Abstract

This study investigated the impact of students’ attitude towards english langauge on academic achievement. This study used Universal sampling because it considered the two classes of the grade 9 students of Felisberto Verano National High School. One class is composed of 43 learners and the other class comprised of 45 students a total of Eighty eight 88 students as the chosen respondents of this study. The descriptive quantitative method of research was used to determine the impact of English language anxiety on the students’ academic achievement. A Likert-scale was used to measure the anxiety level of English language classroom activity and the attitude of grade 9 students toward English the scale was rated using the following options Strongly Disagree-1, Disagree-2, Undecided-3, Agree-4, Strongly Agree-5, 1-Very Relaxed, 2-Moderately Relaxed, 3-Anxious, 4-Moderately Anxious, 5-Very Anxious. The statistical tools used in analyzing the data of this study were weighted mean and Pearson Product Moment of Correlation Pearson-r . The weighted mean was used to determine the attitude and anxiety of grade 9 students towards English language classroom activities using the MPS of the respondents for the second grading of AY 2017-2018 as data. Pearson Product Moment Correlation Pearson-r was used to determine the significant relationships between the respondents’ MPS and Attitude towards English Language, MPS and Level of Anxiety towards English Class Activities, and the significant relationship between attitude and the level of anxiety. The findings revealed that the grade 9 students who participated in this study generally have the negative attitude towards English as a subject. They revealed that they dislike English as a subject because they find it difficult to express themselves using language as a medium of communication. Moreover, on the statement “I have heard of the phrase Filipino-English” got the lowest in rank which means they were unaware or they do not have an idea of a Filipino-English phrase. As to their level of anxiety, it was revealed that most of the students have difficulty when the teacher gives a speaking activity requiring mental adeptness such as debate. Moreover, they also display hesitation when speaking before a crowd because of their fear of being corrected in front of everybody. On the significant relationship between the respondents’ MPS and the attitude towards English, the way that students think and behave towards English language whether positive or negative is highly correlated to their academic performance. On the significant relationship between respondents MPS and level of anxiety, it failed to reject the null hypothesis therefore there is no significant relationship between anxiety level on their academic performance. Having failed to reject the null hypotheses on the significant relationship between the respondents’ MPS and level of anxiety and between the students’ attitude and level of anxiety, it can be further inferred that there are no significant relationships between the tested variables. Based on the findings of the study, there is a need to come up with speaking strategies to provide an avenue where students can be most apprehensive. However, because the macro skills are complementary, other skills also need to be addressed. Clark R. Colaste "The Impact of Students’ Attitude Towards English Language on Academic Achievement" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18913.pdf

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