Research 1and2

THE DIFFICULTIES IN SPEAKING ENGLISH LANGUAGE OF
BSED-2 MAJOR IN ENGLISH STUDENTS
A Research Paper
Presented to
St. Joseph College of Canlaon, Inc.

Canlaon City, Negros Oriental
In Partial Fulfillment of the Requirements for Research 1 and 2
Presented by:
Salonoy, Riza Joy V.

Honorario, Christian Nhel
Molines, Shelomi Joy
Reyes, Robelyn F.
Lina, Alma D.
Olvido, Nerissa
Academic Year: 2020-2021

APPROVAL SHEET
In partial fulfillment of the requirement for he research 1 and 2. This Research is
entitled, The difficulties in speaking English language of BSED-2 Major in English
Students, has been prepared by: Riza Joy V. Salonoy, Christian Nhel Hinorario,
Shelomi Joy Molines, Robelyn F. Reyes, Alma Lina, Nerissa Olvido.
MRS. FRANCIS MAE B. CALDOZA

ADVISER
Approved by the committee of ORAL EXAMINATION conducted

--------------------- With the grades ----------------------
RESEARCH COMMITTEE
SR. MILUNA RUIZ CIELO, FAS. MSEM. Ph. D

College Dean/School Directress
ACKOWLEDGEMENT
This study would not be as successful as this with the researchers alone. Words
are not enough to express how grateful we are with their presence and effort.
Here are the following people who share their knowledge, endless support and
prayers.
We would like to express our heartfelt gratitude to our adviser Mrs. Francis Mae
B. Caldoza, for the guidance and support, her enthusiasm, and wisdom imparted
to us researchers as her students.
To the members of the Panel of Oral Defense Defense, who give time and
patience in helping us to improve our research.
To the respondents who give time to answer the survey questionnaires.
To our parents and guardians, who give us moral and financial support to
conduct this research.
To Almighty Father, who give us strength, guidance and wisdom for this study to
be done. This would not be possible without Him.
DEDICATION
This work is dedicated to our fellow students of Saint Joseph College of Canlaon,
Incorporated. To our beloved adviser of Research 1 and 2, Mrs. Francis Mae B.
Caldoza, who supported us all throughout the journey of our research. This is
also dedicated to our families who supported us in making this successful. To our
friends, and to our alma matter, Saint Joseph College of Canlaon, Incorporated
and to the community.
TABLE OF CONTENTS
Title Page ……………………………………………………………………………… i
Approval Sheet ………………………………………………………………………… ii
Acknowledgement …………………………………………………………………….. iii
Dedication ……………………………………………………………………………... iv
Table of Contents ……………………………………………………………………… v
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction …………………………………………………………………………….. 1
Historical Background …………………………………………………………………
Theoretical Background ………………………………………………………………..
Statement of the Problem ………………………………………………………………
Scope and Limitation …………………………………………………………………….
Significance of the study ………………………………………………………………..
Definition of terms ………………………………………………………………………..
CHAPTER II
Review of Related Literature…………………………………………………………
CHAPTER III
Research Environment……………………………………………………………
Research Respondents……………………………………………………….
Research Instruments………………………………………………………….
Research Procedure…………………………………………………………….
Gathering of Data……………………………………………………………..
Treatment of Data………………………………………………………………
Statistical Tool……………………………………………………………………….
CHAPTER IV
PRESENTAION, ANALYSIS, AND INTERPRETATION OF DATA
CHAPTER V
Summary of Findings……………………………………………………………
Conclusions……………………………………………………………………
Recommendations……………………………………………………………
Bibliography……………………………………………………………..
Curriculum Vitae……………………………………………………………
Chapter I
Problem and Its Background
INTRODUCTION
Fluency in speaking English language is always been a big deal

especially here in our country which is the Philippines. We can’t deny the
fact that speaking English fluently becomes one of the bases of the
intelligence of the people. Although, English is just merely a language, but
somehow the society specifically in the Philippines, the people tends to
criticized and make fun of the other people who are having difficulties in
speaking English.
The learning of the English language often stops in the four corners
of the classroom since conversing in English in the country is often
associated with formality and social status. The politics of this language is
traceable in different aspects of speaking. There is a notion that children
who can afford to study in private and international schools are better
English speakers than those who study in public schools. Similarly,
people who speak English are considered to belong to the higher
economic class in society and even perceived as more intelligent than
those who cannot speak well. English is considered as a ‘special’, rather
than a ‘second’ language, that only those who know its rules of grammar
and pronunciation are deemed worthy of using it. It appears that English
gets treated as a language of the privileged few who were able to learn it
from school or to acquire from communicating with other English-speaking
individuals. This connotation creates a barrier in embracing English as a
language for everyone. As this mindset continues to cultivate the
perception of Filipinos towards the language, people tend to feel more
inferior when encountering situations requiring them to speak in English.
According to (Cabigon, Mike 2015) that the Philippines is
recognized globally as one of the largest English-speaking nations with
majority of its population having at least some degree of fluency in the
language. English has always been one of the official languages of the
Philippine s and is spoken by more than 14 million Filipinos. It is the
language of commerce and law, as well as the primary medium of
instruction in education. In addition, it is also in the 1987 Constitution in
Article XIV, Section 2 it is stated there that the institutions of Higher
Education, including State Colleges and Universities [SUCs], are hereby
encouraged to adopt the use of the English language as the primary
medium of instruction in the tertiary level. The CHED shall adopt
measures to promote and in the tertiary or higher education level.
Howbeit, even though it is in the law that the education system in

