Final Thesis 2

1
CHAPTER 1
The Problem and Its Background
Introduction
The world is now in the era where to speak fluently using the English language is
the demand in the society. The ability to speak fluently in the target language opens a
wider opportunity to be successful in life and it is hard to survive in school without
learning the language. In teaching the English language, the major target must be the
development of the students’ ability to use and speak the said language effectively and
accurately in communication. However, after several years of studying English, not all
language learners are able to communicate fluently and accurately. (Davies & Pearse,
1998). In the Philippine setting, most of the subjects taught in schools use the English
language as a medium of instruction, reason why students are asked to use the English
language whenever they will speak or recite in class, but most of the students find
reciting a difficult task inside the classroom especially when they are asked to speak in
English. The researchers believe that there are factors that hinder the students to express
themselves and to participate inside the class which must be analyzed deeply (Amamio,
2000). English language is difficult to learn due to students are not well-motivated,
encouraged and gained learning strategy. Students do not practice speaking English with
English speakers and class environment is crowded and noisy that is not fulfilled with
teaching method ( Abidin, &Mei, 2013)
The students of Asian Institute of Science and Technology are having difficulties
when it comes in reciting using English as medium of language. During discussions
teachers use different kinds of strategies so that the students will easily understand what
Hindrances in Academic Oral Participation Using English Language

2
they are trying to say. Even though there are subjects that require English as a medium
the students still uses Filipino language just to express themselves clearly. Students will
pursue their language learning if they have strong motivation. (Sakiroglu in Mei, 2013). It
is reported that students have low self-confidence prior to the study. Their lack of self-
confidence in using the language is linked to their poor proficiency in various language
skills causing them to become afraid or embarrassed of making mistakes. Most of them
claimed that they are least confident in oral communication skill because of their low
vocabulary and grammar knowledge, as well as their pronunciation (Souriyavongsa et al.
2013).
The purpose of this research is to know the hindrances of the students in
participating orally in class especially in those subjects that require English as a medium
of communication. Since there are students who are having difficulties in using English
language, this research can help them to overcome their struggles in academic oral
participation. This study will also help the teachers to have some strategies on how they
can help the students to boost their self-confidence.

3
Statement of the Problem
The main purpose of the research is to determine the hindrances in the academic
oral participation of senior high school students at Asian Institute of Science and
Technology using the English language.
Specifically it aims to answer the following questions:
1. What are the profile of the respondents in terms of:
1.1 Students
a. Age
b. Sex
c. Strand
1.2 Teachers
a. Age
b. Sex
c. Degree of Education
d. Years of Teaching
2. How do the student-respondents assess the hindrances to academic oral
participation using the English language in terms of:
2.1 Motivation
2.2 English Proficiency
2.3 Fear
2.4 Attitude

4
3. How do the teacher-respondents assess the strategies to overcome the hindrances
to academic oral participation in terms of:
3.1 Motivation
3.2 English Proficiency
3.3 Fear
3.4 Attitude

5
Significance of the Study
The research will be valuable to the existing body of knowledge and will benefit
the following:
To the School Administrators, develop the curriculum in such a way that it may
avoid the hindrances of student when it comes to participating orally using the English
language. They could also conduct seminar-workshop, school development program,
faculty development and directions.
To the Teachers may know the points that the students need to develop and may
find ways to encourage the students to speak in the English language and motivate the
students to participate more in class to overcome hindrances of the students in academic
oral participation.
To the Students may enhance their speaking skills and they may overcome their
affliction and participate more in class to set away their hindrances when it comes to
participating orally using the English language as their medium of communication in
class. They can also apply the law of exercise, practice makes perfect.
To the Researchers, the result of this study will give the researchers knowledge
about the hindrances in academic oral participation using English language, and they will
also know the common problems that affect the students’ oral participation.
To the Future Researchers, they may be assisted in their future studies and may
use the research as their reference. They can get information or additional knowledge
about the Hindrances in Academic Oral Participation Using English Language.

6
Scope and Delimitation of the Study
The research dealt with the hindrances that affect the senior high school students
in expressing themselves especially when they are asked to speak in English. The study
will be conducted at Asian Institute of Science and Technology. The outcome of this
study was determined through survey questionnaires
The main respondents of this study are all senior high school students and
teachers of Asian Institute of Science and Technology in Academic Year 2019-2020.
There are 14 teachers that teach in Asian Institute of Science and Technology. According
to the registrar together with their respective advisers, there are 7 sections in Grade 11
and also in Grade 12. In Grade 11, there are 155 students enrolled in the school. And 164
students enrolled in Grade 12. There are 319 total number of Senior High School students
enrolled in Asian Institute of Science and Technology Dau.
The statement of the problem includes the profile of the respondents in terms of
age, sex, strand/track, years of teaching, and their degree of education. It also includes
how the students’ respondents assess the hindrances in academic oral participation using
English language in terms of motivation, English proficiency, fear, and their attitude
towards English class. Lastly, it includes on how the teacher respondents assesses the
strategies to help the students overcome their hindrances in academic oral participation in
terms of the students’ motivation, English proficiency, fear and attitude towards English
class.

7
Definition of Terms
The following terms are defined in accordance with their conceptual meaning to
have a working knowledge and better understanding of the research study.
Attitude (conceptual) a feeling or emotion toward a fact or state
(operational) is a bodily state of readiness to respond in characteristic way to a
stimulus
Fear (conceptual) is a unpleasant often strong emotion caused by anticipation or
awareness of danger
(operational) it is the emotion experienced in the presence or threat of danger
Hindrance (conceptual) is a person or thing that makes a situation difficult.
(operational) these are the factors that make the student hesitant in
participating in class especially in the oral activities which requires them to
speak using the English language.
Motivation (conceptual) it is something that arouses action or activity
(operational) it is something that can help to raise or boost their self-
confidence
Oral (conceptual) is described as an utterance by the mouth.
Oral Participation (operational) it is the students’ way of reciting or including
themselves in the oral activities inside the classroom.

