Northwestern Agusan Colleges

Bayview Hill¸

FOREIGN LANGUAGE: ITS IMPACT TO THE LANGUAGE ACQUISITION

FOREIGN

FOREIGN LANGUAGE: ITS IMPACT TO THE LANGUAGE

OF GRADE 7 STUDENTS OF NORTWESTERN

FOREIGN LANGUAGE: ITS IMPACT TO THE LANGUAGE

AGUSAN COLLEGES S.Y. 2020-2021

A Research Proposal Presented to the

Faculty of the College of

Education

In Partial Fulfillment on the Subject English

120

RESEARCHER:

Risalyn C. Lacorte

ADVISER:
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MR. ALEXANDER I. MAABA

ACKNOWLEDGEMENT

The researcher wishes to her sincere appreciation

extend her deepest gratitude to the most gracious and the

most merciful almighty God for the wisdom, strength and

guidance to make this endeavor a success.

To her ever loving an supportive family for their

financial, moral and spiritual support to make this study

successful;

To Mr. Alexander I. Maaba, our research adviser

and Mrs. Susette F. Sotta, research instructress for their

advice, vital contribution, limitless patience in checking

the sentence construction of our research, and professional

assistance in organizing and evaluating the content of this

study; and

Among the rest to the Lord Almighty God, the

provider of everything. Without him, this study is nothing

without His divine will for completion.

The Researcher
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DEDICATION

The research would like to heartedly dedicate this work

to her parents and loved ones. They are the source of love,

trust, and inspiration while on the journey of accomplishing

the task.

We also dedicate this to our adviser instructress and

friends for giving their opinions, untiring support,

consideration, and teaching us the steps and for the guidance

since from the very beginning of the research study until to

its completion.

Nonetheless, to the Lord Almighty God who provides us

everything in order to accomplish this work.

The Researcher
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CHAPTER 1

The Problem and Its Setting

A. Introduction

According to the founder of behaviorism, Skinner (1957)

learning of foreign language is about creating habits, about

consolidating of the relation stimulus response and about

making this relation automatic. The acquisition of the new

language is affected by previous habits from the native

language resulting to an incorrect way of using a foreign

language. Such habit is to be removed through such a kind of

practicing which minimalizes possibilities of an incorrect use

of the language.

Foreign language learning is a common problem to the

students especially to those below average students. The

purpose of the study is to evaluate the learning capacity of

the students.
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One problem on the side of learners is that they are not

aware of the importance of proficiency in English, they focus

only on passing classes/ getting high marks instead of

acquiring English. Another problem is that they need help from

their parents/tutors in learning a foreign language but in

developing countries such as Turkey, because parents do not

have expertise in English, it becomes impossible for them to

support their children (Isik, 2008: Paker, 2007: TEPAY, 20M)

(Shank, 2001; Schwarz, 2003) eloquently stated that

effective language learning involves a wide variety of skills,

practices and abilities problems could be based in any of a

number of areas, or there may be a combination of reasons for

the lack of necessary and expected progress. As stated by,

instructors have a significant role in determining the possible

and likely causes for the learner’s lack of expected progress,

nor to address the reasons, but also for the sake of the

learners self-imagine, confidence, and motivation to continue

acquiring and the learning process of foreign language.

This study aims to give clear and deeper understanding to

the researcher regarding foreign language and its impact to the

language acquisition of Grade 7 students in Northwestern Agusan

Colleges.
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The study desired to discover how important the learning

and studies of foreign language to the students in today’s

generation. And what are the significant factors affecting

students acquisition in Foreign language.

The study will be conducted at Northwestern Agusan

Colleges, located at Bayview Hill, Nasipit, Agusan del Norte.

The researcher chose Grade 7 students, in order to determine

the situation and how fluent the students are in terms of

foreign language.

B. Statement of the Problem

The study aims to determine the impact of Foreign Language

to the Language Acquisition of Grade 7 students in Northwestern

Agusan Colleges.

Specifically, the study seeks to answer the following

questions:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Sex

2. Is there significant relationship between the Foreign

Language and Language Acquisition of the Grade 7 students.

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3. What is the extent of Foreign Language as perceived by the

respondents in terms of the following:

3.1. Motivation

3.2. Support at Home

3.3. Student Interests

3.4. Prior Linguistic Knowledge

3.5. Learning Environment

3.6. Teaching Strategies

C. Hypothesis

The study is guided with the following hypothesis tested

at 0.01 level of significance.