the Philippines must strengthen and need to develop the aptitude,
competence and proficiency of the students in regards to speaking or
using the English language and also even though it is the medium of
instruction to all grade levels in our country, still there are many students
who are having difficulty in speaking or using it. The main reason of these
difficulties is obviously they are not used to speak English because
English language is not their native language or mother tongue. Though,
there are many ways and steps on how to learn, improve, develop and
even how to be fluent in speaking English, still there are some students
who finds it difficult to learn and speak English. On the other hand, there
are also students who have enough knowledge for them to be able to
speak English yet they don’t have the confidence and the courage to
speak out because they will be afraid of judgment and criticisms from the
people around them.
However, the researcher conducted this study in order to find out

on what are the difficulties in regards of speaking English language
specifically to the BSED-2 English Major students of Saint Joseph College
of Canlaon Inc.
Historical Background
The unique case of the English language enjoying strong presence and
wide popularity in an independent democratic Asian country can be understood
first by taking a look at the history of Philippine educational system and the
rationales and e English as the medium of instruction but the government
allowed the use of the vernacular for Experimental Bilingual Education.
The Philippines was colonized by Spain for over 300 years. From 1565 to
1898 the Filipinos were not allowed to go to school for fear that they would revolt
against their Spanish conquerors (Bernabe, 1978). The Americans liberated
Philippines from the Spaniards and made education an important mission. US
President William McKinley in 1900 gave instruction that English be the medium
of instruction. The move seemed reasonable and logical. The teachers were
Americans who only spoke English. It was believed that English could unify the
Filipinos who spoke many diverse dialects (Martin, 1999). The idea was also to
provide access to civilization through the English language. As to the pedagogy,
English was taught as the primary language (Sibayan, 1967). The state of
education, however, as observed in 1914, showed a low level of English
language proficiency. It was recommended that 3 major regional languages be
used together with English. The gains in English proficiency were not palpable as
the 1925 Monroe Survey Commission would show. The commission, however,
reaffirmed the English-only policy and recommended ways to overcome the
"foreign language handicap" (Monroe, 1925). Henceforth, the English language
continued to enjoy a privileged position; and thus the Americans left this legacy
of language that lasted for more than a hundred years. When Filipinos gained
their independence from American occupation in 1945, the Philippine schools
continued to use English as the medium of instruction but the government
allowed the use of the vernacular for Experimental Bilingual Education. There
were positive results as reported: The Aguilar Study (1949-1954) indicated that
school children learned better in the vernacular (Sibayan, 1967). The Prator
Report (1950) recommended the introduction of teaching English as Second
Language (Prator, 1950). Filipino writers were encouraged to write in English for
Filipino readers. The UNESCO Study of 1953 reaffirmed the benefits of the use
of the mother tongue (UNESCO, 1953). Therefore, when the Revised Philippine
Education Program (RPEP) was introduced in 1957, it provided for the use of the
vernacular for the first 2 primary grades during which time English was taught as
a subject, and not the medium of instruction for all subjects. From Grade 3
through college, English was the medium of instruction, while the vernacular
served as an auxiliary medium of instruction (Bureau of Public Schools, 1957). In
1974 the Bilingual Education Policy (BEP) was established. The Soriano
Committee recommended the use of both English and Pilipino as media of
instruction in both elementary and high school, depending on the domain (or
subjects). "English domain" refers to teaching in English for English
Communication Arts, Mathematics, and Science. "Pilipino domain" refers to
teaching in Pilipino for Pilipino Communication Arts, Social Studies and History
(Department of Education, 1974). Nevertheless, through all of these years there
was a strong nationalist resistance to using English as the medium of instruction.
Outspoken historian and writer Renato Constantino believed that the English
language had separated Filipinos from their past, and the educated from the
masses, and by teaching in the English language, education had become a tool
to appreciate everything American (Constantino, 1974). Ten years after the
implementation of BEP, the 1985 evaluation did not show significant gains or
losses; but there were indications of much more benefits for the Tagalog-
speaking regions, and they also did better in Social Studies (Gonzalez, 1988).
The BEP was recast to refer Filipino (now spelled with an f) as the language of
literacy and scholarly discourse while English is referred to as the international
language and non-exclusive language of science and technology (Bernardo,
2004). EDCOM, the Congressional Commission for Education was formed in
1991. It advised for all subjects, except for English, to be taught in Filipino. This
recommendation remained to be unimplemented. Today, debates from both
sides of the fence have continued for and against BEP and EDCOM. The better
quality schools have always preferred the English-only policy as this is the
language of power, for upward mobility reasons, for global communication and
competitiveness necessities (Bernardo, 2004). The heated debates and reluctant
implementations of policies led the current President of the Philippines, Pres.
Gloria Macapagal-Arroyo to issue a President's Executive Order in 2003 to
establish a policy to strengthen English as second language in the educational
system. The strong reaction against this was such that a petition in April 2007
was filed with the Supreme Court to issue a restraining order to stop the
implementation of the PEO.
Theoretical Background
Speaking English is fundamental to humans and speaking English is

