Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis of data with the corresponding interpretation

drawn from the data gathered.

Data Presentation

Background Information

The first section of the research instrument focused on the respondents’ background

information: their gender, year of birth and place where they spent most of their childhood and

adolescence.

The Table 1 summarizes the profile of the respondents.

Table 1

Data on the Profile of the Respondents in Gr.10 St. Catherine of SCSJ

Gender F %
Male 16 46%
Female 19 54%
Total 35 100%
Year of Birth F %
2001 6 17%
2002 14 40%
2003 15 43%
Total 35 100%
Place where they spent Childhood F %
Bulacan 32 91%
Manila 2 6%
Outside Bulacan & Manila 1 3%
Total 35 100%
 The second section of the research instrument is all about the opinions of the respondents

with the given questions.

As shown in Figure 4 the respondents rated their responses in speaking English in class.

They were asked to rate the way they feel. Most of them is in favor of speaking English in class:

15 out of 35 (43%) likes to speak English in class, 11 out of 35 (31%) of the respondents loves to

speak in English, and on the other hand 9 out of 35 (9%) answered they don’t like speaking in

English.

Table 3
How the respondents like/love speaking English in class
Don't like speaking English in class 9
Likes speaking English in class 15
Loves speaking English in class 11
Total 35
Table 3-Perceptions of how the Respondents like to speak English in class

Figure 4
I don't like speaking English in class
I like speaking English in class
I love speaking English in class

31% 26%

43%

Figure 4-Percentage Distribution of Table 3

 Figure 5 below shows, that most of the respondents 16 out of 35 (46%) were comfortable

in talking to their teacher, when they are talking to their classmates/ schoolmates and foreigners,

14 out of 35 (40%) is also comfortable.

Figure 5
18
16
14
12
10
8
6
4
2
0
Very A Little
Comfortable Uncomfortable
Comfortable Comfortable
Teachers 4 16 13 2
Classmates/Schoolmates 9 14 9 3
Foreigners 2 14 13 6

Figure 5- Results when respondents were asked what they feel when talking to certain people

Table 4

How do you feel when speaking with the following people in English?
Very A Little
Comfortable Comfortable Uncomfortable Uncomfortable
Teachers 11% 46% 37% 6%
Classmates/Schoolmates 26% 40% 26% 9%
Foreigners 6% 40% 37% 17%
Table 4-Percentage Distribution of Table 3
 Table 5 below shows how the respondents rated the level of their speaking English. 19

out of 35 (54%) respondents said that they have a basic level of speaking English. Meanwhile, 10

out of 35 (29%) respondents said that they have an intermediate level of speaking English. The

other 6 out of 35 (17%) respondents said that they have a high level of speaking English.

Table 5
Respondents’ level of speaking English based on their own F
Cannot communicate in English 0
Have a basic level of speaking English 19
Have an intermediate level of speaking English 10
Have a high level of speaking English 6
Total 35
Table 5- Student’s Response in terms of their level of speaking English based on themselves

Figure 6
Cannot communicate in English
Have a basic level of speaking English
Have an intermediate level of speaking English
0%

17%

54%
29%

Figure 6- Percentage Distribution of Table 5

 Table 6 shows the data wherein when respondents is being compared to other students in

their class 27 out 35 (77%) respondents answered they have a higher level of speaking English,

meanwhile 5 out of 35 (14%) said they have the same level, and the remaining 3 out of 35 (9%)

replied they have lower level than the others.

Table 6
When compared to other students in their class, they have F
A lower level of speaking English 3
The same level of speaking English 5
A higher level of speaking English 27
Total 35
Table 6- Respondents’ level of speaking English when being compared to other students in

their class

Figure 7

9%
14%

77%

A lower level of speaking English The same level of speaking English A higher level of speaking English

Figure 7- Percentage Distribution of Table 6

 Figure 8 below shows that when the respondents were asked by their teacher a question

in front of the class, 15 (43%) were comfortable; when they were asked to speak with a partner

19 (54%) also answered comfortable; when asked to have a small group discussion 18 (51%) too

replied comfortable; when they have a question to ask in front of the whole class 12 (34%) also

said they are comfortable.

Figure 8

Very Comfortable Comfortable A Little Uncomfortable Uncomfortable

20 19
18
18
16 15
14 13
12 12
12
10 9 9 9
8 8
8 7 7 7
6 5
4
2 1
0
The teacher asks a The teacher asks you to The teacher asks you to You have a question to
question in front of the speak with a partner have a small group ask in front of the whole
class. discussion. class.

Figure 8- Data Presentation of the respondents were asked what they feel when talking to

certain people

Table 7
How does respondents feel when speaking in the following situations
Very A Little
Comfortable Comfortable Uncomfortable Uncomfortable
The teacher asks a question in front of the
class.
14% 43% 37% 9%
The teacher asks you to speak with a
partner.
20% 54% 23% 6%
The teacher asks you to have a small
group discussion.
26% 51% 20% 6%
You have a question to ask in front of the
whole class.
20% 34% 26% 23%

Table 7-Percentage Results of Figure 8

 As shown in Table 8, the answer of 17 (49%) of the respondents to the question when is
the best way to correct their speaking mistakes is to wait until the end of their speech; meanwhile
7 (20%) answered they want to have a written feedback; 6 (17%) wants them to be interrupted
every time they make a mistake; the remaining 5 (14%) of the respondents wants them to be
stopped half way through their speech to give them corrections.