8
Participation(conceptual) is described as the state of being related to a larger whole.
Proficiency (conceptual )it is a highly developed skill in or knowledge of something
Speaking (conceptual) involves talking or giving speeches.
(operational) it is the students’ way of expressing their thoughts, ideas or
feelings through the use of English language.
Strategy (conceptual) it is a careful plan or method
(operational) a method worked out in advance for achieving some objective

9
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and studies that have
significance to the present study.
Related literature
Foreign
To speak means to produce some words representing one’s ideas. It is a process of
building and sharing meaning through the use of verbal and non-verbal symbols, in a
variety of contexts (Chaney and Kayi, 2006).
Oral language then is a very important link in the process of students' learning and
thinking development. Oral language provides a foundation for the development of other
language skills. As children talk about themselves and their experiences, they are learning
to organize their thinking and to focus their ideas (Lyle, 1993).
According to (Kottler and Street, 2008) the teacher should prepare meaningful
situations or activities wherein the students will be encouraged or motivated to
participate, activities or situations that they may relate with their real life experience as if
they are expert in it.
(Nunan, 1991) wrote, "Success is measured in terms of the ability to carry out a
conversation in the (target) language." Therefore, if students do not learn how to speak or
do not get any opportunity to speak in the language classroom they may soon get de-

10
motivated and lose interest in learning. On the other hand, if the right activities are
taughtin the right way, speaking in class can be a lot of fun, raising general learner
motivation and making the English language classroom a fun and dynamic place to be.
According to the findings in (Urrutia and Vega, 2006) study, the majority of
students considered speaking are the most complicated ability to work out. Oral
participation in the study involved relevant factors, such as; vocabulary, timidity, and fear
of being embarrassed and of being humiliated.
Fear of mistake becomes one of the main factors of students’ reluctance to speak
in English in the classroom (Yi Htwe, 2007). Students fail to join in the English
discussion because of their vocabulary problems and fear of making mistakes resulting in
their inability to speak English well. In addition, students find speaking English a
stressful activity especially if they have to perform something using English.
(Hedge, 2000) states also that the term fluency relates to the production and it is
normally reserved for speech. It is the ability to link units of speech together with facility
and without strain or inappropriate slowness, or undue hesitation.
Local Literature
The language classroom naturally presents itself as an anxiety-causing situation to
some language learners, as it involves constant and periodic evaluation of the learners’
performance and competence (Lucas, et al., 2011).

11
The significance of speaking ability of a particular language especially English
language is becoming more bloated over the written ability. It is because the ability to
speak a language echoes a person’s personality, self-image, knowledge, of the world,
ability to reason, skill to express thoughts in real-time (Lucas, 2004).
Speaking English is still a problem among Filipinos university students, although
they had completed studying the English subject each year they still got difficulties in
speaking English language it is because the goal of English teaching in secondary schools
in the Philippines is the acquisition of communicative competence with an emphasis on
reading skills, and not on speaking skills (Huda, 2001).
Related Study
Foreign Studies
In the study made by (Ur, 1996), there are some speaking problems that teachers
can come across in getting students to talk in the classroom. These are: Inhibition, lack of
topical knowledge, low or uneven participation and mother tongue use. The first problem
that the students often encounter is inhibition. When students try to say things in a foreign
language in the classroom they are often inhibited. They are worried about making
mistakes, fearful of criticism or losing face. They are shy of the attention that their speech
attracts. (Littlewood, 2007) asserts that a foreign language classroom too can create
inhibitions and anxiety easily.
(Rivers, 1968) believes that the learners have nothing to express maybe because
the teacher had chosen a topic which is not suitable for him or about which he knows

12
very little. It is difficult for many students to respond when the teachers ask them to say
something in a foreign language because they might have little ideas about what to say,
which vocabulary to use, or how to use the grammar correctly (Baker &Westrup, 2003).
(Harmer, 1991) suggests some reasons why students use mother-tongue in class.
Firstly, when the students are asked to have a discussion about a topic that they are
incapable of, if they want to say anything about the topic, they will use their own
language. Another reason is that the use of mother-tongue is a natural thing to do. In
addition, using the first language to explain something to another if there is no
encouragement from the teachers. Finally, if teachers frequently use the students’
language, the students will feel comfortable to do it.
(Park and Lee, 2006) examine the relationships between second language
learners’ anxiety, self-confidence and speaking performance. The participants of their
study were one hundred and thirty two Korean college students who enrolled the
English conversation classes. The results of their study indicated that learners’ anxiety
level was negatively related to their oral performance.
(Tanveer, 2007) investigates the factors that cause language anxiety for twenty
language learners in learning speaking skills and the influence of anxiety on
communication in the target language and his result is similar to what (Park and
Lee, 2005) figure out.
(MacIntyre et al., 1998) studied the effect of self-confidence on oral performance.
The results of their study showed that the learners’ willingness to communicate was

13
determined partly by their self-confidence. (Park and Lee, 2006) also examined the
relationships between L2 learners’ anxiety, self -confidence and oral performance.
They reached a conclusion that self-confidence significantly affects the L2 of
learners’ in terms of oral performance. They stated that if the learners were more
confident, they would have better oral performance.
(Feyten, 1991) conducted a study to examine whether there is a relationship
between listening ability and foreign language proficiency, between listening ability
and foreign language listening comprehension skills, and between listening ability
and foreign language oral proficiency skills. The results show that there is a
significant relationship between listening ability and foreign language proficiency;
between listening ability and foreign language listening comprehension skills; and
between listening ability and foreign language oral proficiency skills.
(Lukitasari, 2008) conducted a study focusing on the students’ strategies in
overcoming speaking problems in speaking class. The population of her study was
the first semester students of Muhammadiyah University of Malang in Indonesia.
The results of her study suggest that in speaking class, the students faced some
speaking problems including inhibition, nothing to say, low or uneven participation and
mother tongue use. The findings of the study also reveal that the students’ speaking
performance was not good because they did not master the three elements of speaking
namely vocabulary, grammar and pronunciation.

