Mount Carmel College of Casiguran

3204 Casiguran, Aurora

DIFFICULTIES OF SELECTED SENIOR HIGH SCHOOL STUDENTS IN

USING ENGLISH AS A MEDIUM REQUIRED IN ORAL PARTICIPATION

A Practical Research Proposal

Presented to the Senior High School Department

Mount Carmel College of Casiguran

In Partial Fulfillment of the

Requirement for the Senior High School

Academic Track

John Kervin A. Teh

Mark S. Magbujos

Joaian O. Mijares
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

The difficulties of High School Students in using English language as a medium

required in oral participation is a common issue faced by many students nowadays.

Factor analysis shows that separate reasons for having difficulties in using English

language as a required medium include intellectual capabilities, level of confidence,

environment, as well as influence from peers.

Using English language as a medium is more serious at high school levels where

students at Middle Ages are expected and actually required to use the said language in

oral participation. Learning to speak in English language is very important and this may

help the students to be more globally competitive and it will lead to higher standard of

education. It will also help students to be on top in terms of academic performances,

since almost all the subjects are written and being thought in English language medium.

Some students are having difficulties in using English language as medium for

oral participation due to poor vocabulary. This may serve as barrier in expressing their

opinions freely. Also, most students are having difficulties in constructing grammar,

students who are dealing with this problem are prone to bullying this is because most

people are having judgments in terms of grammar construction. In addition to this,

students admit that because of this English language medium, it became hard for them to

understand the lessons clearly.

 This research helps to lessen or decrease the problems or difficulties encountered

by the Students with regards to the English language that is in used for oral participation,

this research aims to identify the difficulties faced by the students in using English

language as a required medium. Also, to help the school in addressing the problems that

sometimes became a barrier for the student in participating in class discussion.

This research aims to help high school students for them to become active in their

oral discussion, for them to boost their self-confidence in participating and reciting in

class. This research also gives idea to the high school students and teachers on the

possible reasons why high school students are inactive during class discussion.
STATEMENT OF THE PROBLEM

This study is conducted to identify the difficulties of senior high school students

in using English as a medium required in oral participation in Mount Carmel College of

Casiguran. Furthermore, the main concept of the study is divided into three specific

inquiries:

1. What is the demographic profile of the respondents in terms of the following?

STUDENTS

1.1 Age

1.2 Gender

1.3 Grade Level

2. What are the difficulties encountered by the students in using English language in oral

participation?

3. What are the remedies of the difficulties in using English in oral participation?

ASSUMPTIONS

In conducting this study, the researcher assume that:

1. The perception of the respondents differ because of their demographic profile.

2. There are direct relationship between the English language medium in the active

participation of the students for class discussion.

3. That there are remedies that can be adopted to solve or address the difficulties.
 CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

A. Demographic Profile of the

Respondents
Identification of
STUDENTS
Respondents Profile
1.1 Age
Teachers
1.2 Gender
understanding of the
Analysis of the
1.3 Grade Level
ability, performance
difficulties in using
B. Difficulties in using
and achievements of
English as a medium for
English as medium for oral
the students.
oral participation.
participation among

students.

C. Remedies that can be

adopted.
Figure 1. Conceptual Framework of the study.

SIGNIFICANCE OF THE STUDY

The result of the study are expected to offer the following:

STUDENTS

Through this study, student will be informed about the importance of being literate in

using English language.

PARENTS

This study will enable parents to guide their children through having an English speaking

practice at home.

TEACHERS

The result of this offer valuable insights that may be used for better understanding and

appreciation in the importance of English language as a medium. Also, this may help the

teachers to improve their teaching strategies.

FUTURE RESEARCHER

This study will encourage them to conduct another study related to the present study. The

relevant information they acquired might move them to continue studying the difficulties

of students in using English language as medium for class discussion.

SCOPE AND DELIMITATION OF THE STUDY

This study focused on the specified difficulties that students encountered in using

English language as medium for class discussion and some suggested remedies that can

be adopted. This study is conducted at Mount Carmel College of Casiguran and selected

senior high school students and their class advisers are used as respondents.

