Difficulty in Speaking English of Grade- VI pupils of Sta Isabel Elementary School

Submitted to the Research Committee of the College of Education

Cagayan State University Gonzaga, Cagayan

in Partial Fulfillment of the Requirement for the degree

Researcher

JOCELYN Y. SARMA

JEMELENE R. REOLALAS

MARIBEL P. SARMA

BRENDA S. ALCANTARA
 TABLE OF CONTENTS

CONTENTS PAGE

Title Page i

Approval Sheet ii

Dedication iii

Acknowledgement iv

Table of Contents v

I.INTRODUCTION

Background of the Study 1

Statement of the Problem 2

Objectives of the Study 3

Significance of the Study 4

Scope and Delimitation of the Study 5

II.REVIEW OF RELATED LITERATURE

Related Literatures 6

Conceptual Framework ( IPO) 7

Theoretical Framework 8

III.METHODOLOGY

Research Method Used 9

Respondents of the Study 10

Data Gathering 11

The Questionaire 12

Data Gathering Procedure 13

Statistical treatment of Data 14

Locale of the Study 15

IV.PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of the Respondents

Difficulties Encountered by the Respondents

V.SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

Conclusions

Recommendations

REFERENCES

APPENDICES
 DEDICATION

We, the authors heartily and humbly dedicate this simple symbol of achievement to all the

persons who extended their hands for the successful fulfillment of this research.

To our parents and relatives who have been our number one fans who have been our

inspirations and guiding light.

To our mentors, from our cooperating schools and university for their unending supports,

advices and encouragements.

To our friends who have been our listener and cheerer in difficult times.

Lastly, to the LORD Almighty who showered us continues blessings and guidance in

every decision we made.

This work is whole heartedly dedicated to all of them.

THE AUTHORS
 ACKNOWLEDGEMENT

The researchers wishes to extend their heartfelt gratitude to all contributors who offered

their time, efforts and assistance during the conduct of this research, particularly to our College

Dean, Mrs. Susan B. Bucaneg , Ph. D. for her help, guidance and unending supervisions.

A genuine acknowledgement is also bestowed to the faculty personnel of Sta. Isabel

Elementary School for their help and support to the researchers during the conduct.

Whole hearted thanks are likewise extended to the efforts and time, and for allowing the

researchers to conduct this research on their school; and to the respondents for their full

cooperation in responding to the given questionnaires.

 I.INTRODUCTION

BACKGROUND OF THE STUDY

Speaking English is an important tool for communications, now a days, if a child is

deficient in speaking, he/she encounter difficulty in mingling with others.

Speaking is the action of conveying information or expressing one’s thoughts and

feelings in the spoken language, and for young learners, the spoken language is the medium

through which a new language is encountered, understood, practiced and learned.

It is a skill that deserves attention every bit as much as literary skills , in both first and

second language. To most people especially the young ones, mastering the speaking skills is the

single most important aspect of learning a second language (English) and success is measured in

terms of the ability of the child to carry out a conversation in a certain language.

Speaking can be done in monologues and dialogues. So the role of speaking in human life

is so important because human cannot live normally without communicating with other people.

Teachers have encountered many problems regarding the speaking proficiency of the

pupils . The most common difficulties encountered by learners are in listening, vocabulary,

pronunciation and inhibitions as according to Shayna(1999). Listening pertains to the ability of a

child to understand what other person is saying or asking. If the child did not answer the

questions immediately after reading it twice or thrice there is something on his/her listening.

Vocabulary talks about the learner’s ability to construct a sentence without missing two or three

important vocabulary words- and then it becomes difficult to say what a child is thinking.
Pronunciation is about on how the learners pronounce the English words in a sentence. It is on

how they deliver the “rhythm” and intonation to words. Lastly, the confidence. When children

feels nervous and afraid of making a mistake while speaking English, then their problem is

confidence.

Among the four difficulties, researchers, find interest to study or to find out which is

mostly encountered by learners of Grade-VI and to find out solutions.

 STATEMENT OF THE PROBLEM

Generally, this study aims to determine which among the four common difficulties is most

encountered by the Grade VI- pupils of Sta. Isabel Elementary School.

Specifically, it is sought to answer the following:

1. What is the profile of the learners with regards to:

1.1 Name

1.2 Sex

1.3 Age

1.4 Socio-Economic Status

2. What is the speaking proficiency level of the learners in terms of the following:

2.1 Listening

2.2 Vocabulary

2.3 Pronunciation

2.4 Confidence

3. Which of the four common difficulties is mostly encountered by the learners?

 OBJECTIVES OF THE STUDY

The researchers conducted the study to:

1. Determine the profile of the respondents in terms of:

1.1 Name

1.2 Sex

1.3 Age

1.4 Socio-Economic Status

2. Find out the speaking proficiency level of Grade VI- pupils in terms of the following:

2.1 Listening

2.2 Vocabulary

2.3 Pronunciation

2.4 Confidence

3. Determine the mostly encountered difficulty among pupils.

4. Find out probable solutions that can be drawn in these difficulties encountered y the

learners.
 SIGNIFICANCE OF THE STUDY

The findings of the study will benefit the following :

The Researchers- Through this research, it will help the understand their duties and

responsibilities as future educators. They will gather information on what common difficulties is

most likely experience by the learners. Moreover, this will help them- the researchers, to create

such effective solutions to eradicate these difficulties and efficient methods and strategies to help

in untying the minds of learners.