14
Local Study
A study made by (Amamio, 2000) describes the attitudes of students, teachers and
parents toward English and Filipino as media of instruction provided an interesting
comparison. Students and teachers prefer the use of English as the medium of instruction
with the teachers finding English as a more comfortable language for explaining ideas
and concepts. Teachers further noted that English is an intellectualized language and a
valuable tool to source information technology. However, the parents preferred Filipino
because “it is a language in which they can think and express themselves” and it is a
language that they understand and through which they themselves are better understood.
According to (Kamara, 2003) the cause of lack of success in the target language
can be hard to identify; the effects of such weaknesses can be notable. Difficulties in
learning the new language can pose risks to success in more fundamental endeavors that
affect the happiness and even the livelihoods of individuals and families.
A study made by (Terrill, 2000) says that since effective language learning
involves a variety of skills, abilities, practices, and resources, there may be a combination
of reasons for the lack of necessary and expected progress

15
Conceptual Framework
The research paradigm is shown in Figure 1. Illustrates the hindrances in
the academic oral participation of senior high school students at Asian Institute of
Science and Technology using the English language.
Input Output
Hindrances and
Process Hindrances and
Strategies to overcome
in terms of: Strategies to overcome
*Descriptive
• Motivation research design
in Academic
• English Oral Participation Using
Proficiency English
*Data gathering
• Fear through likert
Language
• Attitude *The students’
attitude scale type
hindrances in academic
of survey
oral participation using
questionnaire
English language in
terms of Motivation got
*Analysis of Data
2.15 average weighted
-Frequency
mean. English
proficiency got 2.46
*Tallying of data
average weighted mean.
using Microsoft
Fear got 2.56 average
excel.
weighted mean. Attitude
got 2.16 average
weighted mean
*The teachers’ strategies

on how to overcome the
hindrances in academic
oral participation using
English language under
motivation got 3.81
English proficiency got
3.86 average weighted
mean. Fear got 3.94
Attitude got 3.86

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Figure1. Paradigm of the Study
The input shows the hindrances that affect the senior high school students in academic
oral participation using the English language. In order for the researchers to gather
information, the researchers asked the students and their teachers who use the English
language as a medium of instruction to answer a questionnaire to get an insight on what
makes the students reluctant to speak during class discussion, which is shown in the
process. Students in Asian Institute of Science and Technology underwent a survey
questionnaire. The survey was likert attitude scale type of questionnaire. The instrument
was item analyze and validated. The output shows that the students’ hindrances in
academic oral participation using English language in terms of motivation got 2.46
average weighted mean, English proficiency got 2.46 average weighted mean, fear got
2.56 average weighted mean, and attitude got 2.16 average weighted mean. The teacher’s
strategies on how to overcome the Hindrances in Oral Participation Using English
Language under motivation got 3.81 average weighted mean, English proficiency got
3.86 average weighted mean, fear got 3.94 average weighted mean, and attitude got 3.86
It implies the fact that the senior high school students of Asian Institute of Science
and Technology are afraid that’s why they are having difficulties to participate orally in
English class. Also, the teachers agreed that they must provide or implement some
strategies that could help the students to overcome their fear in participating orally in
class using English language.

17
CHAPTER 3
METHODS OF STUDY AND SOURCES OF DATA
This chapter presents the methodology of the study, which tells how the
researcher gathered, analyzed and interpreted the data to answer the research problems.
Research Design
The research method was a non-experimental quantitative research that gathered
information from the respondents. The researchers interacted with the student-
respondents and teacher-respondents through a survey questionnaire to collect data.
Frequency, Average Weighted Mean, and sloven were used in presenting the data
gathered. The Researcher used Descriptive Research Design. The study describes the
possible hindrances of senior high school students at Asian Institute of Science and
Technology in academic oral participation using English language.
Population and Sampling
In getting respondents at this research, researcher used simple-random sampling
wherein all senior high school students from Asian Institute of Science and Technology
at Dau Mabalacat City during academic year 2019-2020 have the pure chances to be the
researcher respondents. The 180 senior high school students were used in this study as a
subject. According to the registrar there are 7 sections in grade 11 and grade 12.

18
The Section and Target Respondents are present below:
Respondents Total no. of Population Target Respondents
GU1MA 31 18
GB1MA 25 14
GA1MA 6 3
GC1MA 22 12
GP1MA 21 12
GH1MA 12 7
GK1MA 38 21
GU3DA 20 11
GB3DA 14 8
GA3DA 30 17
GC3DA 24 14
GP3DA 35 20
GH3DA 16 9
GK3DA 25 14
TOTAL 319 180
Instrumentation and data analysis
The researchers used a questionnaire to determine the hindrances that affect the
students’ academic oral participation using the English language inside the classroom.
The questionnaires were examined by the research instructor. The first questionnaire was

19
intended for the student-respondents to assess which among the hindrances to oral
participation affect them. The second questionnaire was intended for the teacher-
respondents to assess which among the strategies they find effective to overcome the
hindrances to the academic oral participation of the students.
In order to get the number of respondents, the researcher used sloven formula.
Formula:
N= N/1+N𝒆𝟐
N= total sample size or population
E= confidence level
For the first part of the questionnaires which is the profile of the respondent such
as age, sex, track/strand, degree of education, and years of teaching. The frequency count
and percentage was used.
The formula in computing percentage is:
P= f/n*100
P= Percentage
F= frequency count
N = number of respondents

20
For the second part of this study, The researcher used Average weighted mean
(AWM) to determine the hindrances of senior high school students of Asian Institute of
science and technology in oral participation using English language.
Formula:
AWM = ∑Fxi / n
AWM – Average weighted mean
F = no of respondents
Xi = point value.
Scaling for Student-Related Factors
Scale Scale Range Descriptive Rating
4 3.41-4.0 Strongly Disagree(SD)
3 2.61-3.40 Disagree(D)
2 1.81-2.60 Agree(A)
1 1.10-1.80 Strongly Agree(SA)

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Scaling for Teacher-Related Factors
Scale Scale Range Descriptive Rating
4 3.41-4.0 Strongly Agree(SA)
3 2.61-3.40 Agree(A)
2 1.81-2.60 Disagree(D)
1 1.10-1.80 Strongly Disagree(SD)
Gathering Data
This study was conducted from the academic year 2019-2020 of the
researchers in Asian Institute of Science and Technology. The grade 11 and 12 was the
main target respondents. Researcher did an interval scale or showing equal interval or
differences of people’s view which is the likert attitude scale type of questionnaire and
the instructor validated it. If the instructor approved it, researcher will distribute the
survey questionnaire room by room. Lastly, the researcher will collect the data and
consolidate to get the result that will lead to a conclusion about the hindrances in the oral
participation of the senior high school students at Asian Institute of Science and
Technology using the English language.

