Chapter 1

PROBLEM AND ITS SETTINGS

Background of the Study

One of English language

skills that
must be mastered by any
foreign language
learner is the ability to
speak. The common
question that arises from
anybody who
wants to know one’s
ability in foreign
language is whether
he/she can speak
English or not
 2

One of English language

skills that
must be mastered by any
foreign language
learner is the ability to
speak. The common
question that arises from
anybody who
wants to know one’s
ability in foreign
language is whether
he/she can speak
English or not
Heriansyah (2012) states that one of English language skills that must be

mastered by any foreign language learner is the ability to speak. The common

question that arises from anybody who wants to know one’s ability in foreign

language is whether he/she can speak English or not.

 3

According to Tugus (2017) in Indonesia the main cause of English fluency

difficulties among students is their mother tongue language that they accustomed to

use every-day, that’s why many Indonesian students struggles to pass this subject.

In Manila, Carmela (2020) states that there are Filipinos who struggle to speak

and understand English. Mostly students in public school with lack of efficiency in

English subject struggles the most in understanding and speaking English fluently.

Sanico et. al. (2020) states that in Saragani Province, Tagakaulo tribe students

are struggling in learning and speaking english. This may due to their native language

they accustomed to use every day and the teacher’s capability, knowledge and skills

to teach English subject.

The identified research issues and concern with regards to English fluency

inside the classroom as a predictor in academic performance has triggered the interest

of the researcher to investigate the English fluency inside the classroom in Don Bosco

Training Center-Mati.

Statement of the Problem

This study will be conducted to determine the relationship between the

student’s English fluency inside the classroom and academic performance among

grade 12 automotive students in DBTC. Specifically, this study sought to answer the

following question:

1. What is the level of English fluency among grade 12 automotive students in

terms of:

1.1 past English classroom Experience;

 4

1.2 current English classroom Perception; and

1.3 perceived social value of speaking English

2. Is there a significant relationship between the student’s English fluency inside

the classroom and academic performance among grade 12 automotive students

in DBTC?

Review Related Literature

This section includes varied sources such as internet explorer, google chrome

and other web browsing platforms on the student’s English communication fluency

inside the classroom as a predictor for academic performance among grade 12

automotive students in DBTC.

This part is a discussion on the English communication fluency inside the

classroom followed by the academic performance among grade 12 automotive

students in DBTC. Synthesis was also provided to give clearer views to the readers

and possible entry of knowledge information.

English Communication Fluency inside the Classroom:

Trice (2007) reported that weak english language skills were perceived as one

of the reasons why non-english speakers got a lowest average grade point in english

subject.

Arsad et.al (2014) opined that students who have limited English language

proficiency will have difficulty in understanding the lessons or doing assignments in

English.

In Nigeria, Ojo (2010) says that having weak comprehension, reading, and

writing skills in English is the reason why students failed to pass this subject.
 5

Majority of the English learners pointed that English speaking is the most

difficult skill to practice and to master that is why there are many students who are

incompetent in English oral communication (Zhang 2009).

Rababah (2005) pointed out that there are many factors that cause difficulties

in speaking English among learners. Some of these factors are related to the learner’s

capabilities, the teachers teaching strategies, the curriculum, and classroom

environment.

International students from non-english speaking country, particularly Asian

students studying abroad for the purpose of obtaining a degree might take them even

longer to achieve academic skills in English language because of their limited

language skills. Therefore, their language proficiency might be a key factor in their

academic success (Daller & Phelan, 2013).

To ensure that students who did not have the necessary reading skills were not

promoted 12 into the next grade level, many states have implemented policies and

procedures regarding grade retention or promotion gates, based upon students’

reading skills as measured by a standardized test in reading (Schwerdt et.al. 2013).

Haydar et. al. (2011) stated that of all the variables that affect student

performance, language is the most essential. This study addressed the relationship

between English proficiency and academic achievement of final-year senior

secondary school students in the West African Senior School Certificate Examination

(WASSCE).

Student failed in their grades because of english fluency difficulties. Many

students struggle in reports and oral recitations some are struggling in doing essays

and projects who deals English speaking capability. (Harb 2006).

 6

Students with high English language proficiency tend to perform well in

Science, Mathematics and English subjects. Similar to learning English, writing and

speaking skills are deemed essential as it involves students to produce outcomes based

on their capabilities as a means to test their understanding (Lasaten 2016).

Academic Performance:

Pomer (1993) states that most student’s academic performance drop because

of assessment pressures, poor delivery of lectures, timing of lectures, work

commitments and the most common, poor English communication fluency skill.

Hansen (2000) argues that there are two factors that affect the student’s

academic performance. These are internal and external factors. Internal factors

include student’s competence in English, class schedule, class size, and etc. External

factors include, extra-curricular activities, family states, social and other problem.