The results and conclusion of the study were true and applicable only to the said

respondents. The discussion was limited to the contents of the questionnaires that was

used in gathering data and information in the field.

DEFINITION OF TERMS

Age It refers to the time of life or the length of existence from the day he\she born.

Civil Status This refers to the citizenship of a person.

Demographic Profile It refers to the way of classifying respondents in terms of age,

gender, civil status, and years of teaching experience.

Difficulties This refers to the state of being difficult or hardship in using English for oral

participation.

English Language The most common language used in school for oral participation.

And a means for teaching used by the teacher in some particular subjects.

Gender It refers to the traits with regards to the behavioral, physiological, or cultural. It

is typically associated to the word sex.

Medium The means or language in used for oral participation.

Years of Teaching Experience It refers to the length of period of teaching of a teacher

 CHAPTER II

RELATED REVIEW OF LITERATURE

The use of English as a second language (ESL) or foreign language (EFL) in oral

communication is without a doubt, one of the most common but highly complex activities

necessary to be considered when teaching the English language specially because we

“live at a time where the ability to speak English fluently has become a must, especially

who want to advance in certain fields of human endeavor” (Al-sibai,2004,p.3).

English is a foreign language in our country, most students especially senior high

school students are not familiar with it (Hetrakul, 1995). Kavin Hetrakul also said that

they use English more frequent outside the class. Whereas, students have limited time to

learn English in class, and they still do not have enough encouragement to practice

English outside the class in order to get familiar with English. This case bring a problem

that make senior high school students have difficulties to communicate in English.

According to Kavin Hetrakul, the first cause that makes the students difficult in

speaking English is that the environment does not support the students to speak English

frequently. The environment here means the people outside the class. Those people may

think that students just want to show off when they speak English for daily conversation.

The response that the students get makes them loose their self-confidence to improve

their speaking. Since the students do not want to be rejected by the people around them,

so they use their native language in daily conversation. The second cause is problem with

grammar. English always deals with reference of time while other does not have one.

Moreover, there are singular and plural forms that the students have to distinguish and
still many forms that have to be learned. Most students are very easy to get confused with

English grammar, while grammar is very important to form a right sentence. If the

students do not have grammar mastery, of course they will not be able to produce

sentences that grammatically right. Realizing that the grammar students have is very

weak, so they feel embarrassed when they want to produce English sentences orally.

By speaking we do not mean merely uttering words through mouth. It means

conveying the message through the words mouth. This skills also neglected in our

classrooms students do not get any chance either in the classroom or outside to speak

English. Speaking is not a part of our examination. Learning to speak also demands a lot

of practice and attention. We learn to speak our mother tounge just by listening and

repeating. Teacher can adopt the same natural way he can give them certain structure and

ask them to repeat. This will remove their shyness. He can give those drills in the basic

pattern of language (Muntaz,2007).

The learner’s negative attitude toward English poses a great barrier for effective

teaching. This negative attitude emanates from the fact that learners have limited

competence in the language there preventing them from actively participating in

classroom activities (Usò Juan, 2006). Given that English that either a second or third

language to some learners most of them have difficulties in comprehending its structures.

A more recent research conducted by Tella et al. (2010) reveals that English lessons have

minimal learner participating because learners do not have the necessary competence

which was not developed during their formative years. This minimal learner participation

can be linked to the learners` negative attitude towards the subject which eventually leads

to significant levels of underperformance in the English language.

 There are some studies which have investigated the speaking difficulties

encountered by EFL learners. For example, one study (Dil, 2009) investigated Turkish

EFL learners` communication obstacles in English language classroom, and it reported

that anxiety and unwillingness during the English speaking process are considered two of

the biggest obstacles of EFL learners. Anxiety and unwillingness are caused by the fear

of being negatively evaluated when making mistakes, particularly in front of their

classmates and other friends. This study also revealed that student who perceived their

English as “poor” feel more anxious and are more unwilling to communicate in English

classes than the other students perceiving their English level as “very good”, ”good”, and

“OK”

Psychological Factors that brings difficulties or struggles for students to use English for

oral participation includes the following;

FEAR OF MISTAKES

As argued by many theorist, fear of mistakes become one of the main factors of

students ‘reluctance to speak in English for oral participation. (Tsui in Nunan,1999; Yi

Htwe, Robby, 2010). With respect to the of making mistake issue, aftant, (2008) adds

that this fear is linked to the issue of correction and negative or being criticize by the

teacher or fellow students. As a result, students commonly stop participating in the oral

activity ( hiw, 2011). Therefore, it is important for teachers to convince their students that

making mistakes is not a wrong or bad thing. Because students can learn from their

mistakes.