22
Chapter 4
Presentation, Analysis and interpretation of Data
This chapter presents the results of the study that the researchers have
conducted. The study aimed to know what hinders the students to speak in English during
class discussion on the subjects that use English language as the medium of instruction.
The result of this study we’re presented in the following order (a) Profile of the
respondents. (b) Level of the hindrances of senior high school students at Asian Institute
of Science and Technology in academic oral participation using English Language in
different personalities in terms of motivation, English proficiency, fear, and attitude.
Part I. Profile of the respondents (Senior High School Students and Teachers).
This part featured the profile of the respondents according to age, sex, and tracks
or strand.
Table 1.A.A
Student Respondents’ Age Distribution
Age Frequency Percentage (%)
15-17 years old 111 61.67%
18-19 years old 59 32.78%
20 years old and above 10 5.56%
Total 180 100%

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Table 1.A.A Shows the frequency count and percentage distribution of the student
respondents according to age. It can be seen on the table that the age bracket of 15-
17years old got the highest frequency count of 111 (61.67%), second is the age of 18-19
years old got the frequency count of 59 (32.78%), and the age of 20 years old and above
got the lowest frequency count of 10 (5.56%).
It implies the fact that the age of senior high school are in 15-17 years old. This
means that senior high school students are in the process of adolescence in physical
characteristic.
Table 1.A.B
Teacher Respondents’ Age Distribution
Age Frequency Percentage (%)
19-21 years old 2 14.29%
22-24 years old 7 50%
25 years old and above 5 35.71%
Total 14 100%
Table 1.A.b Shows the frequency count and percentage distribution of the teacher
respondents according to age. It can be seen on the table that the age bracket of 22-
24years old got the highest frequency count of 7 (50%), second is the age of 25 years old
and above got the frequency count of 5 (35.71%), and the age of 19-21 years old got the
lowest frequency count of 2 (14.29%).

24
It implies the fact that the age of Asian Institute of Science and Technology
faculty members are in 22-24 years old. This means that faculty members are in the
process of late adolescence/young adulthood in physical characteristic.
Table 1.B.A
Student Respondents’ Sex Distribution
Sex Frequency Percentage (%)
Female 88 48.89%
Male 92 51.11%
Total 180 100%
Table 1.b.a Shows the frequency count and percentage distribution of the
respondents according to gender. The female got frequency count 88 (48.89%) and the
male got frequency count 92 (51.11%).
The male have greater number than female. States that male student are more
active than female students in Asian Institute of Science and Technology.
Table 1.B.B
Teacher Respondents’ Sex Distribution
Sex Frequency Percentage (%)
Female 9 64.29%
Male 5 35.71%
Total 14 100%

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Table 1.b.a Shows the frequency count and percentage distribution of the
respondents according to gender. The female got frequency count of 9 (64.29%) and the
male got frequency count of 5 (35.71%).
The male have greater number than female. States that most teachers of Asian
Institute of Science and Technology are female.
Table 1.C
Student Respondents’ Track or Strand Distribution
Tracks or Strand Frequency Percentage (%)
Humanities and social 29 16.11%
sciences
General Academic Strand 20 11.11%
Accountancy and business 22 12.22%
management
Technical Vocation 109 60.56%
Total 180 100%
Table 1.c Shows the frequency count and percentage distribution of the
respondents according to tracks or strand. Among the track or strand, technical vocation
got the highest of frequency count of 109 (60.56%), humanities and social science got the
frequency count of 29(16.11%), accountancy and business management got the frequency
count of 22(12.22%) and general academic strand got the lowest frequency count of 20
(11.11%)

26
Part II. Hindrances of students in academic oral participation using English
language. Strategies of the teachers on how does the students will overcome the
hindrances in oral participation. (Students and teachers as the respondents).
This part presents the summary of rating given by the respondents regarding the
hindrances of students in academic oral participation using English language and the
strategies of the teachers on how would the students will overcome their hindrances. The
factors or variable are motivation, English proficiency, fear, and attitude.
Table 2.A.A
Students Hindrances to Academic Oral Participation in terms of Motivation
Weighted Descriptive
Hindrances
Mean Rating
1. The classroom atmosphere is not

2.37 Agree
conducive to learning.
2. The class is dull. 2.38 Agree
3. I am lazy to stand and recite. 2.09 Agree
4. The topic does not have relevance to me. 2.06 Agree
5. I do not have the interest to participate. 1.84 Agree
Average Weighted Mean 2.15 Agree

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Table 2.A.A shows the results of the students’ questionnaire regarding hindrances
in academic oral participation using English language in terms of motivation. Under the
motivation the highest average weighted mean is 2.38 “The class is dull”, second is 2.37
“The classroom atmosphere is not conducive to learning”, third is 2.09 “I am lazy to
stand and recite”, fourth is 2.06 “the topic doesn’t have relevance to me”, and fifth is 1.84
“I do not have the interest to participate”.
The students’ hindrances in academic oral participation using English
language in terms of motivation got 2.15 average weighted mean, describes as agree in
the Hindrances of Senior High School Students at Asian Institute of Science and
Technology in Oral Participation Using English language. Students’ agree that having
dull class, not conducive classroom atmosphere, being lazy to stand and recite, having
irrelevant topic hinders them to be motivated in oral participation using English language.
Table 2.A.B
Teachers’ Strategies to Overcome the Hindrances in Academic Oral Participation in
terms of Motivation
Hindrances
Mean Rating
1. Provide an atmosphere that is conducive to

3.71 Agree
oral participation
2. Provide interactive/enjoyable activities in

3.93 Agree
class

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3. Encourage the students to stand and recite 3.93 Agree
4. Relate the topic to students personal life or

3.86 Agree
situation
5. With reward or reinforcement, encourage

3.64 Agree
the students to participate
Table 2.A.B shows the results of the teachers’ questionnaire regarding the
strategies on how to overcome the hindrances in academic oral participation using
English language in terms of motivation. Under motivation the highest average weighted
mean are 3.93 “Provide interactive/enjoyable activities in class” and “Encourage the
students to stand and recite”, next is 3.86 “Relate the topic to students’ personal life or
situation”, then 3.71 “Provide an atmosphere that is conducive to oral participation”, and
lastly 3.64 “With reward or reinforcement, encourage the students to participate”.
The teacher’s strategies on how to overcome the Hindrances of Senior High
School Students at Asian Institute of Science and Technology in Academic Oral
Participation Using English Language under motivation got 3.81 average weighted mean,
describes as agree that providing different kinds of activities, encouraging the student to
stand and recite, relating the topic to students’ personal life or situation, providing
conducive atmosphere, and giving incentives can help the students to be motivated in
participating orally in class using English language.