The Learners- This study will help them discover their difficulties in speaking English. With

that, they will be able to enhance or develop the difficulty they discovered on theirselves during

the one- on-one interview.

The Teachers- the solutions and the methods and strategies of this study will contribute to the

teachers in making the teaching-learning process interactive.

Future Researchers- The findings will also serve as the basis to conduct similar studies, hey

will be given ideas on how to make a research and on how to expand ideas into wider sopes.
 SCOPE AND DELIMITATION OF THE STUDY

This study involved all the Grade VI- pupils of Sta Isabel Elementary School.

The study is limited only to the profile of the respondents and the common difficulties

they encountered in speaking English. Aside from this, the researchers also considered the

speaking proficiency level , mostly encountered difficulty and probable solutions of these

difficulties.
REVIEW OF RELATED LITERATURE
CONCEPTUAL FRAMEWORK
 III. METHODOLOGY

This chapter deals with the method and procedures to be used. It includes the following:

research method used, respondents of the study, data gathering tools, data gathering procedures

and the statistical treatment of data and the locale of the study.

Research Method

In order to attain the main objective of the study , the researchers used the descriptive

method which is concerned with determining the nature and degree of existing conditions. This

method I used to obtain reliable and accurate data about the difficulties encountered by the Grade

VI-pupils of the elementary school, likewise to the probable solutions of these difficulties.

Respondents of the Study

The respondents of this study are the Grade VI- pupils of Sta Isabel Elementary School in

Gonzaga, Cagayan.

Data Gathering Tool

The researchers used questionnaire as the main data gathering tool.

The Questionaire

The questionnaire was used because of its effectiveness in gathering data . a one-on-one

interview with the respondents with the used of questionnaire was used ased on the problems

stated in the study. The questionnaire is divided into two parts. Part I deals with the profile of the

respondents and part II deals with the speaking proficiency levels of the respondents.
 Part II is divided into four categories. Category 1 are questions intended to the listening

difficulty, Category 2 is for the vocabulary questions, Category 3 is for pronunciation and

Category 4 is for confidence. Questions are taken from the textbooks for Grade VI and some are

searched on the internet.

Data Gathering Procedures

After the title of this research study had been approved, the researchers started gathering

material for its related literature. They read books, and scan the internet some information related

to the study. All this things gave the researchers insights on their studies thus , they were able to

construct their questionaires for the respondents regarding the difficulties they encountered.

The researchers gave a letter of request to the head teacher of the elementary school

requesting permission to conduct the study. After the request to conduct approved, the

researchers personally went to every house of the respondents for the one-on-one interview.

After interviewing, the researchers tabulated the results the results, analyzed and

interpreted them with the assistance of their critic teacher.

Statistical Treatment of Data

To be able to analyze the information gathered, the researchers used descriptive statistics

such as frequency count and percentage.

In determining the speaking proficiency level in four common difficulties in speaking

English of the respondents, the following rubrics were used.

 1 - VERY POOR

2 - POOR

3 - GOOD

4 - VERY GOOD

5 - EXCELLENT

The datas on the result of the questionaires from the interview with the respondents were

analyzed by means of determining its percentage and rank.

Locale of the Study

The study was conducted in Sta Isabel Elementary School for the school year 2016-2017
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATAS

I. Profile of the Respondents

NAME
Table 1.A show the names of the respondents.
There were 32 respondents all-in-all.

NAME
ABINSAY, FERDINAND JR.
ARGEL, ANTHONY DAVE
ASUNCION, JOHN LLOYD
BABALO, PRICELO
ESTRELLA, JOHN PAUL
GARCIA, JERRY
GRAGASIN, JOHN ZEDRICK
ILACION, MARK JOHN
MODELO, JULIO
SARMAC, JOHN PAUL
SARMA, KEVIN CHRIS
SUBOC, DANIEL
VINTERO, ROWELL
PULIDO, CEDRICK
BABALO, GERLIE
CABASUG, TRICIA CAMILLE
CAINGUITAN, LEVY JOY
DEMOTO, KHYLA JANE
ESPIRITU, JENYLYN
GARCIA, RAQUEL MAE
IDMILAO, KIMBLE P.J.
IGNACIO, MAE ROSE
LAPITAN, ANGELICA
LIQUIGAN, ZENDY JOY
OPRIASA, MARY JOY
PULIDO, LIZEL
RAMIREZ, ANDREWLYN,
SABIO, RACHELL ANN
SEBASTIAN, GEMALYN
TALUMAYAN, JESSA MAE
VALLECILO, CLAIRE
SEX

Table 1 .B shows that out of 32 respondents, 17 or 53.12% are females and 15 or

46.88 are males. That means that females has greater number than that of the males.

