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ENGLISH PROFICIENCY OF THE GRADE 8
STUDENTS OF ASIBANGLAN NATIONAL HIGH
SCHOOL, PINUKPUK DISTRICT

Introduction:
 Learning another language is hard for anyone. It takes time and
dedication for them to learn and speak it perfectly. English is a
widely spoken language around the world. People from far areas
who has no access to education has difficulty in speaking English
especially if they go to other places, but because of many
opportunities and resources that is still exists, they can learn and
improve their English proficiency and able to speak fluently.

 This study anchored on Cognitive Academic Language Proficiency which
delineates the connection between students’ cognitive and linguistic processes
to their academic performance. There are two levels of language proficiency.
These are the basic interpersonal communicative skills and the cognitive
academic language proficiency. The basic interpersonal communicative skills
concept signifies the students’ language informal conversation. These are used
by students when they talk about their parents, siblings, and peers in real
settings and situations, that is; situations in which the context offers cues that
make an understanding not dependent on verbal interaction alone (Racca and
Lasaten, 2016).

 Meanwhile, according to Cummins (2013), cognitive academic
language proficiency is the type of language needed in the
educational settings. Classroom activities like reading, writing,
participating in formal conversations and taking exams are some
of the tasks that require cognitive academic language proficiency.
Thus, students who have not yet developed their cognitive
academic language proficiency may encounter difficulties in
learning science, mathematics and other academic subjects.

 The theory on cognitive academic language proficiency,
therefore, provided a reason to study and investigate the level of
English proficiency and the factors affecting the levels of english
proficiency of the Grade 8 Students. Based on Figure 1, it
conceptualized that the English language proficiency of the Grade
8 students of Asibanglan National High School affects their
English language. This study believes that if the students have
high English language proficiency, they are more likely to perform
well in their academics, particularly in the said subject.

Objectives
1. To determine the level of English Proficiency of the Grade-8
students.
1.1. To find if there are significant differences in the level of English
proficiency of the Grade 8 along the moderator of age and sex.
1.2. There are no significant differences in the level of English
proficiency of the Grade 8 along the moderator variables.

2. To determine the factors affecting the English Proficiency of Grade-8
students.
2.1. To find if there are significant differences in the factors
affecting the English proficiency of the Grade 8 along the moderator of age
and sex.
2.2. There are no significant differences in the factors affecting the
English proficiency of the Grade 8 along the moderator variables.

Independent Variables
The level of English
Proficiency of the Grade-8
students of Asibanglan
Pinukpuk District.
The factors affecting the
English Proficiency of Grade-8
students of
Asibanglan Pinukpuk District.
Dependent Variables
English Proficiency of Grade 8
students of Asibanglan
Pinukpuk District.
Moderator Variables
Age
Sex
Paradigm of the Study

Locale and Population
• The respondents of the study are 50 grade 8 students of Asibanglan National High
School.
Table 1. Presents the population of the Respondents According to Age.
Age Frequency Percentage Rank
12- 14 yrs. 17 34 2
15- 17 yrs. 33 66 1
Total 50 100

Table 2. Presents the population of the Respondents According to sex.
Sex Frequency Percentage Rank
Male 23 46 2
Female 27 54 1
Total 50 100

METHOD AND INSTRUMENT USED IN
GATHERING DATA
Research Design- Descriptive Survey Method
Data Gathering Tool -
 Questionnaire (Three parts)
 Transparent Language and is available to all U.S.
Government personnel, public and academic libraries.
 Kotut, Jane Betty, (2016). Factors Influencing Performance
of English as a Subject in Kenya Certificate of Primary
Education in Nakuru Town, East Sub-Country Kenya.

Treatment of Data- Five-point Likert scale
Three-point Likert scale
Statistical Tool- Frequency, Percentage, Weighted Mean
ONE- WAY ANOVA ( Analysis of Variance)

Level of English Proficiency of the Grade 8 Students in
Asibanglan National High School Pinukpuk District.
Table 3 Presents the level of English proficiency of the Grade 8 students.
A P AP D B Xw VD
Grammar 0
(0)
1
(4)
2
(6)
0
(0)
47
(47) 1.14 B
Vocabulary 0
(0)
7
(28)
0
(0)
9
(18)
34
(34) 1.6 B
Reading comprehension 19
(95)
0
(0)
0
(0)
0
(0)
31
(31) 2.52 D
Average weighted mean 1.75 B

