARQUERO

Teacher-In-Charge
San Nicolas National High School
Coron, Palawan

Sir,

Greetings!

The undersigned is a fourth-year student of Bachelor of Secondary Education Major in

English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.

In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area. Rest assured that the data taken will be confidential and will be
used exclusively for the study.

Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.

Sincerely yours,

(SGD) JOHN DANIEL F. LABRADOR

(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director

Approved by: (SGD) MS. JOSEPHINE ARQUERO

Teacher-In-Charge
 43

Appendix F
Letter of Request to the BNH TIC
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

July 4, 2018

Ms. MARY GLYN ASENCIO

Teacher-In-Charge
Bintuan High School
Coron, Palawan

Ma’am,

Greetings!

The undersigned is a fourth-year student of Bachelor of Secondary Education Major in

English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.

In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area. Rest assured that the data taken will be confidential and will be
used exclusively for the study.

Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.

Sincerely yours,

(SGD) JOHN DANIEL F. LABRADOR

(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director

Approved by: (SGD) MS. MARY GLYN ASENCIO

Teacher-In-Charge
 44

Appendix G
Letter of Request to the BNHS TIC
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

July 4, 2018

Ms. ROSALIE PASCUAL

Teacher-In-Charge
Borac National High School
Coron, Palawan

Ma’am,

Greetings!
The undersigned is a fourth-year student of Bachelor of Secondary Education Major in
English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.

In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area. Rest assured that the data taken will be confidential and will be
used exclusively for the study.

Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.

Sincerely yours,

(SGD) JOHN DANIEL F. LABRADOR

(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director

Approved by: (SGD) MS. ROSALIE PASCUAL

Teacher-In-Charge
 45

Appendix H
Letter of Request to the BNHS TIC
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

June 4, 2018

Ms. MERKHELL VILLOGA

Teacher-In-Charge
Buenavista National High School
Coron, Palawan

Ma’am,

Greetings!

The undersigned is a fourth-year student of Bachelor of Secondary Education Major in

English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.

In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area. Rest assured that the data taken will be confidential and will be
used exclusively for the study.

Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.

Sincerely yours,

(SGD) JOHN DANIEL F. LABRADOR

(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director

Approved by: (SGD) MS. MERKHELL VILLOGA

Teacher-In-Charge
 46

Appendix I
Letter of Request to the TNHS TIC
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

July 4, 2018

Ms. LUCY BALLESTEROS

Teacher-In-Charge
Turda National High School
Coron, Palawan

Ma’am,

Greetings!

The undersigned is a fourth-year student of Bachelor of Secondary Education Major in

English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.

In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area. Rest assured that the data taken will be confidential and will be
used exclusively for the study.

Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.

Sincerely yours,

(SGD) JOHN DANIEL F. LABRADOR

(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director

Approved by: (SGD) MS. LUCY R. BALLESTEROS

Teacher-In-Charge
 47

Appendix J
Letter of Request to the TMNH TIC
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

July 4, 2018

MR. GERALD RAMOS

Teacher-In-Charge
Tagumpay National High School
Coron, Palawan

Sir,

Greetings!

The undersigned is a fourth-year student of Bachelor of Secondary Education Major in

English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.

In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area. Rest assured that the data taken will be confidential and will be
used exclusively for the study.

Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.

Sincerely yours,

(SGD) JOHN DANIEL F. LABRADOR

(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director

Approved by: (SGD) MR. GERALD RAMOS

Teacher-In-Charge
 48

Appendix K
Letter of Request to the SAA School Director
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Coron Campus
Coron, Palawan

July 4, 2018

REV. FR. ROBERT AMURAO

School Director
Saint Augustine Academy
Coron, Palawan

Sir,

Greetings!

The undersigned is a fourth-year student of Bachelor of Secondary Education Major in

English of Palawan State University – Coron. At present, we are conducting a research
entitled, “Apprehensions Encountered by Cuyonon Learners of English Language at
Secondary Level in Coron, Palawan” as a partial requirement of our course, Eng 17:
Language Research.

In connection with this, the undersigned wishes to request from your good office to conduct
the survey in your area. Rest assured that the data taken will be confidential and will be
used exclusively for the study.

Attached herewith is a copy of the questionnaire that we are going to use for our survey.
May this letter merit your favorable response. Thank you very much and God bless.