considered to be the most important language skill and considered for
communication in terms of globally competitive.
Speaking English is fundamental to humans and speaking English is

considered to be the most important language skill and required for
communicating in terms of globally competitive.
Language as assumed is a vital significance. Hornby (1995: 37) states

that through speaking language learners will be judged upon most in real life
situation. Because many Filipinos in the Philippines are grammar Nazis, many of
the students are scared of speaking out because if their grammars are wrong
they are being discriminated 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 English properly and don’t have enough
practice in speaking, they may soon get de- motivated and lose interest learning.
English. This is one of the reason of lack of skills in speaking.
According to Tatham and Morton (2006: 273) many people report that they
can understand a language but they cannot speak it.
Fuziati (2010: 15) points out that “mastering the art of speaking is the
single most important aspect of learning a second or foreign language.” It has
been observed that learners do not get any chance either in the classroom or
outside to speak English. There is also lack of exposure to authentic English
language environments that allow them to use English for communication and
expression. Learning to speak also demands a lot of practice and attention. They
often stammer when speaking English. Furthermore, learners are not exposed to
the culture of the native English speaks. As a result second language learners
among Grade VII pupils in University of Perpetual Help System – DALTA
Calamba Campus are having an English speaking difficulty.
Statement of the Problem
OBJECTIVES:
The main purpose of this study is to determine and know the difficulties
in speaking English language of BSED-2 Major in English Students of
Saint Joseph College of Canlaon Inc.
Specifically, this study pursues to answer the following questions;
1. Do BSED-2 Major in English students of SJCCI having difficulties in speaking

English language?
2. What are these difficulties that BSED-2 major in English students have?
3. Are there any ways to overcome or solve these difficulties?
4. What are the possible ways or solutions in overcoming the difficulties of

speaking English Language?
Scope and Delimitation
This study focuses on the difficulties in speaking English language. The

chosen respondents are the BSED-2 English Major students of Saint Joseph
College of Canlaon Inc. The researchers choose these respondents for this study
is definitely focuses in speaking English and these group of students can relate
to this problem for they are English major.
Significance of the Study
This study entitled “The Difficulties in Speaking English Language of BSED-2

English Major Students of Saint Joseph College of Canlaon Inc.” is beneficial to
the following:
Students
Through this study, the students will know what are the important things
that they need to improve and do in order to overcome the difficulties that they
have encountered in speaking English language. Also, through this study the
students will be encouraged to be confident and be fluent enough in speaking
English.
Teachers
Through this study, the teachers will be aware what are the difficulties of
the students when it comes to speaking English. Also, through this study the
teachers will be able to do and make necessary measures on how to address
those students that are weak when it comes to the fluency in speaking English.
Parents
Through this study, the parents will find out that their students are
having difficulties in speaking English, then in that, they will be able to motivate
them to study deeper and to learn more English language. In this study also, the
parents will know that their students need them as their guide to continue
learning, and as their cheerer that they can do better.
DEFINITION OF TERMS
1. English – a universal language or second language speaks by most

number of people in the world. It is the language that is used as medium
of instruction in the Philippines.
2. Language - a structured system of communication used by humans
consisting of speech, gestures and writing.
3. Fluency – it is the ability to speak or write a foreign language easily and
accurately.
4. Education - is the process of facilitating learning, or the acquisition of
knowledge, skills, values, morals, beliefs, and habits.
5. Communication – it is a giving, receiving or exchanging ideas, information,
signals or messages through appropriate media, enabling individuals or
groups to persuade, to seek information, to give information or to express
emotions.
6. Medium of instruction - is a language used in teaching. It may or may not
be the official language of the country or territory. If the first language of
students is different from the official language, it may be used as the
medium of instruction for part or all of schooling.
Chapter II
Review of Related Literature
In advancing quality education (Ball, 2011), it has always been a

