2 Chapter 1-3
2 Chapter 1-3
2 Chapter 1-3
Chapter 1
Introduction
important subject in the educational systems of countries across the globe (Aydin
a desirable skill, whether to further a career or merely for personal use. With
opportunities to study and travel overseas, and the ability to communicate with
many language learners. One of the factors that make such process difficult is
expressed that they feel stupid when they cannot speak English well and others
maintained that they try to skip or escape the situations, which demand speaking
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assist them to achieve the intended performance goals in the target language. It
is necessary that language teachers not only recognize that anxiety is a major
cause of students’ lack of success in the new language, but also assist them to
tackle the feelings of unease and discomfort. One of the rising trends in this
millennial stage that might help reduce anxiety is the Gamification strategy. The
that game playing can enhance the learning process, it is logical to assume that
the use of gaming mechanics and concepts in educational tools and processes
order to figure out what factors make the learners anxious. It is hoped that by
omitting or at least reducing those factors, teachers and educators, can create a
more relaxing environment, so that more effective language learning would take
place. Having deemed of this necessity, the researchers find the need to pursue
this study.
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anxiety in oral discourse. In particular, this study aims to determine the profile of
the respondents, the level of language anxiety among the Senior High School
(SHS) learners, and the significant difference in the level of language anxiety
when analyzed by age, sex, and strand. It is also the goal of this study to
anxiety in oral discourse, the problems met in teaching oral discourse using
Aside from this, I am mainly concerned about the improving the learning of
propose a teaching material suited for teaching learners with language anxiety in
oral discourse.
In conjunction with the aim of this study, I will collect and analyze the data
using the survey questionnaires and FGD method. In this type of study, I will
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to Krashen, one obstacle that manifests itself during language acquisition is the
affective filter; that is a 'screen' that is influenced by emotional variables that can
prevent learning. This hypothetical filter does not impact acquisition directly but
rather prevents input from reaching the language acquisition part of the brain.
The affective filter can be prompted by many different variables including anxiety,
learners need to feel that they are able to make mistakes and take risks. This
further explains how acquisition and learning are used; the acquisition system,
initiates an utterance and the learning system ‘monitors’ the utterance to inspect
and correct errors. Krashen states that monitoring can make some contribution
to the accuracy of an utterance but its use should be limited. He suggests that
the ‘monitor’ can sometimes act as a barrier as it forces the learner to slow down
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students may feel worried about the level of their language. This often prevents
them from speaking or taking in the language at all. In addition, many learners
tend to monitor their use of the language too much, focusing more on accuracy
than fluency which in turn prevents them from using the language in a
communicative manner.
will depend on numerous variables including the language level of the students,
the context of language use and the personal goals of each student.
with the total scale, aiming to assess communication apprehension, test anxiety
and fear of negative evaluation associated with language anxiety. (Horwitz et al.
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Profile of the
Respondents
Age
Sex Level of Language
Anxiety
Strand
Proposed Teaching
Strategies in teaching Material
Level of Effectiveness
Oral Discourse
Gamefication
Problems Met
Strategy
Traditional
Method
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indicated. Enclosed in the first box is the profile of the respondents. It points out
that I will identify the profile of the respondents, specifically their age, sex and
anxiety. The box also encloses the other independent variables which are the
method.
particular, the study will determine the anxiety they feel when using the English
language inside the classroom. Another dependent variable of the study is the
level of effectiveness of the two strategies. This aspect of the study will be
determined after the conduct of the two teaching strategies. It also contains the
Traditional method.
After the dissemination, retrieval, and interpretation of the data, I will craft
relative to language anxiety. Outcomes of this study may form the basis for future
and attitudes that will eventually improve their learning and will address their
language anxiety.