Table 1.B. FREQUENCY, PERCENTAGE AND RANK DISTRIBUTION OF

RESPONDENT BY SEX
Sex Frequency Percentage Rank

MALE 15 46.88% 2

FEMALE 17 53.12% 1

TOTAL 32 100%

AGE
Table 1.C. FREQUENCY, PERCENTAGE AND RANK DISTRIBUTION OF
RESPONDENTS ACCORDING TO AGE
AGE FREQUENCY PERCENTAGE RANK
11 11 34.37% 1
12 10 31.25% 2
13 7 21.88% 3
14 4 12.53% 4
TOTAL 32 100%

As revealed in Table 1.C, respondents age ranges from 11-14. It shows that

the highest frequency 11 or 34. 37 % ( rank 1 ) with an age of 11. Then, 10 or 31.25

% ( rank 2 ) with an age of 12. Next frequency is 7 or 21.88 % ( rank 3 ) with an age

of 12. And last is 4 or 12.52% ( rank 4 ) with the age of 14.

That implies that majority of the respondents age is 11.

SOCIO-ECONOMIC STATUS

Table 1.D. FREQUENCY, PERCENTAGE AND RANK DISTRIBUTION OF

RESPONDENTS ACCORDING TO THEIR SOCIO-ECONOMIC STATUS
SOCIO-ECONOMIC STATUS FREQUENCY PERCENTAGE RANK
HIGH (60 000 – above ) 2 6.25 % 3
AVERAGE 11 000- 59 999 ) 5 15.63 % 2
LOW ( 10 000 – below ) 25 78.12 % 1
TOTAL 32 100 %

This table presents the respondents according to their socio-economic status. It

shows that out of 32 respondents, 25 or 78.12 % ( rank 1 ) have a low socio-
economic status, 5 or 15.63 % in the Average Status and 2 or 6. 25 % are on high
status.
That means majority of the respondents wasn’t have a luxurious life.
DIFFICULTIES ENCOUNTERED BY LEARNERS

Table 2. A Frequency, Percentage and Rank Distribution of the Levels of

Speaking English Proficiency in Listening Difficulty
LEVEL OF SPEAKING FREQUENCY PERCENTAGE RANK
ENGLISH
PROFICIENCY
VERY POOR 0 0% 5
POOR 1 3.13 % 3
GOOD 3 9.38 % 2
VERY GOOD 20 62.5 % 1
EXCELLENT 8 25 % 4
TOTAL 32 100 %
The table shows the level of speaking proficiency of the respondents. 20 or 62.5

% are very good , 8 or 25 % are excellent, 3 or 9.38 % are good and 1 or 3. 13% are

poor in listening. This means that , respondents level of speaking English Proficiency

in listening difficulty is very good.

Table 2.B. Frequency, Percentage and Rank Distribution of the Levels of

Speaking English in Vocabulary Difficulty
LEVELS OF SPEAKING FREQUENCY PERCENTAGE RANK
IN ENGLISH
PROFICIENCY
VERY POOR 2 6.25 % 5
POOR 4 12.5 % 4
GOOD 15 46.88 % 1
VERY GOOD 6 18.75 % 2
EXCELLENT 5 15.63 % 3
TOTAL 32 100 %
The table shows the level of speaking proficiency of the respondents. 15 or

46.88 % are good, 6 or 18.75 % are very good, 5 or 15.63 % are excellent,4 or 12.5

% are poor and 2 or 6.25 % are very poor in vocabulary. This means that ,

respondents Level of Speaking Proficiency in Vocabulary Difficulty is Good.

 Table 2. C Frequency, Percentage and Rank Distribution of the Levels of
Speaking in English Proficiency in Pronunciation Difficulty

LEVELS OF FREQUENCY PERCENTAGE RANK

SPEAKING IN
ENGLISH
PROFICIENCY
VERY POOR 2 6.25 % 5

POOR 6 18. 75 % 3

GOOD 13 40.63 % 1

VERY GOOD 7 21.88 % 2

EXCELLENT 4 12.5 % 4

TOTAL 32 100 %

This table shows the Levels of Speaking Proficiency of the respondents. 13 or 40.63 % are

good, 7 or 21.88 % are very good, 6 or 18.75 % are poor , 4 or 12.5 % are excellent and 2 or 6.25

% are very poor. This means that majority of the respondents are good in pronunciation.

Table 2.D Frequency, Percentage and Rank Distribution of the Levels of Speaking
English proficiency in Confidence difficulty

LEVELS OF FREQUENCY PERCENTAGE RANK

SPEAKING IN
ENGLISH
PROFICIENCY
VERY POOR 3 9.38 % 5

POOR 5 15.63 % 4

GOOD 6 18.75 % 3

VERY GOOD 10 31.25 % 1

EXCELLENT 8 25 % 2

TOTAL 32 100 %
 This table shows the Levels of Speaking in English Proficiency. 10 or 31.25 %

are very good, 8 or 25 % are excellent, 6 or 18.75 % are good, 5 or 15.63 % are good

and 3 or (.38 % are poor. This means that, respondents Level of Speaking English

in Confidence Difficulty is very good