challenge of any country’s educational policy to decide on and recommend the
right language/s that must be used in instruction. Language of instruction,
whether inside or outside the classrooms denotes the language used for teaching
the basic curriculum of the educational system. Some countries decide to use
one language causing learners who are mother tongue speakers at a remarkable
disadvantage in the educational system as in they are receiving instruction in a
foreign official language. Nevertheless, other nations opted to use educational
strategies that regard national or indigenous languages to be put in place in
instruction (UNESCO MotherTongue Based Bilingual Multi-Lingual Education,
2016). In the advent of global political transformation and evolutions, language as
a primary right was expressed among the Indigenous Peoples claims. As
education curriculum changed in the Philippines, teaching approaches needed to
be transformed. Every Kindergarten to Grade 12 Curriculum strand requires
learners, indigenous or non-indigenous, to acquire mastery of lessons as they go
through different educational levels (Department of Education, 2016). Teachers
of mainstream classrooms in the Philippines need to give attention on the
aspects of quality language teaching and consider customized educational
programs such as intervention to become a part of their Speaking Difficulties Of
Philippine Indigenous Learners In English Semantics 17 pedagogical practices.
To make learning possible, teaching approaches and learning activities need to
consider components among the three facets: academic excellence, quality
learning environment, and impacts (Hanlen, 2010). For pupils from Kindergarten
to Grade 3, teachers may shift to the learner’s mother tongue from English or
Filipino languages as medium of instruction. This is to guarantee that quality
education in the early years may be achieved. This is stipulated in Philippine
Department of Education Order No. 74, series of 2009 or the Institutionalization
of MTBMLE in the Early Childhood Education in the Philippines (Department of
Education, 2009). As such policies in language of instruction are carried out,
teachers need to support enrichment of curriculum and assessment strategies
that decrease inequalities in language learner’s achievements. Furthermore,
school and home must provide opportunities that enable disadvantage English
language learners to catch up and obtain crucial learning skills and meet the
demands of language and communication such as skills in speaking. Hence, for
IP learners, schools are compelled to teach the national curriculum in a language
they can easily understand (EFA-GMR, 2016; & Ball, 2011). Speaking is crucial
in the total language development of IP learners. It is simultaneously performed
while learner listens (Academia, 2016). To achieve learning, indigenous or non-
indigenous learners, are expected to acquire English vocabulary building skills to
maximize their learning capabilities through speaking. Their speaking
vocabularies in English facilitates sharing of thoughts verbally and help them
maintain good academic performance. However, most IP learners and their
families may have limited awareness and inadequate competence as an effect of
the past failure of the educational system that could have addressed social,
linguistic/verbal, cultural needs in teaching and learning. Research uncovered
that while reforms are taking course in Philippine education, teachers, parents
and learners are challenged regarding languages of instruction. Filipino
indigenous learners continuously experience difficulty while English is being
utilized as language medium. It is a problem when the indigenous learner is hard
up recalling, articulating and interpreting English words. Hence, s/he struggles
during classroom interactions. An issue in the mainstream classes in the
Philippines is teachers’ preparation. A reason that teachers failed in the past is
because they were not prepared in handling indigenous learners with learning
problems particularly difficulty in speaking English. They feel that the classroom
challenge is very extensive and how or where to start is unclear. These issues
were discussed in the Thematic Paper towards the preparation of the 2014
World. Conference on Indigenous Peoples “Education and Indigenous Peoples:
Priorities for Inclusive Education” of the Inter-Agency Support Group on
Indigenous Peoples’ Issues (2014). Much effort has been taken along these
issues, by developing specially tailored pedagogical approaches, culturally and
linguistically customized learning programs in English for indigenous learners.
Noted and emphasized is a need to craft instructional programs such as
intervention which are suited to those indigenous learners with learning
problems. Furthermore, it was also suggested that to make the said program
effective, it must be localized. It must be done in a bottom-up manner to
guarantee that infrastructure, materials and instructions, cater the context and
unique needs of indigenous learners. However, most of the current instructional
programs, materials and assessment processes in the Philippines are more
focused on the reading, writing and listening areas not on speaking. In the
evaluation of language skills, activities in the speaking domain are generally
limited. These are generally carried out through written forms of assessments.
Research evidences impels a gargantuan amount of benevolence among Filipino
teachers who are handling indigenous learners with speaking difficulties in
English. These learners’ inadequacies may generate troubles with
understanding, acquiring vocabulary and interactions using English language.
The challenge is how to help them attain their potentials Southeast Asia Early
Childhood Journal Vol. 8 (2), 2019 (16-27) ISSN 2289-3156 /eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ 18 in academics. The Understood
Team (2016) mentioned that some children can have more than one among
these obstacles, which are: 1) expressive language difficulties, 2) mixed
receptive-expressive language difficulties, and 3) social communication
difficulties. During teaching and learning processes, verbal language difficulty in
English makes it hard for the child to put his or her ideas even feelings into
words. Their vocabulary in English is very limited that they may leave out key
words in their sentences and may say sentences with confusing ideas. Some
indigenous learners may also manifest difficulty in English when they find it so
hard to understand what the teacher is saying and are troubled processing
information and expressing thoughts into spoken words. Indigenous learners are
much more confronted with orally presented stories that have longer sentences
because of poor vocabulary in English. Another challenge is the Bilingual Policy
in the Philippines using both Filipino and/or English as the languages of
instruction (Department of Education, 1987). This may academically confront an
indigenous learner with problems in speaking because his or her dialect at home
is Tagalog. Aside from personal issues in speaking the English language, an
indigenous learner faces hardships in grasping lessons and expressing himself
or herself in the classroom. Moreover, indigenous learners who are confronted
with language complication in English may have problem in processing
information, difficulty in sustaining one’s span of attention and struggles in
focusing during instructions. If speaking difficulty in English persists among
Filipino indigenous learners, this may lead to other academic issues and
concerns in other areas such as mathematics, Science and Technology. In
language instruction, English takes a very significant role in shaping functional
vocabularies among Filipino learners. Semantics refers to the study of meanings
of words or phrases based on a specific context. Skills in Semantics language
describe the ability to perceive and state labels; and the competence to
recognize and name exact brands or categories. It means one’s capacity to
decipher and tell words and their functions. Moreover, it is the individual’s
capability to understand and use descriptive expressions including parts of a
whole (Children’s Speech and Language Services, 2016). English semantics
needs to be strengthened among indigenous learners to enable them to cope
with their academic struggles and daily school experiences. This study therefore,
aimed to identify speaking difficulties of indigenous learners in English
semantics. Specifically, it was intended to determine specific indicators of poor
English vocabulary development, and poor information processing and
expressing using verbal language. Speaking also is one of the most important in
our lives, because speaking or oral communication is necessary to use in daily
activities. And it’s generally done in face to face interaction, and communication.
Through speaking, the people can express their think and communicate with
others. According Richard (2008:19) asserts that the mastery of speaking skill in
English is priority for many language learners. It can be concluded that the
function of speaking is to enable students to communicate in real communication
and situation. In addition, according to Chaney (1998:13), speaking is the
process of building and sharing meaning through the use of verbal and non-
verbal symbols in a variety of contexts. From the definitions, it means that
speaking should improve communicative skill of students, because only in that
way the students can express themselves.
Speaking most of the time is unplanned, changing, and flexible. The