Sincerely yours,

(SGD) JOHN DANIEL F. LABRADOR

(SGD) LIEZEL E. JUMOLA
(SGD) JESSABEL B. TORRES
(SGD) JERALD C. APOLINARIO
Researchers

Noted by:

(SGD) ATTY. ALBERT C. GARRAEZ (SGD) DR. FERNANDO M. CRUZ

Thesis Adviser Campus Director

Approved by: (SGD) REV. FR. ROBERT AMURAO

School Director
 49

Appendix L
QUESTIONNAIRE
Name: Grade level:
Address: School:
Dialect:
Instructions: This instrument is composed of 5 parts; Part 1 includes the question that
diagnose if the respondent have apprehension. Part 2 includes the common apprehensions
encountered by English language learners. Part 3 includes the effects of English language
apprehensions. Part 4 includes questions if Native language adds to the English language
apprehensions. Part 5 includes the ways on how learners deal with the English language
apprehensions.Please put check mark before your chosen statement.
PART I
A. Do you have apprehensions in using English language?
o YES
o NO

I PART II
A. What is/are the common apprehensions you have encountered?
o I never feel quite sure of myself when I am speaking or writing English in my
English class.
o I tremble when I know that I am going to be called in English class.
o It frightens me when I do not understand what the lecturer is saying in English.
o I start to panic when I have to speak or write without preparation in my English
class.
o It embarrasses me to volunteer answers in my English class.
o I would be nervous speaking or writing in English with native speakers.
o I am not confident when I speak or write using English in my class.
o I can feel my heart pounding when I am going to my English class.
o I feel very self-conscious about speaking or writing using English in front of other
students.
o I get nervous and confused when I am speaking or writing using English in my
class.
o I get nervous when I do not understand every word the English lecturer says.
o I get nervous when the lecture asks questions using English which I have not
prepared in advance.
o I am afraid to be scolded by my English teacher whenever I commit mistakes.
 50

o I am fear of negative evaluation and criticism.

o Others. Please specify______________.

PART III
A. How do the English language apprehensions affect you?
o I feel less motivated to attend our English class.
o I experience shaking and sweating every time I am on my English class.
o I experience mental block and become forgetful.
o I choose to remain silent instead of participating.
o My oral proficiency falls down and become slower.
o I go through feelings of worry and dread.
o I have trouble concentrating in my English class.
o I experience heart palpitation in my English class.
o I become less confident.
o It causes anxiety.
o Others. Please specify_______________.

PART IV
A. Does your Native language affect you or add to your apprehensions?

o YES
o NO

PART V
A. How do you deal with your apprehensions of English language?
o I practice self-discipline and control my feelings.
o I think positive.
o I usually used English language for communication.
o I expose myself to English language user.
o I consult someone that can be trusted (more knowledgeable others).
o I face and practice things that cause my apprehensions.
o I read materials written in English language.
o Others. Please specify________________.
CURRICULUM VITAE
 52

PERSONAL BACKGROUND

Name: JOHN DANIEL F. LABRADOR

Age: 19

Birthday: April 12, 1999

Birthplace: Coron District Hospital

Address: Sitio Makinit, Brgy. Tagumpay, Coron, Palawan

Civil Status: Single

Course: Bachelor of Secondary Education Major in English

Mother’s Name: Editha F. Labarador

Father’s Name: Renato C. Labrador

Educational Background

Primary Education: Tagumpay Elementary School (S.Y: 2010-2011)

Secondary Education: Coron School of Fisheries (S.Y: 2014-2015)

Tertiary Education: Palawan State University (S.Y: 2018-2019)

 53

PERSONAL BACKGROUND

Name: JERALD C. APOLINARIO

Age: 20

Birthday: June 25,1998

Birthplace: Brgy. Buluang, Busuanga, Palawan

Address: Brgy. Buluang, Busuanga, Palawan

Civil Status: Single

Course: Bachelor of Secondary Education Major in English

Mother’s Name: Josephine C. Apolinario

Father’s Name: Alexander C. Apolinario

Educational Background

Primary Education: Buluang Elementary School (S.Y. 2010-2011)

Secondary Education: New Busuanga National High School (S.Y. 2014-2015)

Tertiary Education: Palawan State University (2018-2019)

 54

PERSONAL BACKGROUND

Name: JESSABEL B. TORRES

Age: 20

Birthday: September 16, 1998

Birthplace: Sto. Sta. Monica, Brgy. Guadalupe, Coron, Palawan

Address: Sto. Sta. Monica, Brgy. Guadalupe, Coron, Palawan

Civil Status: Single

Course: Bachelor of Secondary Education Major in English

Mother’s Name: Cynthia B. Begonte

Father’s Name: Eddie J. Torres

Educational Background

Primary Education: Sta. Monica Elementary School (S.Y. 2010-2011)

Secondary Education: Saint Augustine Academy (S.Y. 2014-2015)

Tertiary Education: Palawan State University- CCRD Coron (S.Y. 2018-2019)

 55

PERSONAL BACKGROUND

Name: LIEZEL E. JUMOLA

Age: 36

Birthday: November 02, 1982

Birthplace:

Address: Barangay 1, Poblacion 1, Coron, Palawan

Civil Status: Married

Course: Bachelor of Secondary Education Major in English

Mother’s Name: Joaquina V. Escaran

Father’s Name: Gregorio Escaran

Educational Background

Primary Education: Okoy Elementary School (S.Y. 1989-1996)

Secondary Education: Santa Fe National High School (S.Y. 1996-1999)

Tertiary Education: Palawan State University (S.Y. 2014-2019)