CAUSES OF FEAR OF MISTAKES

 The primary reason of fear of mistakes is that students are afraid of looking

foolish in front of others and they are concerned about how other will see those (Kurtus,

2001). In addition, Hieu (2011) and Zang (2006) cited He and Chen (2010) explain that

students feel afraid of the idea of making mistakes as they are worried that their friends

will laugh at them and receive negative evaluation from their peers if they make mistakes

in speaking English.

SHYNESS

Is an emotional thing that many students suffer from at sometimes when they are

required speak English for class participation, this shows that shyness is became one of

the struggles or a source of problem of such students in learning activities. Therefore,

paying attention on this Aspect is also quiet important in order to help the students do

their best in the class oral Performance (Gebhard,2000). In line with this, Baldwin(2011)

further explain that speaking Performance in front of people is one of the more common

phobias that students encounter and feeling of shyness makes their mind go blank or that

they will forget what to say.

CAUSES OF SHYNESS

With regards to the cause of shyness, Bowen(2005) and Robby(2010) argue that

some shy learners are caused by their natural attitude or their nature that they are very

quiet. In this case students are not very confident and tend to be shy because most of

them find it very intimidating when speaking English in front of their teacher and friends.

In addition, Saurik (2011) identify that most of the English students feel shy when they

speak the language because they think they will make mistakes when they talk.
LACK OF CONFIDENCE

It is commonly understood that students lack of confidence usually occurs when students

realize that their conversation partners have not in this situation, they would rather keep

silent while others do talking showing that the students are lack of confidence to

communicate. In response to this, Tsui cited Nunan (1999) says that students who lack of

confidence about themselves and their English necessarily suffer from communication of

apprehension. This shows that building students confidence is an important part of

teachers focus of attention. This means that the teacher should also learn from both

theories and practical experience on how to build the students confidence.

CAUSES OF LACK OF CONFIDENCE

He and Chen (2010) state the main cause of students confidence is their low

ability in speaking in English. In this case, as they add, many students think that their

English is bad and feel that they cannot speak English well.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the discussion of research design, research locale and

population. It also include the research instrument and data gathering procedure as well

as the statistical treatment of data.

RESEARCH DESIGN

The descriptive method was adopted in this study. The difficulties of students in

using English language for oral discussion and some remedies of the difficulties in using

English language for oral participation among the selected students are to be studied. The

data that are gathered were classified and tabulated. The collected data serve as the

baseline for analysis and interpretation.

RESEARCH LOCALE

The researcher conducted the study in Mounth Carmel College of Casiguran

situated in Barangay 06 Casiguran , Aurora.

SAMPLING METHOD

The purpossive sampling is used in getting the respondents, the names of the

specific students were gathered from their respective advisers. Purpossive sampling were

used for the validity and reliability of results.

RESPONDENTS OF THE STUDY

The study included the selected senior high students as a respondents.

The number of respondents are presented below:

Table 1: Distribution of the Respondents

RESPONDENTS NUMBER OF RESPONDENTS

Selected Senior High School Students 50

Total: 50
RESEARCH INSTRUMENT AND VALIDATION

Questionnaire is the principal instrument used in gathering data. The content of

the Questionnaire are based on existing literature and on the real situation and

experiences. The Questionnaire is composed of three parts. The first part answered

problem number one which is on the demographic profile of the respondents. The second

part answered problem number two which is difficulties of using English language as

medium among senior high school students and the third part was answered the problem

that about the remedy of the difficulties of students in using English language as a

medium for class discussion.

DATA GATHERING PROCEDURE

The questionnaire was the main tool that is used in gathering data and information

needed for the study. This utilized because it can gathered data faster than the other tool.