manner and sense of speaking rely much on situation where it happens; who are
involved including their purposes; familiarities, and understandings (Centre for
Applied Linguistics, 2016). When the child feels something, she or he likes to tell
to somebody who will listen to him or her. Each time the child communicates, she
or he produces a message that must have a meaning. In the communication
process, it is assumed that the child understands what she or he is talking about
so that interaction will take place. Some indigenous learners have deprivations in
speaking English and do not show the willingness to communicate because of so
many factors. This disposition to interconnect is a prerequisite to overcome
English language barriers (Morozova, 2013). Most of the time, these children
have the idea in their minds but they cannot find the term to express the notion.
This may be related to Word-Finding difficulties (Bator, 2016) and the child feels
that the utterance is just on the tip of his or her tongue, but these thoughts could
hardly come out as Speaking Difficulties Of Philippine Indigenous Learners In
English Semantics 19 expressions. The child may feel that she or he knows
exactly what that word is but the moment she or he says it, it comes out as the
wrong one based on his or her thoughts. Recalling the precise name that
communicate the idea in the mind of the indigenous learner is very hard for him
or her (Coleman, 2014). Recently conducted research in Russia (Morozova,
2013) gleaned the general problems of Russian students associated with
learning to speak were subdivided into four main groups: 1) Students are
ashamed to verbalize English because of being afraid to commit errors and being
censured by teachers and others. 2) Working in groups which encourages
students to use their native language. 3) Students deficiency in information about
topics being discussed even in their native tongue. 4) Students seem to be
inadequate with language command in solving assigned tasks. Aside from those
concerns in academics, indigenous learners are also challenged with other
difficulties and various experiences that are related to their hardship in
expressing themselves in a language which majority speaks. Having a very
limited exposure to English language impacts their rightful opportunities. Some of
legitimate process problems (Australian Law Reform Commission, 2016)
confronts indigenous learners particularly in Australia. Their English language
limitations and/or cultural barriers that include their mannerism and poor
comprehensions, intensify their troubles related to involvement with official
processes. Besides speaking difficulties of the indigenous learners in Australia,
other concerns that significantly distress them during legal processes comprise
obstructions to contact, lack of understanding, ostracism and agency
complications. They are overrepresented in those lawful procedures and this
have connections with unfavourable results. Hafiz Ahmad Bilal, Abdur Rehman,
Ch. Abdul Rashid, Rana Adnan and Muneer Abbas (2013) noted further that the
speaking skills of students is at a frustration level because the educational
system of the country centres on reading and writing skills only. Even secondary
students, after 8 to 10 years of schooling, are unable to speak English
reasonably. Documented setbacks in speaking English as L2 include not enough
vocabulary; poor listening skills; effect of L1’s (Punjabi) dominance and
insufficient access to setting that may provide for speaking of English at home or
in school. In connection to verbal language, important aspects of proper
communication such as pronunciation, vocabulary and grammar should not be
taken for granted. It was also conferred that verbal language structure is vital and
must be learnt first. For Thais, verbal communication turn out to be the most
challenging aspect of learning the English language. Based on research findings,
there are some reasons why Thais could hardly learn to speak English. In the
process, most Thais cogitate in Thai while speaking in English. As a result, they
think in Thai then translate these thoughts into English. In addition, there is much
concern on pronunciation since English Alphabets are articulated in varied ways.
Thai students focused more on grammar rather than on the communicative
facets of English language. It was deliberated that there is a need to look for
highly efficient ways to facilitate learning of the English among Thai students and
limit or eliminate concerns like insufficient practice in pronunciation. Observance
of grammatical structure is further encouraged among Thai students and to
discover strategies to master English vocabulary (Faculty of Education, 2014). In
the same research article, some other problems affecting English fluency among
Thai students were expounded. Many of them consider English language
learning as an extra additional academic activity and of minor importance as
compared to other subjects like math, science, and so on. Thai students in the
primary school are not interested to learn English until such time that they reach
high school and deem English as a part of their career. It was also noticed that
many Thai student keep away from foreign language interactions even with
electronic or paper channels. They are not attracted with foreign cultures and
they Southeast Asia Early Childhood Journal Vol. 8 (2), 2019 (16-27) ISSN 2289-
3156 /eISSN 2550-1763 http://ejournal.upsi.edu.my/index.php/SAECJ 20 do not
indulge in any conversation that involve English as a medium in their daily life
(Faculty of Education, 2014). In the study conducted by the (Gan, 2012)
insufficient vocabulary in English was found out to be a predominant problem
among students. This was seen as the main reason why sometimes students are
hard up expressing themselves vividly and correctly. Students likewise thought of
that this influenced their fluency in their speech. Another noted cause of oral
language deficiency of students is scarcity of chances to speak English in class.
Most of the lectures are typically didactic and teaching approaches are
programmed. Hence, it is expected that little interaction like small-group activities
and in-class questioning are anticipated. It is further reported that adeptness in
English has been considered among Hong Kong Chinese as main element of
rising and apparent progress. Most business corporations in Hong Kong favoured
employees with better English language command than Chinese. However, in
Hong Kong, Cantonese is the leading language. So, English as a language in
Hong Kong is often regarded as input-poor environment as most interaction or
conversation outside English classes is in Cantonese making English seldom
used in social exchanges. (Gan, 2012). Various types of investigations were
conducted as regards English semantics, which are focused on vocabulary
development and information processing aspects. Ebrahimi (2017), embarked on
measuring productive depth of vocabulary knowledge of the most frequent
words. This study emphasized abilities in writing and speaking, which are very
important for students in learning English for academic functions. These students
are encountering struggles with oral expression during presentations of written
assignments (Evans & Green, 2007). The research project concentrated on four
facets of vocabulary elements such as: word parts, relationships, comparisons,
and meaning and structure. Each research component was provided with
equivalent productive tests. One test of word parts, two tests of semantic
associations (synonym & antonym, and superordination & subordination tests),
one test of collocation, and four corresponding productive tests of formmeaning
connection. It was uncovered that students’ awareness of collocations and on
word parts was somewhat lower. Although, they manifested a better functioning
on form meaning association, superordination and subordination. Similar studies
were accomplished of Chen & Truscatt (2010), & Pigada & Schmitt (2006), Webb
(2005, 2007a, 2007b, 2007c, 2009a, 2009b). Research findings lead to profitable
multi-dimensional su ccessions of tests for its measurement. Nonetheless, no
inquiries have been performed that gauge the intensity of comprehension of the
most common words.
Language Learning in Context In the General Theory of Second Language
Learning, Spolsky (1988) pointed out an aspect of social context as influential in
language learning through formal and informal situations. Formal situations
include opportunities for language learning through institutionalised Education.
In contrast,the informal situations pertain to social conditions which provide
learners with venues for interacting with speakers of the target language. In
these contexts, ESL learners develop their competencies in speaking the
language. In second language teaching and learning four communicative
competencies should be developed, which includes grammatical competence,
sociolinguistic competence, discourse competence, and strategic
competence(Canale &Swain, 1980).Though these are proposed bases for one’s
ability touse English in different contexts of meaning, this framework also
provides a lead to the potential difficulties that learners may face during
speaking tasks.Anxiety in SpeakingTheAffective Filter Hypothesis of Krashen,
as cited in Norton (2000), proposes that affective filter consistsof learner’s
motivation, self-confidence, and anxiety state –which refer to the individual
itself, not to the social context. In Cagatay (2015), the speaking anxiety of
Turkish EFL learners was investigated and
Lenis Aislinn C. Separa, Leonila J. Generales & Ruby Jean S.