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2. To determine the level of language anxiety among the Senior High School
(SHS) learners
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1.3 Strand
5. What are the problems met in teaching oral discourse using Traditional
1. The level of language anxiety is influenced by age, sex, and strand of the
respondents.
anxiety in oral discourse. It is confined only to the Grade 11 learners who are
particular, the students are from Tandag Science National High School, Tabon-
Tabon, Tandag City. These learners are from the following strands: General
study.
in a fun and engaging way, where they are able to enjoy while learning. It is also
time to empower their English teachers to use a strategy that is more effective
Teachers. The results of this study may suggest strategies for an English
class. Moreover, this study may provide teachers with information regarding on
the more effective way of handling learners with language anxiety. It will also give
the teachers knowledge on how students can learn by using the idea of matching
inspired to optimize their ability to achieve effective teaching output. This study
will also give them an idea on what improvements are needed on the language
skills of students. Awareness on this aspect will allow the teachers to devise a
Students. This study can give significant insights to the students. Through
this, they can discover the level of language anxiety that they have. In doing so,
they get the chance to reflect on their own way of learning or dealing with a
language class. Awareness on their own problems in English class will guide
them on how to improve their learning habits. This will also help the students
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Parents. The parents along with teachers have an important role to play in
teaching their children. Through this study, the parents would be provided with
the information on how to be of great support to their children with regards to the
stepping stone for upholding a developmental research that will deal on other
Definition of Terms
For the purpose of clarity and understanding of the study, the following
language anxiety. In this study, the levels include: Most effective, Moderately
game playing (rules of play, point scoring, competition with others) to other areas
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Dictionary).
embarrassment, lexical scarcity, and stage fright when using English language in
teaching oral discourse. It also shows whether the teaching strategies have been
effective or not. It further distinguishes which strategy has been more effective
describe their anxiety. In this study, the levels include: High Anxiety, Moderately
High Anxiety, Moderate Anxiety, Moderately Low Anxiety, and Low Anxiety.
bird’s eye view on the context of the study and need to conduct this scholarly
Research questions are crafted to serve as my guide in the entire course of this
undertaking. Beneficiaries are also identified. Significant terms are also defined
for common frame of mind of us and our readers. Parameters and weaknesses
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Chapter 2 provided a thorough review of what other authors say about the
complying the rest of the phase of this study. The methodology discussed the
the data collection, how the data will be analyzed and the role of the researchers
in the conduct of the study. Chapter 4 is about the results of the study and the
proposed teaching material I aim to produce at the end of this paper. Chapter 5
presented the findings, conclusions, and recommendations I will make out from
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Chapter 2
This chapter presents the literature and studies done prior to this
research. This will provide the background and the current issues related to the
research topic. It will also offer enrichment to the basic concepts being
causes them anxiety that is specific to the second language classroom (Conway,
2007).
comparative study on the Language Anxiety of ESL and EFL Learners that there
has been a growing interest in the language learning anxiety problems of English
students. Though there are those who are good learners in other subject areas,
still, some of them have experienced anxiety when it comes to learning a second
language.
come into point that every Filipino is yet fond patronizing much it knowing its
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benefits towards them are greatly encouraging and worth spending effort for. But
urge ourselves to be diligent and patient upon attaining the highest level of
the two macro skills, speaking and writing, use the language grammatically
correct because if not someone will definitely notice it though there is fluency of
easily the second language. Some may experience emotional stress and anxiety
The study of Del Villar (2010) sought to identify how beginning Filipino
only by knowing his/her students’ fears would a teacher be able to tailor the most
explaining 69.11% of the total variance in the data. The factors were:
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fluency, preparation and previous unpleasant experience. These factors were the
attributions for the fears beginning Filipino students brought with them when they
University of Southeastern Philippines, Inigo St; Bo. Obrero, Davao City, school
year 2008-2009 or not.Results of the study showed that the level of language
anxiety of the Bachelor of Arts in English sophomore isў= 2.98.This means that
the level of language anxiety of the students is average. Furthermore, the result
of the study showed that the level of language anxiety of the Bachelor of Arts in
(2013), comprising of 20 ESL students and 20 EFL learners from two Philippine-
questionnaire which has two parts: the 33-item Foreign Language Classroom
Anxiety Scale (FLCAS) survey developed by Horwitz, Horwitz, and Cope and the
2-item questionnaire adapted from Williams and Andrade (2008). The general
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results of this study show that ESL learners have a neutral reaction to the three
levels of anxiety and they also have a Fear of Negative Evaluation in the aspect
indicated “no level of language anxiety” based on the scale, but a further analysis
revealed that these EFL learners disagree on the statement: I don’t worry about
they view their selves to be responsible for the language anxiety they experience.