29
Table 2.B.A
Students Hindrances to Academic Oral Participation in terms of English Proficiency
Hindrances
Mean Rating
1. I don’t know how to construct my

2.33 Agree
sentence.
2. I run out of words. 2.54 Agree
3. I don’t know how to pronounce the words

2.27 Agree
correctly.
4. I have incorrect grammar. 2.66 Agree
5. I have wrong choice of words. 2.48 Agree
Table 2.B.A shows the results of the students’ questionnaire regarding hindrances
in academic oral participation using English language in terms of English proficiency.
Under the English proficiency the highest average weighted mean is 2.66 “I have
incorrect grammar”, second is 2.54 “I run out of words”, third is 2.48 “I have wrong
choice of words”, fourth is 2.33 “I don’t know how to construct my sentence”, and lastly
is 2.27 “I don’t know how to pronounce the words correctly”.

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The students’ hindrances in academic oral participation using English
language in terms of English proficiency got 2.46 average weighted mean, wherein
students agree that having incorrect grammar, running out of words, having wrong choice
of words, doesn’t know how to construct sentences, having lack of vocabulary knowledge
in pronouncing words hinders them in oral participation using English language.
Table 2.B.B
terms of English Proficiency
Hindrances
Mean Rating
1. Help the students to construct their

3.79 Agree
sentences in English
2. Help the students to add words to their

3.79 Agree
vocabulary through everyday word bank
3. In pleasant manner, teach the students the correct

pronunciation of the words they 3.93 Agree
Mispronounce
4. Welcome the students’ ideas even with

3.93 Agree
incorrect grammar then correct them.
5. Provide clear, concise and simple

3.86 Agree
instruction

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Table 2.B.B shows the results of the teachers’ questionnaire regarding the
English language in terms of English proficiency. Under English proficiency the highest
average weighted mean are 3.93 “In pleasant manner, teach the students the correct
pronunciation of the words they mispronounce” and “Welcome the students’ ideas even
with incorrect grammar then correct them”, next is 3.86 “Provide clear, concise and
simple instruction”, and lastly are 3.79 ”Help the students to construct their sentences in
English” and “Help the students to add words to their vocabulary through everyday word
bank”.
Participation Using English Language in terms of English proficiency got 3.86 average
weighted mean, describes as agree that teaching students correct pronunciation,
welcoming students’ ideas even with incorrect grammar, providing clear instruction,
helping students to construct sentences, and helping students to add new words on their
vocabulary will help students to overcome their hindrances in oral participation using
English language under English proficiency.

32
Table 2.C.A
Students Hindrances to Academic Oral Participation in terms of Fear
Hindrances
Mean Rating
1. I’m afraid to be laughed at by my

2.42 Agree
classmates
2. I’m afraid to be misunderstood at by my

2.55 Agree
classmates and teachers.
3. I’m afraid to speak with wrong diction,

2.56 Agree
intonation and pitch/tone.
4. I’m afraid to commit mistakes. 2.58 Agree
5. I’m afraid to speak in English incorrectly. 2.70 Agree
Table 2.C.A shows the results of the students’ questionnaire regarding hindrances
in academic oral participation using English language in terms of fear. Under the fear the
highest average weighted mean is 2.70 “I’m afraid to speak in English incorrectly”,
second is 2.58 “I’m afraid to commit mistakes”, third is 2.56 “I’m afraid to speak with
wrong diction, intonation and pitch/tone”, fourth is 2.55 “I’m afraid to be misunderstood
at by my classmates and teachers”, and lastly is 2.42 “I’m afraid to be laughed at by my
classmates”.

33
The students’ hindrances in academic oral participation using English language
in terms of fear got 2.56 average weighted mean, wherein students agree that they are
afraid to speak in English incorrectly, commit mistakes, speak with wrong pronunciation,
misunderstood by others, and laughed by other people during oral participation.
Table 2.C.B
terms of Fear
Hindrances
Mean Rating
1. Tell the class not to laugh at others’ ideas 3.86 Agree
2. Welcome the student’s ideas and help

them reconstruct their sentences whenever 3.86 Agree
needed
3. Show respect to whatever they share by

4 Agree
listening attentively
4. Welcome each and every answers of the

4 Agree
students by providing positive feedbacks
5. Always involve students’ to participate

4 Agree
orally until it becomes habit

34
Table 2.C.B shows the results of the teachers’ questionnaire regarding the
English language in terms of fear. Under fear the highest average weighted mean are 4
“Show respect to whatever they share by listening attentively”, “Welcome each and every
answers of the students by providing positive feedbacks”, and “Always involve students’
to participate orally until it becomes habit”, next are 3.86 “Tell the class not to laugh at
others’ ideas” and “Welcome the student’s ideas and help them reconstruct their
sentences whenever needed”.
Participation Using English Language in terms of fear got 3.94 average weighted mean,
describes that the teachers’ agree that showing respect by listening to whatever they
share, welcoming the students’ answer by giving positive feedback, involving students so
that they can participate orally, telling the class not to laugh to someone’s ideas, and
welcoming students ideas and help them to reconstruct their sentences if needed are
strategies that would help the students to overcome their fear in participating orally using
English language.

35
Table 2.D.A
Students Hindrances to Academic Oral Participation in terms of Attitude
Hindrances
Mean Rating
1. The oral activities are not enjoyable. 2.08 Agree
2. English class is intimidating. 2.15 Agree
3. English is a difficult subject. 2.35 Agree
4. It is hard to speak and understand the

2.34 Agree
English language.
5. I don’t have to learn how to speak English. 1.87 Agree
Table 2.D.A shows the results of the students’ questionnaire regarding hindrances
in academic oral participation using English language in terms of attitude. Under the
attitude the highest average weighted mean is 2.35 “English is a difficult subject”, second
is 2.34 “It is hard to speak and understand English language”, third is 2.15 “English class
is intimidating”, fourth is 2.08 “The oral activities are not enjoyable, and lastly is 1.87 “I
don’t have to learn how to speak English”.

36
The students’ hindrances in academic oral participation using English language in
terms of attitude got 2.16 average weighted mean, wherein students agree that English is
a difficult subject, it is hard to speak and understand English language, English class is
intimidating, oral activities are not enjoyable, and they don’t have to learn how to speak
English. These are the attitudes of the students that hinder them in oral participation using
English language.
Table 2.D.B
terms of Attitude
Hindrances
Mean Rating
1. Provide fun and encouraging oral activities 3.79 Agree
2. Provide group activities so they can get

3.86 Agree
comfortable with their classmates
3. Give equal opportunity to each

4 Agree
student to participate and recite in class
4. Share to the class the objectives so they

3.79 Agree
can follow the flow of the lesson
5. Motivate the students by reminding them

3.89 Agree
that they need to learn English

37
Table 2.D.B shows the results of the teachers’ questionnaire regarding the strategies
on how to overcome the hindrances in academic oral participation using English language
in terms of attitude. Under attitude the highest average weighted mean is 4 “Give equal
opportunity to each student to participate and recite in class”, second is 3.89 “Motivate
the students by reminding them that they need to learn English”, third is 3.86 “Provide
group activities so they can get comfortable with their classmates”, and lastly are 3.79
“Provide fun and encouraging oral activities” and “Share to the class the objectives so
they can follow the flow of the lesson”.
Participation Using English Language in terms of attitude got 3.86 average weighted
mean, wherein the teachers agree that they should give equal opportunity to the students,
motivate the students, provide group activities, provide fun and encouraging oral
activities and share the objectives can help the students to overcome their hindrances in
oral participation using English language.