Medina147resulted that Foreign Language Speaking Anxiety (FLSA)
increases when speaking with native speakers. Tupas (2002) introduced the
concept of the culture of inferiority in the Philippines which makes learners feel
that their knowledge and skills in English are not enough compared to the native
speakers, thus making them feel insecure of their abilities in speaking. The
feeling of inferiority creates a stressful disposition for a second language
learner which may lead to anxiety. How they perceive the contexts of
speaking can attribute to the ESL learners past experiences with similar
situations. Pearson,Nelson, Titsworth, and Harter(2008) referred to this idea
as perceptual constancy. A learner’s initial perceptions and past experiences
tend to become persistent and influence the current understanding.Lo,Wong,
Pang, Jin, andChen(2018) found that the stress level of L2 speakers of
English is the same in real andvirtual situations of tests. Kelsen, (2019)has
categorised The source of stress forspeakers into four public speaking anxiety
factorsthat are: (1) positive mindset; (2) physical symptoms; (3)
preparation anxiety; and (4) performance anxiety. If the cause of the
public speaking anxiety of students can be determined, it would be possible to
create a more consistent pedagogical approach to the shaping of contexts in
teaching that can build self-efficacy of students (LeFebvre, LeFebvre,& Allen,
2018).A study on Malaysian ESL learners revealed that those with low self-
esteem, low motivation, and high apprehensions experience hardships
in speaking skill though they haveacceptable language skills (Leong &
Ahmadi, 2017). Nazir,Bashir, andRaja(2014) found among Pakistan ESL
learnersthe awareness of the impacts of not being able to express oneself in
English and even in committing errors during communicative tasks. This anxiety
is oftenevident from theESL learners when theyhavemadeanexplanation in
the classroom using the English language. Improvement of Oral Com
Language is one of the most important things in communication and it is