THE ENGLISH PROFICIENCY OF GRADE 8 STUDENTS OF ASIBANGLAN NATIONAL
HIGH SCHOOL, PINUKPUK DISTRICT ACCORDING TO THE VARIABLES
Variable of age
Table 4. The Level of English Proficiency of Grade 8 Students According to Age.
Summary of ANOVA
Age A P AP D B Xw
12-14 0
(0)
0
(0)
1
(3)
1
(2)
15
(15) 1.18 B
15-17 0
(0)
0
(0)
3
(9)
3
(6)
27
(27) 1.27 B
Average Weighted Mean 1.23 B
Source of Variation SS df MS F P-value F crit
Between Groups 25.6 1 25.6 0.293242 0.602901 5.317655
Within Groups 698.4 8 87.3
Total 724 9

Variable of Sex
Table 6. The English Proficiency of Grade 8 Students According to Sex.
Summary of ANOVA
Sex A P AP D B Xw
Male 0
(0)
0
(0)
1
(3)
2
(4)
20
(20) 1.08 B
Female 0
(0)
0
(0)
3
(9)
2
(4)
22
(22) 1.4 B
Average Weighted Mean 1.24 B
Between Groups 1.6 1 1.6 0.01968 0.891902 5.317655
Total 652 9

Factors Affecting the English Proficiency of the Grade 8
Students
We have reference books like dictionaries. 2.2 Agree
My parents always teach me in my homework and assignments.
2.1 Agree
Average Mean 2.02 Agree
Total Average Weighted Mean 1.91 Agree
 Agree
 Most of the students agree with presented factors that affect their English proficiency.

Students
Table 8 presents the factors affecting the English proficiency of the Grade 8 students.
Student Factors
Statements X VD
I am confident in speaking English. 1.76 Agree
I am having trouble with vocabularies. 1.74 Agree
I have difficulty in pronouncing words. 1.62 Disagree
I am not good in speaking English with other people. 1.8 Agree
I am afraid of committing mistake in front of other people. 1.8 Agree

Students
School Factor
My English teacher encourages us to use the language in and outside the class.
1.94 Agree
My English teacher usually correct our errors while we are speaking.
2.18 Agree
My English teacher provides us activities that promote our speaking skills in the class.
1.88 Agree
My English teacher is proficient enough in English to help us as needed.
2.02 Agree
My English teacher often emphasizes grammar than speaking.
1.78 Agree

Students
Family/Home Factor
My parents talk to me about the importance of English. 2.02 Agree
We speak in English when having conversation. 1.66 Disagree
My parents provide books to enhance English learning.
We have reference books like dictionaries.
2.1
2.2
Agree
Agree
My parents always teach me in my homework and assignments.
2.1 Agree
Total Average Weighted Mean 1.91 Agree

FACTORS AFFECTING THE ENGLISH PROFICIENCY OF
THE GRADE 8 STUDENTS OF ASIBANGLAN NATIONAL
HIGH SCHOOL ACCORDING TO VARIABLES
Table 9. Student Factors affecting the English Proficiency of the Grade 8 Students
According to Age.
Summary of ANOVA
Age Average Mean
12-14 1.76 Agree
15-17 1.73 Agree
TAWM 1.75 Agree
Source of Variation SS Df MS F P-value F crit
Between Groups 0.00289 1 0.00289 0.148662551 0.70986689 5.31765507
Within Groups 0.15552 8 0.01944
Total 0.15841 9

FACTORS AFFECTING THE ENGLISH PROFICIENCY OF
THE GRADE 8 STUDENTS OF ASIBANGLAN NATIONAL
HIGH SCHOOL ACCORDING TO VARIABLES
Table 11. Student Factors affecting the English Proficiency of the Grade 8 Students According to Sex.
Summary of ANOVA
Sex Average Mean
Male 1.71 Agree
Female 1.76 Agree
TAWM 1.74 Agree
Between Groups 0.00676 1 0.00676 0.238237885 0.638577844 5.317655072
Total 0.23376 9

FACTORS AFFECTING THE ENGLISH PROFICIENCY OF THE
GRADE 8 STUDENTS OF ASIBANGLAN NATIONAL HIGH
SCHOOL ACCORDING TO VARIABLES
Table 13. School Factors affecting the English Proficiency of the Grade 8 Students According to Age.
Summary of ANOVA
Age Average Mean
12-14 1.85 Agree
15-17 2.03 Agree
TAWM 1.94 Agree
Between Groups 0.08464 1 0.08464 4.00852475 0.080250967 5.317655072
Within Groups 0.16892 8 0.021115
Total 0.25356 9