Using of technology in teaching can also give a positive effect to the student’s

academic grades especially in English subject. Technology is the best partner to

enhance the student’s capability in every subject. In other word technology can be the

student’s second teacher (Wilkinson 1986).

Technology helps in learning and enhancing English. B y watching videos in

“how to speak English fluently”and “how to use grammar correctly”, help the person

to fluently communicate to others and technology can also help students learn some

difficult words and meanings (Ozay 2004).

Despite studying English for almost 10 years in school, the majority of

Malaysian students still encounter difficulties in using the language effectively

 7

especially in tertiary education. Most Malaysian undergraduate students have low

proficiency in English, especially in writing and speaking (Melor 2011).

 Racca (2016), argued that students need to be proficient in English for a better

grasp of knowledge in Technology, Science and Mathematics. The mastery of the

target language seems to be prevalent since it functions as the crucial element in the

learning of Science and Mathematics in English.

English proficiency of the student based on the result of the examination has

no effect on the academic performance of the student in Core Courses. Major subjects

are in still being taught in English medium, but the courses are more on technology.

The result of the study agrees with several studies that the English instruction has

effect on the academic performance of the students (Martirosyan 2015).

According to Hakuta (2000), academic English proficiency- refers to the

ability to use language in academic contexts which is particularly important for long-

term success in school, therefore English proficiency is an important variable to

academic success.

English language learners at the university level need to be proficient in their

target language to be successful in their academic subjects (Bifuh 2011). Moreover,

Evans (2007) said that the Hong Kong tertiary school level, student’s difficulties were

on studying the content subjects through the medium of english.

Theoretical Framework:

This study is based on Ming Xu (1991) theory that presents an empirical test

of the impact of English proficiency as indicated by student’s self-ratings and scores,

and selected non-linguistic variables on the level of academic difficulties perceived by

international graduate students. It was found that self-rated English proficiency was

most significant predictor to the perceived level of academic difficulty. In addition,

 8

length of prior English training and age were also significant predictors. Also he

stated that school’s lack of efficiency in English may lead also to a greater negative

impact in the student’s academic performance, and lastly the teacher’s capability and

teaching styles in teaching English can be also a predictor to the student’s academic

performance.

This study also grounded by Hwang and Wanjohi (2015) theory who

examined the impact of English communication fluency on the academic performance

of the international students enrolled in a four-year university located in the north

central Louisiana. Statistical analyses revealed significant effects of English

communication fluency to the student’s academic performance.

INDEPENDENT VARIABLE DEPENDENT

VARIABLE

English Fluency inside the

Classroom
 Past English classroom
experiences ACADEMIC PERFORMANCE
 Current English
classroom perception
 Perceived social value
of speaking English
 9

Fig.1 Conceptual diagram of the study

Significance of the Study

This study is important in determining the relationship of the student’s English

fluency inside the classroom as a predictor for academic performance among grade 12

automotive students in DBTC. It helps us broader our knowledge to understand and

know the effect of the student’s English fluency inside the classroom as a predictor

for academic performance among grade 12 automotive students in DBTC. The

information acquired from this study could benefit the following:

School administrators. It would help the school administrators to know what are the

factors why English fluency affects the student’s academic performance and might
 10

give them idea what to do to help the school improve the school’s efficiency to

promote English subject better.

Salesians. The finding of this study may help the salesians to monitor the status of the

student’s English performance and the teacher’s capability to teach this subject.

Faculty Members. The result of this research may help the faculty members to see

the negative and positive impact of the English proficiency to the student’s academic

grade, and come up with better ideas on how to lessen this kind of problem to the

students.

Bosconians. The information of this study may serve as guide to the bosconians on

how to deal with the English subject and to cope ideas on how to enhance their

English speaking capability and fluency.

Researchers. The outcome of this study may give the future researchers an additional

information and ideas about English fluency inside the classroom as a predictor for

academic performance.

Definition of Terms

The following terms are defined operationally to establish common ground of

understanding:

English. an Indo-European language belonging to the West Germanic branch; the

official language of Britain and the United States and most of the commonwealth

countries. English also define as the universal language used by many countries to

communicate.

Fluency. Is the ability of the student to speak accurately and automatically with

expression, it is perhaps a little odd to suggest that a person who speaks a language

well does it without pausing.

 11

Academic performance. Is the measurement of the student’s achievement across

various academic subjects, teachers and education officials typically measure

achievement using classroom performance, graduation rates and results from

standardized tests.

Automotive students. Students studying automotive technology learn about engine

construction, fuel and ignition systems, power trains, brakes, transmissions, electronic

and diagnostic equipment, and more.