used as a tool of communication among the nations in all over the world. It is
important for all people to survive in their lives. Every human in the world always
use language to communicate, give information and knowledge, and express
their idea and thought. Meanwhile, according to Walija (1996:4) in Wibowo
(2014) stated that language is the most effective of communication to convey an
idea, message, intentions, feelings and opinion to others. There for language is
not only as a communication tool to deliver of human being, but the language is
also one of the most important aspects of human life. English is international
language, which is commonly used by all of country in the world. In Indonesia,
English is taught from the kindergarten until the university. English is the most
important foreign language to transfer and get of knowledge, science,
technology, art and culture and establish international relationship. Susanto
(2007:3) argues that “English becomes popular and the one of most important
language in the whole aspects of life to understand literature. The students
should know about language usage, but they will be unable to use it if they do not
practice in daily communication”. Therefore, English is the important thing to be
learned and practiced for speaking in daily communication.
In English, there are four skills that should be mastered, they are:
listening, speaking, reading, and writing. The most important one of them is
speaking. Mastering in speaking is the most important aspect of learning English
and success is measured in terms of the ability to carry out a conversation in
language. Ur (1999:120) states of the all four skills, speaking is considered to be
able to be the most important skill. Therefore, learning speaking becomes the
greatest interest for foreign language learners. Besides, Richards (2002:201)
states a large percentage of the world‟s language, the learners study English in
order to develop proficiency in speaking. In short, the ability of English is
measured by the result in speaking skill or oral communication. 2 Speaking ability
becomes the competence for people interaction and communication. Speaking
also as the way of communication and it makes people who come from different
countries to be comfort in making interaction and communication. As stated by
Richards and Renandya (2002:210) that speaking is one of the central elements
of communication. It means that speaking is very essential, and someone can
express his or her feeling, emotion, and idea by speaking. In addition, according
to Brown (2004:140) argues that speaking is an interactive process of
constructing meaning that involve producing, receiving and processing
information. When someone speaking they should be able to make meaning
depending on the context of the information. For example: context of situation
and on the participation. From the definition above, it can be conclude that
speaking is the process of expressing ideas to construct meaning. Speaking also
is one of the most important in our lives, because speaking or oral
communication is necessary to use in daily activities. And it‟s generally done in
face to face interaction, and communication. Through speaking, the people can
express their think and communicate with others. According Richard (2008:19)
asserts that the mastery of speaking skill in English is priority for many language
learners. It can be concluded that the function of speaking is to enable students
to communicate in real communication and situation. In addition, according to
Chaney (1998:13), speaking is the process of building and sharing meaning
through the use of verbal and non verbal symbols in a variety of contexts. From
the definitions, it means that speaking should improve communicative skill of
students, because only in that way the students can express themselves. The
research about speaking increases by the time. Recently the researches in
speaking investigated about the strategies, methods, problems, and programs to
improve students speaking. The previous research in the speaking area, divided
into four sides. The first side of the research about the method in teaching
speaking (Hui (2011), Efrizal (2012), Amrizal (2014), Titi (2014)). The second
side the research of strategy in teaching speaking (Aini (2010), Ma‟arif (2014),
Ismuwardani (2014), Rianjani (2014)). The third side the research of using
program in speaking (Mowbray (2010), Nugrahani (2012), Sanusiputra (2012)). 3
The fourth side the research of the problems in speaking (Öztürk and Gürbüz
(2014), Occhipinti, (2009), Alfauz (2013), Mahmoodzadeh, (2012), Niswati
(2010), Ulfa ( and Cheng, (2009)). From the previous researches above, the
researcher focused on fourth side about the problems in speaking. The current
research try to analyse the students‟ problems in speaking English daily
language program. The gap of this research with the previous research is the
current research focuses on the students‟ problems in speaking English daily
language program. From real phenomenon nowadays, many institutions in
Indonesia both in religious or non-religious try to help the students in learning
English, not only English in reading and writing, but also in speaking. According
to Ur (1999:120) states that from all four skills, speaking is considered to be able
to be the most important skill. Therefore, speaking is one of skill that should be