academic and social context, Horwitz (2012) have concluded that it is useful to
language anxiety.
People who typically have trouble speaking in groups are likely to experience
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even greater difficulty speaking in a foreign language class where they have little
monitored.
ongoing feature of most foreign language classes, test- anxiety is also relevant to
students often put unrealistic demands on themselves and feel that anything less
and quizzes are frequent and even the brightest and most prepared students
the expectation that others would evaluate oneself negatively," is a third anxiety
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only fluent speaker in the class, the teacher. Students may also be acutely
foreign language learning. Rather, it has been conceived that foreign language
Aside from this, Andrade and Williams (2009) have figured out that other
causes of language anxiety are the learner variables such as ability, age, beliefs,
gender, learning styles, and personality factors among others. On the other hand,
based on the influence anxiety level, Akbari (2013) also added that there are
many factors which influence anxiety level. For instance, instructional level of the
student, the instructor, gender, age, native language, usage of foreign language,
the length of time he/she studies the second language, final grades, previous
Moreover, according to Ozcan (n.d) some people come across with many
difficulties when learning a second language. It is believed that there are some
emotional factors in foreign language learning which affect our learning abilities.
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Among these, anxiety stands out as one of the main influential factors for
researches have revealed that anxiety is one of the big causes which hinder
success in second or foreign language learning. It was also found that language
or social (Cope, 2012). Physical symptoms can include, for example, rapid
blank, and poor memory recall and retention among others. Negative social
to participate, absenteeism, and withdrawal from the course. These effects can
lead to poor performance and low achievement (Saraj, 2009). Possible physical
symptoms are sweaty palms, nervous stomachs, increased heartbeat and pulse
rates, distortion of sounds, inability to reproduce the intonation and rhythm of the
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you may experience to help you know how to cope with them.
proficiency. It seems clear that high levels of language anxiety are associated
Second, socially, learners with higher language anxiety have the tendency to
affective filter that prevents certain information from entering a learner’s cognitive
get anxious. Finally, personally, language learning experience could, under some
language, is one of the main reasons why students failed to learn the second
language. To prove this, Marwan (2007) as cited by Akbari (2013) on his study
about Foreign Language Anxiety, figured out that based on the exploration on the
types of anxiety experienced by EFL learners and the strategies they used to
cope with their anxiety, he found that factors like lack of confidence, lack of
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preparation and fear of failing the class were the primary causes of their anxiety.
Findings further revealed that lack of preparation was the main factor contributing
There are two ways to deal with second language anxiety: reducing your
anxiety and working to improve your language proficiency. The following lists are
normal to experience the anxiety and other emotions you may be experiencing
(2) Share your feelings with others. It is important to know that you are not
the only one suffering from those feelings and that it is O.K. to have such
feelings. You may find more support from others when you are more willing to
share your feelings with them. You will be surprised that other colleagues have
the same feelings. They may share their own experiences and coping strategies.
Service.
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You need to set reasonable, achievable language learning goals for you to
alleviate language anxiety and make the most of your language ability. You do
not have to attempt to speak like a native speaker. When you have an
unattainable goal, like trying to imitate native speakers, you can be easily
frustrated at the failure to meet this goal and you may underestimate your
nonnative speaker of English. Even people who have spent many years in the
United States still retain their accents. Instead, you should give yourself
(4) Give yourself credit for your language achievement. You need to
appreciate the language skills you have achieved as a second language user.