Besides, the respondents are senior high school students and who are already literate and

could answer it with ease. After permission is granted, the researchers conducted an

online survey questionnaire with consideration of COVID 19 health protocol.

The researchers quantified the intensity of responses that are made by the

respondents with the different modes of online interpretation according to the needs of

the study and for the safety of the respondents.

STATISTICAL TREATMENT OF DATA

The data obtained were tabulated, analyzed, and interpreted.

The data were tabulated; weighted mean and percentage are applied.

The second part of the questionnaire answered the second and third specific

problems.

Frequency count and percentile utilize to analyze the profile of the respondents.

The formula for the percentage is:

P=f/n×100

Where:

P-percentage N-number of respondents

F-number of responses

Weighted mean and frequency count were used to analyze the difficulties of high

school Students in using English language as medium and also identify the remedies that

can be used to remedy the difficulties of students.

The formula in getting the weighted mean is:

Ʃfw
WM=
N

Where:

WM=weight mean
 F=number of response

N=total number of respondents

Ʃfw=sum of the products of response and weight

In interpreting the data to sub-problem two and three, the following continuum were

used:

VERBAL INTERPRETATION

0.51-1.50 Never

1.51-2.50 Seldom

2.51-3.50 Often

3.51-4.50 Very Often

SCALE VERBAL INTERPRETATION

3.51-4.50 Strongly Agree

2.51-3.50 Agree

1.51-2.50 Disagree

0.51-1.50 Strongly Disagree

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This Chapter presents the analysis of data based on the responses of the 50 Senior

High School students who served as respondents of the study. Graphs and table were

used in the presentation of the data along with the interpretation.

Part I. Demographic Profile of the Students - Respondents.

1. Distribution Of The Respondents According To Age.

1%

10-15 years old

16-20 years old
21-25 years old
26 and above
99%

Figure 2

Data in Figure 1, consisting of the age of the students-respondents. It revealed that

96% of the respondents are in the age bracket 16-20 years old and 1% of the respondents

are in the age bracket 21-25 years old. The data imply that most of the senior high school

students in Mount Carmel College of Casiguran are in the age bracket of 16-20 years old.

19
2. Distribution of the students-respondents according to gender.

41%

Male
Female
59%

Figure 3

Data in Figure 2, revealed that 59% (f=41) of the respondents were female while 41%

(f=29) of the respondents were male.

3. Distribution of the respondents according to grade level.

43%

Grade 11
57% Grade 12
 Figure 4

Data in Figure 3 revealed that 57% (f=40) were from grade 11 while 43% (f=30) were

from grade 12.

Part II. The Difficulties of Senior High School Students in using English as a medium
required in oral participation.

DIFFICULTIES WM VERBAL RANK

INTERPRETATION

1. Shyness 2.66 Often 2

2. Lack of vocabulary 2.42 Seldom 5

3. Pronunciation 2.49 Seldom 4

4. The ability 2.85 Often 1

to understand or

comprehend new words

5. Fear of mistake 2.41 Seldom 6

6. Lack of interest 2.29 Seldom 9

7. Grammar issues 2.50 Seldom 3

or problem with
the grammar

8. Hesitation in 2.38 Seldom 8

speaking

9. Lack of confidence 2.49 Seldom 4

10. Lack of motivation 2.50 Seldom 3

11. Anxiety 2.27 Seldom 10

12. The environment 2.25 Seldom 11

does not support the

students to speak

English frequently

13. Lack of supervision 2.40 Seldom 7

or guidance at home

by the family member

GRAND MEAN 2.45 SELDOM

Table 2
 Data in Table 2 shows the Difficulties of senior high school students in using

English as medium required in oral participation. Difficulty number 4: “ It is hard for the

students to understand or comprehend new words” ranked first (WM=2.85) that is

verbally interpreted as often. Difficulty number 1: “Shyness” ranked two ( WM=2.66)

verbally interpreted as often. Difficulty number 7: “Grammar issues or problem with the

grammar” 10; “ Lack of motivation” ranked 3 (WM=2.50) verbally interpreted as seldom.