38
Average Weighted Mean
2.16% 2.15%
Motivation
English Proficiency
Fear
Attitude
2.56% 2.46%
Graphic 1: Average Weighted Mean

(Senior High School Students as respondents)
Graphic 1 show that fear got the highest average weighted mean (2.56), second is
English proficiency (2.46), third is attitude (2.16), and the lowest average weighted mean
is motivation (2.15).
Implies the fact that their fear towards English language and English subject
hinders them to participate orally but their English proficiency, attitude towards English
and their lack of motivation are also Hindrances of Senior High School Students at Asian
Institute of Science and Technology in Academic Oral Participation Using Language.

39
Average Weighted Mean
3.86% 3.81% Motivation

English Proficiency
Fear
Attitude
3.94% 3.86%
Graphic 2: Average Weighted Mean

(Teachers as respondents)
Graphic 2 show that the highest average weighted mean is fear (3.94), second are
English proficiency and Attitude (3.86), and lastly is motivation (3.81).
It implies the fact that the teachers mostly agree that they should do strategies for
the students towards their fear, English proficiency, attitude, and motivation in English
class or English language to oral participation in order for them to overcome the
Hindrances of Senior High School Students at Asian Institute of Science and Technology
in Academic Oral Participation Using Language.

40
OVER ALL DISCUSSION
The Majority of the student respondents in Asian Institute of Science and
Technology are ranging from 15-17 years old. The numbers of male respondents are
greater than the female. And majority of the respondents are in Technical Vocational
strand/track. While on the other hand, the majority of the teacher respondents are female
and their age are ranging from 22-24 years old.
The hindrances of students in academic oral participation using English language
in terms of motivation got an average weighted mean of 2.15. The indicator “The class is
dull” got the highest average weighted mean of 2.38. It state that student don’t usually
participate orally in class using English language because their class is dull.
The strategies of the teachers for the students to be able to participate orally in
class in terms of motivation got an average weighted mean of 3.81. Both indicators
“Provide interactive/enjoyable activities in class” and “Encourage the students to stand
and recite” got the highest average weighted mean of 3.93. It state that providing
interactive/enjoyable activities in class and encouraging the students to stand and recite
can be a strategy for the teachers to help the student to overcome his/her lack of
motivation to participate orally in class using English language.
in terms of English proficiency got an average weighted mean of 2.46. The indicator “I
have incorrect grammar” got the highest average weighted mean of 2.66. It state that
students are having incorrect grammar that’s why they don’t participate orally in class
using English language.

41
class in terms of English Proficiency got an average weighted mean of 3.86. Both
indicators “In pleasant manner, teach the students the correct pronunciation of the words
they mispronounce” and “Welcome the students’ ideas even with incorrect grammar then
correct them” got the highest average weighted mean of 3.93. It state that teaching the
student the correct pronunciation of words they mispronounce and welcoming the
students ideas even with incorrect grammar then help them to correct it can be a strategy
for the teachers to help the student to overcome his/her English proficiency to participate
orally in class using English language.
in terms of fear got an average weighted mean of 2.56. The indicator “I’m afraid to speak
in English incorrectly” got the highest average weighted mean of 2.70. It states that
students are afraid to speak in English incorrectly that’s why they don’t participate orally
in class using English Language.
class in terms of fear got an average weighted mean of 3.94. The 3 indicators “Show
respect to whatever they share by listening attentively”, “Welcome each and every
answers of the students by providing positive feedbacks”, and “Always involve students’
to participate orally until it becomes habit” got the highest frequency of 4. It states that
showing respect by listening attentively, providing positive feedbacks, and involving
students to participate orally in class can be a strategy for the teachers to help the student
to overcome his/her fear in participating orally in class using English language.

42
in terms of attitude got an average weighted mean of 2.16. The indicator “English is a
difficult subject” got the highest average weighted mean of 2.35. It states that students are
having difficulties in English subject that’s why they don’t participate orally in class
using English language.
class in terms of attitude got an average weighted mean of 3.86. The indicator “Give
equal opportunity to each student to participate and recite in class” got the highest
average weighted mean of 4. It states that the teacher should give the equal opportunity to
everyone who wants to participate and recite in class to help the student to overcome
his/her attitude in participating orally in class using English language.

43
CHAPTER 5
Summary, Conclusion and Recommendation
Summary
The study was conducted specifically to determine the hindrances to oral
participation of the senior high school students using the English language. The
researcher chose the hindrances in oral participation to know if the given hindrances
really hinder them in participating orally in class using English language. The student
we’re really having a hard time specially in participating in English classes. Teachers also
underwent a survey to assess the following strategy if this could really help the students
to overcome the said hindrances in academic oral participation using English language.
This study is limit only to the senior high school students and teacher in Asian Institute of
Science and Technology.
The research method was a non-experimental quantitative research that gathered
information from the respondents. The researchers interacted with the student-
respondents and teacher-respondents through a survey questionnaire to collect data. The
researcher used Descriptive Research Design. The study describes the possible
hindrances of senior high school students at Asian Institute of Science and Technology in
academic oral participation using English language. Frequency count and percentage was
used in presenting the data for the profile of the respondents. Sloven formula was used in
getting the total number of target respondents. Average weighted mean was used to
determine the scale range and descriptive rating of different hindrances of senior high
school students at Asian Institute of Science and Technology in oral academic
participation using English language.