You are a multi-competent language user who can speak more than one
language. When you are appreciative of your language achievement, you are
more likely to try to improve your language while at the same time utilizing your
current abilities.
image can negatively affect your language performance and subsequently your
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can be a very powerful tool in teaching well, one that can be even stronger than
your language proficiency. It does not mean that it is not important to recognize
your limitations as a second language speaker and work to improve them. But,
need to build on your strengths while working on your weaknesses and think of
your teaching, which other, domestic instructors might not be able to provide.
(7) Be well prepared for class. One of the most effective ways to reduce
your anxiety is to be well prepared for class and present your material with
affecting your teaching, but not necessarily the primary or the only factor. There
are other factors which influence effective teaching, such as your cultural
on the results gathered, they found that language anxiety was often associated
with the output and processing stages of the language learning process.
Furthermore, they also discovered that students attributed their anxieties are
On the other hand, Horwitz, Horwitz and Cope (n.d) as cited in the study
of Wilson (2006) about Language Anxiety,have claimed that out from the 75
university students of Spanish (beginner level) that they’ve tested, there were
students with debilitating anxiety in the foreign language classroom setting whom
Results arising from the administration of the university indicated that almost half
of the students were anxious about speaking, and over a third were worried when
they could not understand everything that teacher said. With this, Wilson (2006)
have concluded that foreign language anxiety may invoke a variety of individual
reactions: for not speaking in class, sitting at the back of the classroom in an
attempt not to be called on by the teacher, and putting off doing homework.
students attending school in the US. Participants were subjected to the English
Language Anxiety Scale to identify how levels of anxiety correlated with specific
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listening and speaking skills, reading and writing skills and gender. Results show
that interaction with Mexican students raised levels of anxiety and that such
school students and found that these learners have high anxiety in learning the
English language. She discovered that males have higher anxiety in learning
English than their female counterparts. Moreover, she also found out that high
anxiety plays a debilitative role in high school students' language learning. This
type of language anxiety causes the learner to flee' from the learning task to
students learning French, he found that those students with language anxiety find
it difficult to express their own views and tend to underestimate their own
acquisition, that is, input, processing and output, anxiety and learning
in Shizuoka during the spring semester in 2003 to find out how much language
anxiety they felt in English classes. The purpose of this small-scale study was to
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find out how the learners’ beliefs about themselves learning English related to
reading, and writing) are required at the school and each class meets twice a
analyzed in this study. This suggests that foreign language anxiety does exist
among the subjects surveyed in this study. The results suggest that students with
negative beliefs about learning English feel more foreign language classroom
nature of language anxiety and its role In the process of learning English as a
Dept. of English. Those are the students who have been learning English for
come to prove that those learners are highly anxious, the fact that may explain
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Based on the results of the measurement, it was found that there was a reverse
relationship between language anxiety and the quality of oral performance, that
is, the higher the anxiety score, the lower their oral performance score.
indicated that many students experienced varied language anxiety and language
language anxiety can possibly stem from, both within the classroom environment
and out of classroom in the wider social context, and has recommended a variety
of strategies to cope with it. The findings suggested that language anxiety can
originate from learners’ own sense of ‘self’, their self-related cognitions, language
differences in social status of the speakers and interlocutors, and from the fear of
losing self-identity.
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Synthesis
The first parts of the literature presented the current scenario and
problems of today’s ESL and EFL Learners on learning the second or foreign
language. Factors like lack of confidence, lack of preparation, and fear of failing
the class were the primary causes of their anxiety. Moreover, it has been shown
also that some of the factors affecting the level of anxiety were the instructor,
gender, age, native language, usage of foreign language, the length of time
cannot cope up with these problems, some may experience emotional stress and
anxiety caused by difficulties expressing oneself in English. Other than that, there
with people, negative self-image, lack of confidence, and feeling unsure of one’s
ability.
