CHAPTER I

INTRODUCTION

“Language is the blood of the soul into which thoughts run and out of which they

grow. “(Oliver Holmes 2016) English has become the common language globally understood

and appreciated by nearly everyone. In other words English becomes an effective instrument to

communicate with everyone around the world. In today’s modern world the English language

has become part and parcel of every existing field. It has been an international language of

communication, business, science, information technology, entertainment and so on.

By these statements, it is rather important to stress out the importance of the English

language to schools for the college graduates to be globally competitive as they travel the world

of better opportunities. That is why Amore Academy implemented an English- Only-Policy last

school year 2016 – 2017 to make our school a training ground for language skill enhancement

and to produce globally competitive graduates. The way to learn and master of language is to use

it, not occasionally but regularly. We are in a world that is increasingly becoming competitive.

The low proficiency performance of the students in the school evaluation test is a failure

which attribute largely to the students, poor English comprehension. Using the language daily,

the students acquire the skill unconsciously and definitely they can fashion their fluency to a

desired level over time. It is clear that English language ability plays a significant role in the

cause of globalization among students. For that reason, there is a need to pursue this study in

order to assess the impact of the English only policy to the Grade 9students of Amore Academy.
BACKGROUND OF THE STUDY:

English was introduced to the Filipino’s through the American public school system and,

for half a century, the language was systematically promoted as a civilizing tool. Today, beliefs

and attitudes about English, as well as the various ways in which language is used, may be traced

to the Filipino experience of American Colonial Education (Martin, 2012). The 1987 Philippine

Constitution states that “For purposes of communication and instruction, the official language of

the Philippines are Filipino and, until otherwise provided by law, English.” This law is carried

out through Bilingual Education Policy (henceforth BEP) of the Department of Education

(henceforth DepEd). The BEP aims to develop bilingual Filipino’s competent in both English

and the National language.

The goals of Bilingual Education policy shall be: 1. Enhance the learning through two

languages to achieve quality education as called for by the 1987 constitution; 2.The propagation

of Filipino as language literacy; 3. The development of Filipino as linguistic symbol of national

unity and identity; 4. The cultivation and elaboration of Filipino as a language of scholarly

discourse, that is to say its continuing intellectualization; and the maintenance of English as an

international language for the Philippines and as a non-exclusive language of science and

technology.

Apparently, it is not an effective way to interpret way to implement the Bilingual

program judging by the relatively unremarkable performance of the Bilingual language group

compared to monolingual groups. Furthermore, Aquino (2012) encouraged the policy-makers to

invest in mother tongue based instructions.

Rules and Regulations issued on September 3, 2013, are bent on subverting the intent of the

Enhanced Basic Education otherwise known as the K-12 Law appear to be Mother-Tongue-

Based Multilingual Education provisions on the original law. In Section 4 of RA 10533, he

added the provisions of the law that “Basic Education shall be delivered in languages understood

by the learners as the language plays a strategic role in shaping the formative years of learners”

The law provides that Mother-Tongue will be used as the Medium of Instructions for Grades 1

and 2 for teaching Mathematics, Araling Panlipunan, Music, Arts, Physical Education and

Edukasyon sa Pagpapakatao.
STATEMENT OF THE PROBLEM: This study aimed to ascertain the effectiveness of the

English-Speaking-Policy implemental to the Grade 9 students to obey the English- Speaking-

Policy.

To perceive a clear understanding of the problem, the following inquiry was taken into

account:

1. Demographic Profile

1.1 Sex

1.2 Age

2. What is the level of implementation of English Only Policy in Amore Academy?

3. How often does the student practice English-Only-Policy?

4. How can the implementation of English- Only-Policy affect the speaking skills of the

students?

Objectives of the study: This study’s desire is to prove the impact of English-Only-Policy on

Grade 9students of Amore Academy

The study seeks to determine the following:

1. To know the level of implementation of English-Only-Policy.

2. To know how often does the student practice English-Only-Policy.

3. To determine how the implementation of English-Only-Policy affect the speaking skills

of the students
Scope and limitations

This study focuses on the effectiveness of the English-Only-Policy on Grade 9 students at

Amore Academy of Trece Martires City Inc. in the school year of 2018-2019. For that reason,

the development may include circumstances that may influence the findings, observations and

recommendations of the study.

Significance of the study

The findings of this study will be beneficial to the following :

School administrators – The result of this study will help them to identify the strengths

and weaknesses of the said policy. It will also serve as the basis for the improvement of the

guidelines on the policy. This study would equip them to properly motivate students to speak

English inside and even outside the campus.

Faculty – This study will help them carry out their responsibilities as molders of minds

and properly teach and encourage their students in speaking English.

Students – This study will enable them to be more attentive to their responsibilities as

students and be more aware of the trends of globalization and work better towards being globally

competitive persons.

Parents - This study will help them assess the progress of their children towards the

proficiency in English. It would awaken their consciousness of the English speaking policy

imposed by the institution.

Future researchers- This study would serve as a reference and guide to those who

will conduct future studies regarding the impact of the English speaking policy.
 EFFECTS OF ENGLISH-ONLY-POLICY IMPLEMENTATION TO

GRADE 9 STUDENTS OF AMORE ACADEMY OF TRECE MARTIRES

CITY INC.

CALMANTE, MARK AEYOL P.

DILIDILI, KATE NICOLE B.

NARCIDA, ABDULLA E.

PUEBLOS, IVAN JAY M.

SOMBILON, RACHEL ANN S.

SCHOOL YEAR 2018-2019