44
The result of the hindrances of senior high school students at Asian Institute of
Science and Technology in academic oral participation using English language in terms
of motivation got 2.15, the English proficiency got 2.46, the fear got 2.56, and the
attitude got 2.16. Their fear towards English class or English language was their most
barriers in participating orally using English language.
The teacher's strategies for the student to overcome their hindrances in academic
oral participation using English language in terms of motivation got 3.81, the English
proficiency got 3.86, the fear got 3.94, and the attitude got 3.86. Most of the teachers
agree that they should provide the different strategies for the students to overcome their
fear in oral participation using English language.
Conclusion
Based on the result, in motivation average weighted mean and weighted mean of
the indicators, shows that they are having lack of motivation to participate orally class
using English language. One reason of not being well motivated is because their class is
dull. In English proficiency average weighted mean and weighted mean of the indicators,
shows that most of them are not participating orally using English language because they
have incorrect grammar. In fear average weighted mean and weighted mean of the
indicators, shows that they are afraid to speak English incorrectly. In attitude average
weighted mean and weighted mean of the indicators, shows that for them, English is a
difficult subject.
According to the results from the teachers questionnaire the strategies that they
must do to the students to overcome their hindrances in academic oral participation using

45
English language in terms of motivation is they should provide interactive/enjoyable
activities in class and encourage the students to stand and recite. In English proficiency,
they should teach the student the correct pronunciation of words they mispronounce and
welcome the students ideas even with incorrect grammar then help them to correct it can
be a strategy for the teachers to help the student when it comes in English proficiency. In
fear, they should show respect by listening attentively, provide positive feedbacks, and
involve students to participate orally in class to help them overcome their fear. And in
attitude, they should give the equal opportunity to everyone who wants to participate and
recite in class so that the student will change their attitude towards English class or
English language.
RECOMMENDATIONS
Based from the conclusion the following recommendations are put forward:
1. To the school administrators, they must provide seminars and workshop for the
teachers so they could have new authentic strategies and activities to provide to
students. The teachers must use the suggested strategies of activities by the
researchers on how to overcome the impediments in learning the English
Language.
2. To the students, they must set self-directed goals. They must also work hard in
widening their vocabulary and exert extra effort to read English books or good
reading materials that uses the English language. Watching good foreign or
English movies is also a great help for the students.

46
3. To the future researchers, they should pilot the proposed hindrances and strategies
of activities to measure if the suggested activities are effective to overcome the
hindrances to the academic oral participation of the students using the English
language.

47
Bibliography

48
A. Books
Axlerod, A. (1998). Miss Nomer’s Guide to Painfully Correct English. Berkley, 1998
Arcuilla-Serpaio, Ma. Perpetua (2014): Child and Adolescent Development:
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Nunan, D. (1991). Language Teaching Method. A Textbook for Teachers. Prentice Hall

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International.
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Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. Wittrock (Ed.),
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Teachers’ Proessional Development, 12(2)
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Bean, J. C. & Peterson, D. (1998). Grading classroom participation. New directions for
teaching and learning, 74, 33-40 retieved from (1998).
http://www.fresnostate.edu/academics/documents/participation/grading_class_par
ticipation.pdf
Coissart, A., Hall, V., & Hopkins, B. L. (1973). The effects of experimenter’s
instructions, feedbacks and praise on teacher praise and student attending
behavior. Journal of Applied Behavior Analysis, 6, 89 – 100 .
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pre-service teacher education courses at an Australian university. Studies in
Higher Education, 1-14. doi: 10.1080/03075079.2012.674936

50
Gide, A., Ten Barriers to Effective Communication retrieved from (2014):
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http://vietnamnews.vnagency.com.vn/Talk-Around-town/212262/Students-
lack-confidence-to-use-English.html (July 15, 2011)
Hollander, J., Learning to Discuss: Strategies for Improving the Quality of Class
Discussion. Teaching Sociology, Vol 30. No.3 retrieved from (2002):
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english/
Justin., Is Bad Pronunciation Killing Your Fluency , Wanna Know Why? Retrieved from
(2013): http://reallifeglobal.com/pronunciation-fluency
Lucas, R, I., Miraflores, E., & Go, D. (2011). English language learning anxiety among
foreign language learners in the Philippines. Philippine English Second Language
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Lukitasari, Nunik. (2003). Students’ Strategies in Overcoming Speaking Problems in
Speaking Class. University of Muhammadiyah Malang
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K.A. (1998). Conceptualizing
Willingness to Communicate in A L2: A situational model of L2 confidence and

51
affiliation. The Modern Language Journal, 82 (4), 545-562.
Mahmoud Mohammad Sayed Abdallah : Multiple ways to be smart: Gardener’s Theory
of Multiple Intelligences and its Educational Implications in English Teaching
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http://files.eric.ed.gov/fulltext/ED502634.pdf
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129893/Fearing-English-in-the-Philippines
Morrison, N., How Schools are Breaking down the Language Barriers for EAL Students
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blog/2014/mar/05/teaching-eal-foreign-languages-students-integration-schools
Sutherland, K.S., Wehby, J.H., & Copeland, S.R. (2000). Effect of varying rates of
behavior-specific praise on the on-task behavior of students with EBD. Journal of
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Tanveer, M. (2007). Investigation of The Factors That Cause Language Anxiety for
ESL/EFL Learners in Learning Speaking Skills and The Influence It Casts on
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52
C. Unpublished Thesis
Amamio, L. (2000). Attitudes of students, teachers and parents of RVM schools in Metro
Manila toward English and Filipino as media of instruction. (Unpublished Thesis)
Presented to the UST Graduate School, Manila, Philippines.

53
Appendices

54
Appendix 1
Formulas that has been used in this study :
Sloven formula
N= N/1+N𝒆𝟐
N= total sample size or population
E= confidence level
Percentage
P = f/n*100
P – Percentage
F- frequency counts
N – number of respondents.
Average Weighted mean
AWM = ∑Fxi / n
AWM – Average weighted mean
F = no of respondents
Xi = point value.

55
Appendix 2
Research-Made Questionnaire on the Hindrances of the Senior High School of

Asian Institute of Science and Technology in Oral Participation Using the English
Language.
Name: ___________________________
(optional)
Sex: Male Female
Age: 15-17 yrs. old 18-19 yrs. old 20yrs. old and Above
I. Student-Related Factors
Directions: Please put a check (√) and rate yourself honestly based on which of the
following affects your oral participation using the following scales.
1-Strongly Agree 2-Agree 3- Disagree 4-Strongly Disagree
I.MOTIVATION 4 3 2 1
1.The classroom atmosphere is not conducive to learning.
2.The class is dull.
3. I am lazy to recite and stand.
4. The topic doesn’t have relevance to me.
5. I don’t have the interest to participate.
II.ENGLISH PROFICIENCY 4 3 2 1
1.I don’t know how to construct my sentence.
2.I run out of words.
3.I don’t know how to pronounce the words correctly.
4.I have incorrect grammar.
5.I have wrong choice of words.
III.FEAR 4 3 2 1
1.I’m afraid to be laughed at by my classmates.
2. I’m afraid to be misunderstood at by my classmates and teachers.
3. I’m afraid to speak with wrong diction, intonation and pitch/tone.
4. I’m afraid to commit mistakes.
5. I’m afraid to speak in English incorrectly.