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anxiety (fear of exams, quizzes, and other activities used to evaluate one's
competence) and fear of negative evaluation (the worry about how others view
the speaker).
Some parts of the literatures were devoted upon providing tips on how to
among the Filipino learners specifically on their performances inside and outside
the school. It also recognized the importance of identifying the different anxieties
one may experience for the purpose of finding ways on how to cope up with the
said anxieties.
learning and its severity as well as its repercussions in the EFL context is of
utmost importance.
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Chapter 3
RESEARCH METHODOLOGY
Analysis of Data, Role of the Researcher, Validation and Crediblity, and the
Research Design
design through a survey questionnaire will be used to identify the profile, level of
language anxiety, and the significant difference of the two variables. The
qualitative design through FGD method will be used to determine which strategy
is more effective in teaching learners with language anxiety in oral discourse, and
to identify the problems met in teaching oral discourse using Traditional Strategy
live it. Thus, people and groups are studied in their natural setting. Research
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context. On the other hand, quantitative research gathers data in numerical form
measurement. This type of data can be used to construct graphs and tables of
raw data. Quantitative researchers aim to establish general laws of behavior and
Research Locale
City, Surigao del Sur. In school year 2016-2017, it opened its Senior High School
Management (ABM).
Research Respondents
The respondents of this study are the students in TSNHS who are
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the students are all in Grade 11 students coming from different strands. The table
Table 1
Distribution of Respondents by Strand
The sample of the study is drawn from the population of the participants in
the five (5) strands. The sampling I used is the stratified proportional random
Research Participants
The participants of the Focus Group discussion are the Grade 11 learners
who classified themselves as having high anxiety. The criteria for choosing them
are their anxiety level and willingness to participate in this study. Also, they are
the main participants because their responses are based on their first-hand
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sampling, the researcher identifies the group/individuals that will best meet the
needs of the research. This group is known as the “primary unit of analysis”
on the result of the survey and their responses in the call for willing participants.
Research Instrument
Horwitz et al. It is divided into two parts. Part I identified the personal profile of
the respondents which includes their name, age, gender and strand where they
language is used inside the class. In a five-point scale rating, the respondents
will be asked to read the statements and indicate their perception by checking
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In order to document the needed data of the research, I will use the
following procedures:
National High School before the administration of the questionnaires and the
participants to participate in the study. In here, the participants will sign a consent
form to state their consent to participate in the study. I will do this to make
everything formal and to make sure that the participants are willing to be part of
the study. Before obtaining the written consent, I will assure that the participants
have received all of the information needed about the purpose of the study
making this not just a written consent but an informed written consent.
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Focus Group Discussion (FGD). In conducting the FGD, I will select ten
(10) participants. They will be oriented about the study and their roles in the FGD
method. All of them will formulate informed decision and express it through a
morning to ensure that participants are comfortable and the venue is free of
noise or any other type of distractions. It is I, the researcher, who will act as the
they arrive, taking notes throughout the discussion, and operating recording
equipment.
the study, I will use various data from online and book sources through online
and library research. These related literatures and studies are associated to
will enrich chapter 2 and will provide information on how to conduct this study in
Data Analysis
Recording and Transcription. In this study, the FGD will be recorded on the
researchers’ smart phone and will be transcribed. Next, the recording of the
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discussion will be listened to at least three times before the transcript of it will be
re-read, so I will be able to hear the participant’s voice in my head as I read over
the transcript. The idea is that there are essential clues to participants’ meaning
in the way they spoke that might not come through in the transcript. Then, when
the transcripts are re-read, long blocks of speech are broken up into smaller
quotes such that, in so far as it is possible, each quote represented a single idea.
