SOCIAL FACTORS AND MACRO SKILLS PROFICIENCY OF TENTH-GRADE STUDENTS

This study aimed to determine the influence of the social factors on the learning of the four macro skills in English of the tenth-grade students. This research employed the descriptive-correlation and descriptive-comparative designs. The two hundred twenty-two tenth-grade students attending mainstream classes were the respondents. A researcher-made survey questionnaire was used in gathering data. In addition, this study used Mean and Standard Deviation, Independent Samples t-test, One-Way ANOVA, Pearson Product Moment Correlation, and Regression Analysis. Results revealed that the influence of social factors among students in learning the four macro skills was moderate. Among the macro skills, speaking skill registered as very satisfactory; writing skill labelled as satisfactory; listening skill described as fairly satisfactory; and reading skill as did not meet expectations. On the comparison of social factors when analyzed according to sex, teacher and peer were found significant; however, on the economic status, no variable was significant. The test of correlation between social factors and macro skills proficiency indicated that self was significantly related to reading and speaking skills. Regression analysis found self as a significant predictor in learning the four macro skills.