Summary, Conclusions and Recommendations

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presented the summary of the findings, the
conclusions made based on the findings and recommendations
offered for future researches.
Summary
This study entitled “Language Anxiety of Senior High School
Students at Palayan City National High School” aimed to determine
how language anxiety affects the students in terms of academic
performance and social performance. It also aimed to determine
the factors related to language anxiety in terms of personal and
instructional. The focus of this study were the Senior High
School students of Palayan City National High School. It used
Explanatory Sequential Design and Stratified Random Sampling for
choosing the respondents. The respondents of this study were the
102 students of Senior High School. The information was gathered
using survey questionnaire and semi-structured interview. This
study results that language anxiety often affects the students in
terms of academic and social performance. Results also indicates
that there are factors related to language anxiety

Conclusions
Based on the analysis and interpretation of the information
gathered given by the Senior High School students in the survey
questionnaire and to the interviews, the following conclusions
were drawn:
1. The conclusions were made by the researchers about the
respondents’ profile. The researchers concluded that most
of the respondents are in the age of 17 and the least are
in the age of 19. The researchers also concluded that
most of the respondents are students of Grade and the
least are in Grade 11.
2. The conclusions about the assessment on how language
anxiety affects the students were made by the researchers
based on the results given by the respondents are: The
researchers concluded that language anxiety does not

affects students’ academic performance like sometimes
reading English is not so difficult once you get used to
it because it can be learned from time to time and by
practicing it as a daily language. The researchers also
included that sometimes students try to give answers in
English as much as possible, and their scores are good
when the activity in English is in essay form because
they want to practice themselves to speak and express
their ideas and answers in English form in class. The
researchers concluded that sometimes language anxiety
affects students’ social performance like occasionally
group work creates a motivating environment to use
English which helps to increase the quantity of
oral/aural language practice because it encourage active
learning and enhances communication to others. Also, the
researcher concluded sometimes having a friendly
classroom atmosphere can help students to overcome their
anxiety and increase their involvement in activities more
because the more friendly and informal the English
classroom environment, the less it is likely to be
anxiety provoking.
3. The researchers concluded that in personal, there are
some factors related to language anxiety like they are
conscious on using English grammar because they are

afraid to commit mistakes in their grammars and
pronunciation. Also, they are anxious about their
vocabulary because they feel that they have no enough
skills in English. Some stated that, they don’t have
enough confidence to speak in English in front of other
people because they have fear about negative evaluation
to what others may say to them. But according to the data
collected in interview there are some students who feel
confident, satisfied, proud and comfortable because
speaking in English makes them easily say what they want
to say even they are aware or not aware to the grammars
that they are using or they have still errors in their
pronunciation and grammar. Also the researchers concluded
that their teachers have characteristics that triggers
their anxiety in English language. Characteristics like
they are being biased when it comes to those students
that are not that smart or not active in class. Also when
the teacher is so strict and humorless they tend to feel
nervous and at the same time they are pressured and
sometimes those teachers are using superlatives that
students don’t understand clearly.

Recommendations
The following recommendations were made by the
researchers:
a. Further study about language anxiety should be conducted
to know if there are other effects of language anxiety
to the students and other factors that can be related to
language anxiety.
b. To reduce student’s classroom anxiety problems, teachers
should remind students not to feel worry about their
mistakes because it is through making errors that one
can improve his/her language proficiency.
c. Teachers should avoid negative evaluation of students in
classroom and comments on students’ behaviors with more
encouragement.

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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presented the summary of the findings, the

conclusions made based on the findings and recommendations

offered for future researches.

This study entitled “Language Anxiety of Senior High School

Students at Palayan City National High School” aimed to determine

how language anxiety affects the students in terms of academic

performance and social performance. It also aimed to determine

the factors related to language anxiety in terms of personal and

instructional. The focus of this study were the Senior High

School students of Palayan City National High School. It used

Explanatory Sequential Design and Stratified Random Sampling for

choosing the respondents. The respondents of this study were the

102 students of Senior High School. The information was gathered

using survey questionnaire and semi-structured interview. This

study results that language anxiety often affects the students in

terms of academic and social performance. Results also indicates

that there are factors related to language anxiety

Based on the analysis and interpretation of the information

gathered given by the Senior High School students in the survey

questionnaire and to the interviews, the following conclusions

1. The conclusions were made by the researchers about the

respondents’ profile. The researchers concluded that most

of the respondents are in the age of 17 and the least are

in the age of 19. The researchers also concluded that

most of the respondents are students of Grade and the

least are in Grade 11.

2. The conclusions about the assessment on how language

anxiety affects the students were made by the researchers

based on the results given by the respondents are: The

researchers concluded that language anxiety does not

reading English is not so difficult once you get used to

it because it can be learned from time to time and by

practicing it as a daily language. The researchers also

included that sometimes students try to give answers in

English as much as possible, and their scores are good

when the activity in English is in essay form because

they want to practice themselves to speak and express

their ideas and answers in English form in class. The

researchers concluded that sometimes language anxiety

affects students’ social performance like occasionally

group work creates a motivating environment to use

English which helps to increase the quantity of

oral/aural language practice because it encourage active

learning and enhances communication to others. Also, the

researcher concluded sometimes having a friendly

classroom atmosphere can help students to overcome their

anxiety and increase their involvement in activities more

because the more friendly and informal the English

classroom environment, the less it is likely to be

3. The researchers concluded that in personal, there are

some factors related to language anxiety like they are

conscious on using English grammar because they are

pronunciation. Also, they are anxious about their

vocabulary because they feel that they have no enough

skills in English. Some stated that, they don’t have

enough confidence to speak in English in front of other