Difficulty number 3: “ pronunciation” 9; “ lack of confidence” ranked 4 (WM=2.49)

verbally interpreted as seldom. Difficulty number 2: “ lack of vocabulary ” ranked 5

(WM=2.42) verbally interpreted as seldom. Difficulty number 5: “ fear of mistake”

ranked 6 (WM=2.41) verbally interpreted as seldom.Difficulty number 13: “ lack of

supervision or guidance at home by the family member” ranked 7 (WM=2.40) verbally

interpreted as seldom. Difficulty number 8: “hesitation in speaking” ranked 8 (WM=2.38)

verbally interpreted as seldom. Difficulty number 6: “lack of interest” ranked 9

(WM=2.29) verbally interpreted as seldom. Difficulty number 11: “anxiety” ranked 10

(WM=2.27) verbally interpreted as seldom. Difficulty number 12: “environment does not

support the students to speak in English frequently” ranked at 11 (WM=2.25) and is

verbally interpreted as seldom.

Part III. The Suggested remedies on the difficulties in using using English for oral
participation.

SUGGESTED REMEDIES WM VERBAL RANK

INTERPRETATION

1. Encourage sstudents to 3.22 Agree 2

speak English frequently.

2. Students and teachers 3.12 Agree 7

must correct someones’s

grammar without feeling

embarrased.

3. Students must correct 3.10 Agree 8

their general attitudes

towards learning English.

4. Listen in English channel 3.24 Agree 1

to improve pronunciation

skill.

5. Try and try to speak in 3.18 Agree 5

English to address this

problem.

6. Invoved the students 3.19 Agree 4

more in reading english

articles or any written

materials to improve

vocabulary.

7. One should take 3.17 Agree 6

courage to speak

English without caring

mistake everytime.

8. Have a harmonious 3.17 Agree 6

relationship among

classmates and teachers

to avoid shyness.

9. Improve teaching- 3.21 Agree 3

learning condition.

10. Make friends with 3.22 Agree 2

people who are interested

to learn how to speak English.

Table 3
 The data in Table 3 show te suggested remedies that can be adopted to solve the

difficulties of senior high school students in using English as a medium required in oral

participation. Remedy number 4: “Listen in english channel to improve pronunciation

skills” ranked as first (WM=3.24) verbally interpreted as agree. Remedy number 1:

“Encourage students to speak in English frequently” 10; “Make friends with people who

interested to learn how to speak English” ranked second (WM=3.22) verbally interpreted

as agree. Remedy number 9: “ Improve teaching-learning condition” ranked as third

(WM=3.21) , verbally interpreted as agree. Remedy number 6: “Involve the students

more in reading English articles or any written materials to improve vocabulary” ranked

as fourth (WM=3.19) verbally interpreted as agree. Remedy number 5: “Try and try to

speak in English to address this problem” ranked as fifth (WM=3.18) verbally interpreted

as agree. Remedy number 7: “One should take courage to speak English without caring

mistake everytime” 8; “Have a harmonious relationship among classmates and teachers

to avoid shyness” these two were ranked as sixth (WM=3.17) verbally interpreted as

agree. Remedy number 2: “Students and teachers must correct someone’s grammar

without feeling embarrassed” ranked as seventh (WM=3.12) verbally interpreted as

agree. And lastly, the remedy number 3: “Students must correct their general attitudes

towards learning English” ranked eight (WM=3.10) verbally interpreted as agree.

 CHAPTER V

FINDINGS, CONCUSSIONS AND RECOMMENDATIONS

FINDINGS

1. The study found out that the difficulties that are mostly encountered by the students

with regards to the English speaking language are:

a. Students do not have the full ability to understand or comprehend new words.

In this case it became hard for them to go with the flow of their class discussion.

b. “Shyness” is one of the most common among the difficulties of a students with

regards to speaking English during the class recitation, this became a barrier for most

students to express their opinions freely without hesitation.

c. Grammar issues or problem with the grammar is also seen as one of the

difficulties that encountered by most students. They looked at it as one of the most

important aspect that must be considered in speaking English, that’s why people became
concious in their grammar and if they aren’t able to construct sentences with the right

grammar that’s why they choose to stay quite or not to talk instead.