56
IV.ATTITUDES 4 3 2 1
1. The oral activities are not enjoyable.
2. English class is intimidating.
3. English is a difficult subject.
4. It is hard to speak and understand the English language.
5. I don’t have to learn how to speak English.

57
Appendix 3
Research-Made Questionnaire on the Hindrances of the Senior High School of Asian

Institute of Science and Technology in Oral Participation Using the English Language.
Name: ___________________________
(optional)
Age: 19-21 yrs. old 22-24 yrs. old 25yrs. old and Above
Sex: Male Female
Degree of Education: _________________________________
Years of Teaching: _______________________
II. Teachers-Related Questionnaire
Directions: Please put a check (√) and rate yourself honestly based from the hindrances to oral
communication of your students using English language, how do you think should these
hindrances be overcome using the following scales:
4-Strongly Agree 3-Agree 2- Disagree 1-Strongly Disagree
I. MOTIVATION 4 3 2 1
1. Provide an atmosphere that is conducive to oral participation
2. Provide interactive/enjoyable activities in class
3. Encourage the students to stand and recite
4. Relate the topic to students personal life or situation
5. With reward or reinforcement, encourage the students to participate
II. ENGLISH PROFICIENCY 4 3 2 1

1. Help the students to construct their sentences in English
2. Help the students to add words to their vocabulary through everyday word
bank
3.In pleasant manner, teach the students the correct pronunciation of the words they
Mispronounce
4. Welcome the students’ ideas even with incorrect grammar then correct them.
5. Provide clear, concise and simple instruction
II. FEAR 4 3 2 1
1. Tell the class not to laugh at others’ ideas
2. Welcome the student’s ideas and help them reconstruct their
sentences whenever needed
3.Show respect to whatever they share by listening attentively
4. Welcome each and every answers of the students by providing positive feedbacks
5. Always involve students’ to participate orally until it becomes habit

58
IV. ATTITUDE 4 3 2 1
1. Provide fun and encouraging oral activities
2. Provide group activities so they can get comfortable with their classmates
3. Give equal opportunity to each student to participate and recite in class
4. Share to the class the objectives so they can follow the flow of the lesson
5. Motivate the students by reminding them that they need to learn English.

59
Plates

60
Plate no. 1
Contributing Survey Questionnaire to the Senior High School Students and

Teachers in Asian Institute of Science And Technology.

61

62

63
Plate no. 2
Creating Questionnaire and Tallying the Survey Results

64
Personal Data
Name : Lansangan, Leyla Joy D.
Date of Birth : December 9, 2002
Place of Birth : Angeles City
Age : 17 years old
Sex : Female
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Name of Parents : Lea Lansangan
Joseph Lansangan
Educational Background
Secondary Level : Asian Institute of Science and Technology
2018 – Present
Santos Ventura National High School
(2014 – 2018)
Primary Level : Sta. Ines Elementary School
(2008-2014)

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1

The Problem and Its Background

wider opportunity to be successful in life and it is hard to survive in school without

teaching method ( Abidin, &Mei, 2013)

when it comes in reciting using English as medium of language. During discussions

Hindrances in Academic Oral Participation Using English Language

vocabulary and grammar knowledge, as well as their pronunciation (Souriyavongsa et al.

The purpose of this research is to know the hindrances of the students in

can help the students to boost their self-confidence.

Hindrances in Academic Oral Participation Using English Language

Statement of the Problem

Technology using the English language.

Specifically it aims to answer the following questions:

1. What are the profile of the respondents in terms of:

2. How do the student-respondents assess the hindrances to academic oral

participation using the English language in terms of:

2.2 English Proficiency

Hindrances in Academic Oral Participation Using English Language

3. How do the teacher-respondents assess the strategies to overcome the hindrances

to academic oral participation in terms of:

3.2 English Proficiency

Hindrances in Academic Oral Participation Using English Language

Significance of the Study

language. They could also conduct seminar-workshop, school development program,

faculty development and directions.

students to participate more in class to overcome hindrances of the students in academic

participating orally using the English language as their medium of communication in

about the Hindrances in Academic Oral Participation Using English Language.

Hindrances in Academic Oral Participation Using English Language

Scope and Delimitation of the Study

study was determined through survey questionnaires

teachers of Asian Institute of Science and Technology in Academic Year 2019-2020.

enrolled in Asian Institute of Science and Technology Dau.

Hindrances in Academic Oral Participation Using English Language

have a working knowledge and better understanding of the research study.

Attitude (conceptual) a feeling or emotion toward a fact or state

(operational) is a bodily state of readiness to respond in characteristic way to a

Fear (conceptual) is a unpleasant often strong emotion caused by anticipation or

(operational) it is the emotion experienced in the presence or threat of danger

Hindrance (conceptual) is a person or thing that makes a situation difficult.

participating in class especially in the oral activities which requires them to

speak using the English language.

Motivation (conceptual) it is something that arouses action or activity

(operational) it is something that can help to raise or boost their self-

Oral (conceptual) is described as an utterance by the mouth.

Oral Participation (operational) it is the students’ way of reciting or including

themselves in the oral activities inside the classroom.

Hindrances in Academic Oral Participation Using English Language

Participation(conceptual) is described as the state of being related to a larger whole.

Proficiency (conceptual )it is a highly developed skill in or knowledge of something

Speaking (conceptual) involves talking or giving speeches.

(operational) it is the students’ way of expressing their thoughts, ideas or

feelings through the use of English language.

Strategy (conceptual) it is a careful plan or method

(operational) a method worked out in advance for achieving some objective

Hindrances in Academic Oral Participation Using English Language

REVIEW OF RELATED LITERATURE AND STUDIES

significance to the present study.

To speak means to produce some words representing one’s ideas. It is a process of

variety of contexts (Chaney and Kayi, 2006).

to organize their thinking and to focus their ideas (Lyle, 1993).

situations or activities wherein the students will be encouraged or motivated to

they are expert in it.