Categorization and Theme Generation. In analyzing the data, I will use the
manual approach. I will make a copy of the transcript after it has been cleaned
and labeled. Working on a large table, I will cut entries into separate strips and
run a glue stick over the back. I will categorize by sticking entries onto separate
sheets of paper labeled with broad headings. I will also re-categorize the subjects
until I am satisfied with the groupings. Once the groups are organized in the
data will be tallied and treated with frequency counts and percentage to present
the profile of the students; Average weighted mean to determine the level of
the significant relationship between language anxiety and the profile of the
respondents.
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will be responsible for securing necessary permit from the Schools Division
superintendent, the principal, and the research participants. I will conduct the
survey, field observations, focus group discussion, take pictures, and audio
recordings. I will also be the one to organize and interpret the data.
asking the participants to review both the data I collected and the interpretation
check process, and knowing that they have the chance to verify their statements
tends to cause them to willingly fill in any gaps from earlier interviews.
setting to become familiar with the setting and participants. Through this, further
knowledge will be gained about the data sources used in the study.
Peer Debriefing. Using this method, I will present the drafts of my work to
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immerse myself in the participants’ experience. Their feedback on the early drafts
she who encouraged me to return to the literature and check my data against it.
Ethical Considerations
I will follow certain protocols to protect the rights and confidentiality of the
activities and they will feel that my presence will not compromise their privacy. A
dialogue will be done to the participants informing them the purpose and process
of the study.
conscious and deliberate way whether they want to participate or not. Once they
refuse my request, I will not force them to give their consent. I will be very
careful not to let out statements that could harm them psychologically and
emotionally.
impact and benefits of this research study to minimize harm psychologically and
socially to the research participants. I will make sure that my action will have
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I will make the data gathering efforts less conspicuous and intrusive
More importantly, I will be very careful to strictly comply with the research
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References Cited
Hashemi, Masoud and Moghtada Abbasi. (2013). The Role of the Teacher in
Alleviating Anxiety in Language Classes. Retrieved from
<http://dx.doi.org/10.5539/elt.v5n1p69>
Trang, TRAN Thi Thu. (2012, January 1). A Review of Horwitz, Horwitz and
Cope’s Theory of Foreign Language Anxiety and the Challenges to the
Theory. Retrieved from <http://dx.doi.org/10.5539/elt.v5n1p69>
Tseng, Shu-Feng. The Factors Cause Language Anxiety for ESL/EFL Learners
in Learning Speaking. Retrieved from <http:// /10. 9/elt.v5n1p69>
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Appendix A.1
Survey Questionnaire
You are chosen as one of the respondents in a study that aims to identify
your level of language anxiety. This study will help you channel your language
anxiety concerns and will help the researcher design a teaching strategy that fits
you best. In this regard, kindly answer this questionnaire as carefully and
truthfully as you can. Rest assured that your information will be kept strictly
confidential. Your favorable response will be of great help in conducting this
research. Thank you so much.
Michael S. Napal
Researcher
1.1 Age:
_____ 15 to 17 years old
_____ 18 to 20 years old
_____ 21 years old and above
1.3 Strand:
____________ General Academic Strand (GAS)
____________ Humanities and Social Sciences Strand (HUMSS)
____________ Science, Accountancy Technology, Engineering
and Mathematics (STEM)
____________ Information and Communication Technology Strand
(ICT)
____________ Accountancy and Business Management (ABM)
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Moderately Moderately
Low High
Low Moderate High
Anxiety Anxiety
Indicators Anxiety Anxiety Anxiety
(1) (5)
(2) (3) (4)
1. I never feel quite sure of myself when I am
speaking in English
2. I don't worry about making mistakes in
English class.
3. I tremble when I know that I'm going to be
called on in my English class.
4. It frightens me when I don't understand what
the teacher is saying in the English language.
5. It wouldn't bother me at all to take more of
English classes.
6. During English class, I find myself thinking
about things that have nothing to do with the
course.