2. Listening in English channel to improve pronunciation skill is the best remedy that can

be adopted to address the different difficulties as it ranked as first in the conducted study.

3. Based on the analyzed data there are lots of remedies that can be used to aid the

difficulties such as making friends with the people who are interested to learn how to

speak English, friends that will influence you in giving a serious attention towards

learning to speak English. It is good that a students have a companion and instead of

learning by himself/herself only.

4. The result also showed that a simple way of practicing or trying to speak in English is

a good help.

CONCLUSION

On the demographic profile of the respondents, it could be contrived that most of

the teachers are young at age or who are belong on what we called millennial teachers, in

that case it is possible that their way of teaching is the ideal one for they know what

exactly the students like at this time or the what we called trend.

I therefore conclude that most of the teachers were able to motivate their students

to learn through their ways of teaching, in that case the problems are probably in the part

of students wherein they were not able to do their part as a student which is to actively

participate in class and listen in class discussion. Maybe these difficulties are fruits of
students and teachers insufficient efforts. Therefore, there is a need for a collaborative

work between the teachers and students for the better way of learning for the students and

a better way of teaching for the teachers. The students together with the teacher should

plan viable program or activities to lessen the issues with regards to English speaking

problems or to help everyone in addressing the said difficulties.

RECOMMENDATIONS

On the basis of the findings and conclusions of the study, the following

recommendations were offered:

1. Students must listen in English channel to improve pronunciation skill.

2. Students should make friends with people who are interested to learn how to speak

English.

3. Teachers must encourage students to speak in English frequently.

4. There should be a collaborative effort between teachers and students to improve

teaching-learning condition.

5. Students must involve themselves more in reading English articles or any written

materials to improve vocabulary.

6. Students should take courage to speak English without caring mistake anytime.
7. Students and teachers must have a harmonious relationship to avoid shyness.

8. Teachers and students must corrects someone’s grammar properly, with a proper tone

and timing and without feeling embarrassed.

9. Students must have a correct general attitudes towards learning English and should

have a dedication to study the language.

10. Students must practice to speak English to learn.

BIBLIOGRAPHY

INTERNET WEBSITE

Baldwin, Caroline, (2011). How to Overcome Shyness During an Oral Presentation. [Online]
Available:

http://www.ehow.com/how_7852354_overcome-shyness-during-oral-presentation.html
(February17, 2011)

Bowen, Tim, (2005), Methodology: Shy Students; An Article Offering Suggestions And Advice
On

TeachingShyStudents.[Online]Available:http://www.onestopenglish.com/support/ask-the-
experts/methodology questions/methodology-shy-students/146385.article (March 15, 2011)

Keramida, Areti. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the
English

Classroom: Theoretical Issues and Practical Recommendations. International Education Studies

Journal. Vol.2,

No 4.
Robby, S, (2010), Conquer Your Fear of Making Mistakes when Speaking English. [Online]
Available:

http://englishharmony.com/conquer-fear-of-making-mistakes-when-speaking-english/ (March 15.

2011)

Yan Hua, Jin. (2007). Investigating the Difficulties in Speaking English for Academic Purposes;
A Case Study of
an Overseas Chinese Student, Apr. 2007, Volume 4, No.4 (Serial No.40) China: Sino-US English
Teaching.
Zua, Li. (2008). Exploring the Affective Factors Influencing Teaching of Spoken English.
[Online] Available:

http://okarticle.com/html/Thesis/20080104/26.html (February 19, 2011) Pesce, Claudia, (2011),

Speak Up! Sure-fire Ways to Help Teens and Adults Overcome Shyness. [Online]

Available: http://busyteacher.org/4276-speak-up-sure-fire-ways-to-help-teens-and-adults.html
(March 15, 2011)

Pinter, A. (2006). Teaching Young Learners. Oxford: Oxford University PressSchwartz, R.L.
(2005). Taking a Closer Look at Struggling ESOL Learners. [Online] Available:

http://www.ncsall.net/?id=994 (March 3, 2011)

Mount Carmel College of Casiguran

Barangay 06, Casiguran, Aurora

3204

Dear Respondent:

Greetings!
We are presently conducting a study entitled “DIFFICULTIES OF SENIOR HIGH
SCHOOL STUDENTS IN USING ENGLISH AS MEDIUM REQUIRED IN ORAL
PARTICIPATION” as a requirement of the course Inquires, Investigations and
Immersion. In this connection, we would like to request you to be one of our respondents
in our study. We hope you can help us by answering the instrument. Rest assured that the
data obtained will be kept with utmost confidentially.
The
Researchers

Part I: Demographic Profile

Direction: Please put a check (/) mark on the item that applies to you
A.Age B.Gender
___16-20 ___Male
___21-25 ___Female

Part II: The difficulties of Senior High School Students in using English as a
medium required in oral participation.
 Direction: Please put a check (/) mark using the scale below.
4- Very Often 2- Seldom
3- Often 1- Not at all

Difficulties 4 3 2 1
1.Shyness
2.Lack of Vocabulary

3.Pronunciation
4. The ability to understand or comprehend new
words
5.Fear of mistake
6.Lack of interest
7.Grammar issues or problem with the grammar
8.Hesitation in speaking
9.Lack of confidence
10.Lack of motivation
11.Anxiety
12. environment does not support the students to
speak in English frequently
13. Lack of supervision or guidance at home by the
family member

Part III: Suggested remedies on the difficulties in using English for oral
participation

Direction: Please put a check (/) mark using the scale below.
4- Strongly Agree 2- Disagree

SUGGESTED REMEDIES 4 3 2 1
1.Encourage students to speak in English frequently.

2.Students and teachers must correct someone’s

grammar without feeling embarrassed.

3.Students must correct their general attitudes towards

learning English.
4.Listen in English channel to improve pronunciation
skills.
5.Try and try to speak in English to address this
problem.
6.Involve the students more in reading English articles
or any written materials to improve vocabulary.
3-Agree 1-Strongly Disagree
7.One should take courage to speak English without
caring mistake every time.

8.Have a harmonious relationship among classmates

and teachers to avoid shyness.

9.Improve teaching-learning condition.

10.Make friends with people who are interested to learn

how to speak English.
 BIOGRAPHY

The first author is 19 years old and was born on July 04, 2001 at Casiguran,

Aurora. He is a daughter of Mrs. Julieta Teh and Mr. Marlon Teh. Fourth among the five

siblings, with 2 brothers and 2 sisters.

He graduated elementary at Mount Carmel College of Casiguran ,Casiguran,

Aurora at the year 2013.

He was able to finished her Junior High School at Mount Carmel College of

Casiguran at the year 2017.

At present he was enrolled at Mount Carmel College of Casiguran, Casiguran,

Aurora taking up Academic Track, Humanities and Social Sciences (HUMSS) to be

specific.

He was giving his very best in everything he do to make his family proud.
 The second author is 17 years old and was born on July 09, 2003 at

Casiguran, Aurora. He is a daughter of Mrs. Vergielyn Magbujos and Teodolo

Magbujos. He was fourth among the sixth siblings, with 2 sisters and 3 brothers.

He graduated his elementary at Tinib- Calangcuasan Elementary School, located

in barangay Calangcuasan, Casiguran Aurora at the year 2015.

He was able to finished his Junior High School at Tinib- Calagcuasan Integrated

School, at Barangay Calangcuasan Casiguran, Aurora at the year 2019.

At present he was enrolled his Senior High at Mount Carmel College of

Casiguran, situated in Barangay O6 Casiguran, Aurora taking up Academic Track,

Humanities and Social Sciences (HUMSS) to be specific.

He was aspiring and doing her best to graduate and finish his study with

greatful.
 The third author is 17 years old and was born on July 06, 2003 at Baler

Aurora. He is a son of Mrs. Jovelyn Mijares and Mr. Fortunato Mijares. First born

among third siblings, with 2 brothers and 1 sisters

He graduated his Elementary at Casiguran Central School, Casiguran Aurora on

March 2015.

He was able to take up his Secondary at Mount Carmel College of Casiguran,

Casiguran Aurora from the year 2019 to present.

He is now in Senior High School taking up Academic Track, Humanities and

Social Sciences, to be specific.