Ho: There is no significant relationship between Foreign

Language to the language acquisition of Grade 7 students in
Northwestern Agusan Colleges.

D. Scope and Delimitation

This study focuses on knowledge and perspective of

Grade 7 students of Northwestern Agusan Colleges about the

factors that causes Low Performance in acquiring Foreign

language.

This study limits students who are in Grade 7 junior

high school students of Northwestern Agusan Colleges. The

researcher of this current generation greatly believes that

this study is good to conduct in order to inform the Grade 7

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student what are the factors that causes Low Performance in

acquiring foreign language and how to overcome it.

The research study will be conducted to recognize the

impact of Foreign Language to the Language Acquisition of Grade

7 students at Northwestern Agusan Colleges, Bayview Hill,

Nasipit, Agusan del Norte. Thus, its primary concentration is

bounded only in junior high school students for the School Year

2020-2021.

Figure 1.

E. Significance of the Study

The data and information that is presented in this

study benefits the following:

Administration. The results of this study will help them

appraise their existing programs in terms in overcoming

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students’ difficulties in acquiring Foreign language and help

them improve their abilities through the appraise existing

programs.

Teachers. The results of this study may serve as an eye

opener to create and modernize instructional materials and to

improve their teaching strategies.

Parents. The one who are directly concerned with the

education of their children and their school performance.

Students. This study will help the students to overcome

their anxiety in speaking Foreign language, to develop their

interests towards speaking in Foreign language and to put into

their mind the importance of speaking in Foreign language.

Future Researchers. The results of this study serve as a

basic and can lead to a further study about the factors that

causes students language acquisition in speaking Foreign

language.

F. Conceptual Framework

Socio-emotional challenges refer to condition in which

behavior or emotional responses of a student are different from

generally accepted norms that affects students’ performance

which includes Classroom Instruction, Motivation, lack of self-

confidence, and self-perception, learner’s belief, and Lack of

Vocabulary.
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Socio-emotional challenges in language acquisition of

foreign language to motivation is a significant factor on the

2nd language learning process. It is said that motivation is a

key factor in order to accomplish a particular activity.

Second, lack of self-confidence can cause anxiety in acquiring

foreign language. It affects the student’s performance. Having

self-confidence in acquiring foreign language can increase

student’s achievement in the classroom. Third is the self-

perception. It is said to be one of the factors causes anxiety

in speaking foreign language. The way that students perceived

their selves that they don’t have the capability of speaking

English well in front of people. Socio-emotional challenges in

anxiety of speaking foreign language to learner’s belief or the

actions of the teachers might cause anxiety of speaking foreign

language. For example, the teacher corrects the grammar of the

student in front of the class without knowing that she/he

causes anxiety of the student in speaking English. Second, Lack

of Vocabulary is one the factor that causes anxiety in

acquiring foreign language. Lack of vocabulary can cause

anxiety by way that student can’t speak English well with a

correct grammar because they can’t catch-up the lessons of

their instructors or teachers. Lastly, classroom interactions

are one of the significant factor that causes anxiety in

speaking foreign language. It is because if you speak English,

there might a big possibility that they will treat you as an

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alien/indifferent and you don’t want it to be happen so you are

now afraid in speaking and acquiring foreign language.

In this study intervening variables are also considered.

Age refers to the actual age of the students enrolled in the

current school year. Sex indicates the gender of the students

who are part of the study.

Dependent Variables Independent Variables

Motivation

Lack of Self-
Confidence
Foreign Language:
Self-Perception Its Impact to the
Language
Learner’s Belief
Acquisition
Lack of Vocabulary

Classroom

Age

Sex

Figure 1.

Schematic Diagram

This Schematic Diagram Shows the Interplay of Independent

Variables and Dependent Variables of the study.

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G. Definition of Terms

Speaking Anxiety - The fear of speaking in public. It’s a

panicky feeling associated with physical sensations.

Motivation – is the reason for doing something to achieve the

success of speaking and acquiring the foreign language.

Lack of Self-Confidence – means having not enough believe in

his/her own ability in speaking and acquiring the foreign

language.

Self-Perception – is how you perceive yourself the way you

speak the foreign language in front of many people.

Learner’s Belief – are the teachers action in the classroom

when you acquire and understand Foreign language.

Lack of Vocabulary- means having adequate vocabulary knowledge.

Classroom Instructions – are the interactions between the

students where they use Foreign language and they are treated

indifferent.