Abstract

The usage of the English language as a medium of instruction in public and private schools extends beyond the English language classroom. English Language Education (ELE) varies from institution to institution, and not all students are inclined to learn the subject as enthusiastically as some of their peers. Some institutions implement language policies that may either encourage or discourage students from learning the target language. This study seeks to assess Grade 9 students' motivation levels in learning English through Holy Family Academy's English-only policy, known as the Mainly-English-Scheme (MES) Policy. To conduct this study, the researchers created a questionnaire that was validated by an English teacher at HFA to properly fit within the context of the school. Data was collected through a 14-item questionnaire administered via Google Forms. The findings illustrate that the policy motivates more instrumentally than integratively (see Table 2 & 3) suggesting that the students see the policy as more a tool for pragmatic needs than a motivator for personal interests. However, the results display clearly that the students are, in fact, motivated to learn English through the MES Policy.