7. I keep thinking that the other students are
better at English language than I am.
8. I am usually at ease during oral recitation
tests in my language class.
9. I start to panic when I have to speak without
preparation in English class.
10. I worry about the consequences of failing
my English language class.
11. I don't understand why some people get so
upset over English classes.
12. In English class, I can get so nervous I
forget things I know.
13. It embarrasses me to volunteer answers in
my English class.
14. I would not be nervous speaking the
English language with native speakers.
15. I get upset when I don't understand what
the teacher is saying/correcting.
16. Even if I am well prepared for English
class, I feel anxious about it.
17. I often feel like not going to my English
class.
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Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Tandag City, Surigao del Sur
Source: Horwitz, E.K., Horwitz, M.B., and Cope, L. (1986). Foreign Language Anxiety.
Blackwell Publishing on Behalf of the National Federation of Modern Language Teacher
Associations. Retrieved at http://www.jstor.org/stable/327317. (2010).
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Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Tandag City, Surigao del Sur
Appendix A.2
Good morning and welcome to our session. Thank you for taking the time to join
us and participate in this study. My name is _________________ and assisting me
is___________. We're both teachers from Tandag Science National High School. As
part of my study, I would like to know about your perceptions on the use of Gamification
strategy and its effect on your language anxiety. We wish to know what you like and
what you don't like about the approach. You might also share to us your problems in
learning oral discourse using the Gamification strategy.
There are no wrong answers but rather differing points of view. Please feel free
to share your point of view. Please keep in mind that I am just as interested in negative
comments as positive comments, and at times the negative comments are the most
helpful.
We are tape recording the session because we don't want to miss any of your
comments. We know that you can share to us very helpful things in this interview and we
can't write fast enough to get them all down. You may be assured of complete
confidentiality.
Guide Questions:
1. In a scale of 1 to 5, how do you rate your language anxiety in oral discourse? Why do you
give yourself such a rating?
2. Which strategy will you prefer to be used in an English class? Why?
3. Which strategy helps lessen language anxiety? Traditional or Gamification method?
Why?
4. If Gamification strategy will be used in your English class, how do you think will you rate
your language anxiety in a scale of 1-5? Why do think so?
5. What do like in teaching using Gamification strategy and the traditional approach?
6. What do you dislike in teaching using Gamification strategy the traditional approach?
7. What problems have you encountered in speaking in an English class using Gamification
strategy and the traditional approach?
8. What do you think needs improvement in the Gamification strategy?
9. What can you suggest to make teaching of Gamification Strategy better?
10. Is there anything else you would like to say about the topic before we end?
That ends our session. Again, we thank you for your willingness to participate in our
interview. Have a great day.
46
Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Tandag City, Surigao del Sur
Appendix B.1
PERMISSION LETTER TO THE SUPERINTENDENT
November 15, 2017
DR. GREGORIA T. SU
Schools Division Superintendent
Tandag City, Surigao del Sur
Madam:
Greetings!
With my objective for professional upgrading, I would like to ask your kind
approval to let me conduct my questionnaire to the Grade 11 students in Tandag
Science National High School.
MICHAEL S. NAPAL
Researcher
Noted:
Approved:
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Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Tandag City, Surigao del Sur
Appendix B.2
PERMISSION LETTER TO THE PRINCIPAL OF JPENHS
EVELYN A. BANDOY
Principal
Tandag Science National High School
Tabon Tabon, Tandag City, Surigao del Sur
Madam:
Greetings!
With my objective for professional upgrading, I would like to ask your kind
approval to let me conduct my questionnaire to the Grade 11 students in Tandag
Science National High School.
MICHAEL S. NAPAL
Researcher
Noted:
Approved:
EVELYN A. BANDOY
Principal
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Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Tandag City, Surigao del Sur
Appendix C
Written Consent
- - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
I understand this information and agree to participate fully under the conditions
stated above:
Signed:____________________________________________
Date:___________________
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