Table 15. School Factors affecting the English Proficiency of the Grade 8 Students According to Sex.
Summary of ANOVA
Sex Average Mean
Male 1.83 Agree
Female 2.09 Agree
TAWM 1.96 Agree
Between Groups 0.16384 1 0.16384 6.4848605 0.034359259 5.317655072
Within Groups 0.20212 8 0.025265
Total 0.36596 9

Table 17. Home/family Factors affecting the English Proficiency of the Grade 8 Students According to
Age.
Summary of ANOVA
Age Average Mean
12-14 2.06 Agree
15-17 1.88 Agree
TAWM 1.97 Agree
Between Groups 0.08281 1 0.08281 1.032414911 0.339333232 5.317655072
Within Groups 0.64168 8 0.08021
Total 0.72449 9

Table 19. Home/family Factors affecting the English Proficiency of the Grade 8 Students According
to Sex.
Summary of ANOVA
Sex Average Mean
Male 1.96 Agree
Female 2.06 Agree
TAWM 2.01 Agree
Between Groups 0.02304 1 0.02304 0.402656414 0.543436356 5.317655072
Within Groups 0.45776 8 0.05722
Total 0.4808 9

SUMMARY OF FINDINGS
1. The level of English proficiency of the grade 8 students of Asibanglan
National High School was described as “beginning”. Among the three areas of English
proficiency, Grammar and Vocabulary was described as “beginning” while
Reading comprehension described as “developing”. Not significant differences
were noted along the variables of age and sex.
2. This study identified three factors affecting the English proficiency of the
grade 8 students. These are Student, School and Home/family factors. Among
the three factors affecting their English proficiency, each factor described as
“agree”.

2.1 On student factors, the respondents agree on the indicators stating “I am confident in
speaking English”, “I am having trouble with vocabularies”, and “I am afraid of committing
mistake in front of other people”. Not significant differences noted along the variables of age and sex.
2.2 On School factors, the respondents agree on the indicators “My English teacher
encourages us to use the language in and outside the class”, “my English teacher usually correct
our error while speaking”, “my English teacher provides us activities that promote our speaking skills”, “my
English teacher is proficient enough in English to help them as needed, and often emphasizes
grammar than speaking”. Significant differences noted along the variables of age and sex.

2.3 On home/family factors, the respondents agree on the indicators
stating “my parents talk to me the importance of English”, “my parents
provide books to enhance my English learning”, “we have reference
books and my parents teach me on my homework and
assignments” while the indicator “We speak English when having
conversation” the respondents disagree. Significant
difference was noted along the variable of age while there is no significant
difference noted along the variable of sex.

CONCLUSION
1. Among the grade 8 students, grammar and vocabulary was described as beginning while
developing in reading comprehension.
2. There are three factors affecting the English proficiency of the grade 8 students. These are Student,
School and Home/family factors.
2.1 On the student factor, the respondents agree on the indicators “I am
confident in speaking English”, “I am having trouble with vocabularies”, and “I am
afraid of committing mistake in front of other people”.
2.2 On the School factor, the respondents agree on the indicators “My English
teacher encourages us to use the language in and outside the class, “my English
teacher usually correct our error while speaking”, “my English teacher provides us activities
that promote our speaking skills”, “my English teacher is proficient
enough in English to help us as needed”, and “often emphasizes grammar than
speaking”.

2.3 On the home/family factor, the respondents disagree on the indicators
“my parents talk to me the importance of English”, “my parents provide books to
enhance my English learning”, “we have reference books and my parents teach
me on my homework and assignments” described as agree while the indicator
“We speak English when having conversation”.

RECOMMENDATION
1. English teachers of Asibanglan National High School should come up with a remedial program
for their students and they must be given extended learning activities in their English subjects.
2. Teachers should know the factors that affect the English proficiency or language learning of
their students to help them appreciate the importance of the language and to achieve global
competence.
2.1 On the student factor, teachers should find possible means such as connecting
word meanings with semantic mapping, encourage reading comprehension, encourage
students to share opinions, giving positive feedback, more teamwork etc.
that help the students to enrich their vocabulary knowledge and develop their
communication skills.

2.2 On the school factor, teachers should play various roles such as facilitator,
mentor, coach and external parent according to the skills and needs
of the learners.
2.3 On the home/family factors, teachers with the parents should call a
conference to provide more reading materials for their child’s improvement and
they should practice speaking English in daily conversation for the
student’s communication skills development.
3. A similar study should be conducted in other schools and districts is highly recommended
at the end of the school year to corroborate the results of this study.

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