Table 8

The best way to correct their speaking mistakes is to… F

Interrupt me every time I make a mistake 6
Ask me to stop half way through my speech to give me corrections 5
Wait until the end of my speech 17
Give me written feedback 7
Total 35
Table 8- Data Presentation of the Respondents when being asked what is the best way to
correct their speaking mistakes

Figure 9

20% 17%

14%

49%

Interrupt me every time I make a mistake

Ask me to stop half way through my speech to give me corrections
Wait until the end of my speech
Give me written feedback

Figure 9- Percentage Distribution of Table 8

 As shown in Table 9 below when the respondents were asked how often they participate
in English speaking activities in class 18 (51%) answered they participate very often; 10 (29%)
said they sometimes participate and the remaining 7 (20%) out of 35 answered they always
participate.

Table 9

How often does the respondents participate in English speaking activities in class F
Always 7
Sometimes 10
Very Often 18
Total 35
Table 9- Data Presentation of the Respondents’ reply on how often they participate in
speaking activities

Figure 10

20%

51%

29%

Always Sometimes Very Often

Figure 10- Percentage Distribution of Table 9

 Table 10 shows the data where the respondents was asked what they prefer when doing
speaking activities; 14 (40%) answered they want to do it with a partner; 9 (26%) said they
prefer doing speaking activities with a small group of three or four classmates; 7 (20%) answered
they prefer doing it as a whole class; and the remaining 5 (14%) out of 35 said they want to do it
on their own.
Table 10

Respondents prefer to do speaking activities… F

On their own 5
With a partner 14
With a small group of three or four classmates 9
As a whole class 7
Total 35
Table 10-Data Presentation on the respondents’ preferred speaking activities

Figure 11

20% 14%

26% 40%

On their own
With a partner
With a small group of three or four classmates
As a whole class

Figure 11- Percentage Distribution on Table 10

 As shown at Table 11, 23 (65%) out of 35 respondents agreed to have more opportunities
to speak English in class, 9 (26%) strongly agreed to have more opportunities, 2 (6%) disagreed
to have more opportunities and 1 (3%) has no response at all.

Table 11

"I want more opportunities to speak English in class."

SA A SD D NA Total
9 23 0 2 1 35

Table11- Respondents answers when asked if they want more opportunities to speak English.

Figure 12

Strongly Agree Agree Strongly Disagree Disagree Neutral

Figure 12- Percentage Distribution of Table 11

 The last part of the research instrument is about the importance of English in the
Philippines based on The Economist article. The respondents will have to choose whether they
strongly agree, agree, strongly disagree, disagree or have no response at all.
The Table 12.1 shows that 20 (56%) of the total respondents agrees that young people
must know how to speak English; meanwhile 13 (36%) out of 35 strongly agrees on the
statement and the remaining 2 (6%) says that they disagree.

Table 12.1
a. Young people must know how to speak English.
SA A SD D NA Total
13 20 0 2 0 35
Table 12.1- Data presentation of the answers of the respondents based on the statement.

Figure 13.1

Strongly Agree Agree Strongly Disagree Disagree No response at all

Figure 13.1-Percentage Distribution of Table 12.1

 Table 12.2 shows that 18 (51%) of 35 respondents strongly agrees that people of working
age must know English, and the remaining 17 (49%) agrees on the said statement.
Table 12.2

b. People of working age must know English.

SA A SD D NA Total
18 17 0 0 0 35
Table 12.2-Data presentation of the students response on the statement.

Figure 13.2

Strongly Agree Agree Strongly Disagree Disagree No response at all

Figure 13.2-Percentage distribution of Table 12.2

 Based on Table 12.3 below, 15 (43%) out of 35 strongly agrees that the spread of English
in the Philippines is a threat to our own languages; while 8 (23%) of 35 respondents disagrees; 7
(20%) agrees on the said statement; 3 (8%) strongly disagrees and the remaining 2 (6%) has no
response at all.
Table 12.3
c. The spread of English in the Philippines is a threat to our own
languages.
SA A SD D NA Total
15 7 3 8 2 35
Table 12.3- Data presentation of the respondents answer on the statement.

Figure 13.3

Strongly Agree Agree Strongly Disagree Disagree No response at all

Figure 13.3- Percentage distribution of Table 12.3

 As shown on Table 12.4, 14 (40%) of the respondents strongly agrees that Filipinos
travelling abroad must know English; meanwhile 12 (38%) responded that they agree with the
statement and the remaining 9 (26%) out of 35 disagrees with the statement.
Table 12.4

d. Filipinos travelling abroad must know English.

SA A SD D NA Total
14 12 0 9 0 35
Table 12.4- Data presentation of the respondents answer on the statement.

Figure 13.4

Strongly Agree Agree Strongly Disagree Disagree Neutral

Figure 13.4- Percentage distribution of Table 12.4

 As shown at Table 12.5, 15 (46%) strongly agreed that all companies must offer services
also in English; 13 (39%) agreed with the statement; 4 (12%) disagreed; 2 (6%) have no response
and the remaining 1 (3%) strongly disagreed.

Table 12.5
e. All companies must offer services also in English.
SA A SD D NA Total
15 13 1 4 2 35
Table 12.5- Data presentation of the respondents answer on the statement.

Figure 13.5

Strongly Agree Agree Strongly Disagree Disagree Neutral

Figure13.5- Percentage distribution of Table 12.5