learnt by students in learning English. And also, the students can learn how to
organize the idea, and express the language in spoken form with good
pronunciation and stressing. Mastering in speaking is the most important aspect
of learning English and success to measure in terms of the ability to carry out a
conversation in language. Occasionally, the students find difficulties in speaking
English. Students often feel afraid to say things in a foreign language. They are
usually worried in making mistake, anxious or simply shy of the attention that
their speech attracts. As institution of education, Husnul Khotimah Islamic
boarding school has a program of learning English as the way of communication.
The students should be able to interact orally each other through English. But in
fact, the researcher has found some problems in students speaking, and this
problem are comes from the internal and external factors of students. With many
programs that are used in Khusnul Khotimah Boarding School, but most of
students are not able to practice their English language as well as possible. They
still get some problems to speak up by using English in their daily activity. They
would rather to use Indonesia language than English as a medium of
communication. From the problem described above, the researcher tries to
analyze the problem faced in speaking English daily language program. On
Saturday of April, 4 4 th 2015 at 13:09 pm, the researcher interviewed Mrs. Sri
Martini S.S as English teacher who conduct a daily Language Program in Islamic
Boarding School Husnul Khotimah. The results of interview are; Islamic Boarding
School Husnul Khotimah has applied Arabic and English as daily language. The
students must use both of them to communicate each other. If they speak except
both of them, they will get punishment. But sometimes, they only speak English if
there is the teacher or court language (mahkamah bahasa), it makes the teacher
evaluate the students speaking in daily communication. From this statement the
researcher conclude that the students rarely to speak English, Besides, daily
language program also was created to support the students speaking skill, such
as; Study Club, public speaking, language tutorial, and memories of vocabularies
programs. In this case, the researcher is interesting to know the problem faced
by students on speaking English in daily language program. From the description
above, the researcher is interested in carrying out the study on ”An Analysis of
Students‟ Problems in Speaking English Daily Language Program at Husnul
Khotimah Islamic Boarding School.” 1.2 The Identifications of the Pro
Speaking is the one of the important parts in English skills that should be
mastered by students besides reading, writing and listening. The function of
speaking skill are to express an idea, someone feeling, thought, and it express
spontaneously by orally. Speaking is one of the language art of talk as
communication interaction with someone, and it is very difficult to master it.
Speaking skill is have a closely relationship with listening skill, in speaking act,
the students must be listening and then speak up, because speaking is not only
remembering and memorizing the sentences in written but speaking is
spontaneous to show the students idea by orally. According to Chaney (1998:3),
“speaking is the process of building and sharing meaning through the use of
verbal and non verbal symbols in a variety of contexts. Speaking is a crucial part
of second language learning and teaching.” It means students should be able to
communicate with the others to get or to share information and/or to express
what they feel. The goal of communicative competence is to make the students
to speak up. Because speaking is very difficult to master, so it is very important
to introduce English as a second language to the students since they in
kinergarden. In teaching speaking skill, teacher is giving instruction to their
students in order to communication. “Speaking is not merely speaking but it is 2
more than talking, therefore, language leaners should be able to use their
thought and sensitivy”, (Oxford Advanced Leaner’s Dictionary, 2003:414 & 443).
“The classroom activity that is suitable used in teaching speaking has to make
students to talk to each other in pairs or groups. They should more active to
stimulate discussion and information trading transaction. Such activities may
include role playing, games, problem-solving, songs, and discussion”, (Fauziati,
2002:127). In SMP Negeri 2 Gatak, where the research was taken, the students
are faced some problems in learning English speaking skill. The common
problems faced by students are difficulty to pronounce words, the students
consider that learning English is very difficult, they often speak their Javanese
language, they easily bored and lazy to learn, they also had difficult in
understanding the material given by the teacher, they have less confidence and
often be shy and just keep silent during the teaching learning process, because
students are not familiar with English and it is totally different from Indonesian.
Another difficulty is that the students are lack of English vocabulary because they
are passive users of English. They only use English in English class. It is also
very often that in the English class they do not use English as the main language.
Moreover, they are unwilling to open their dictionary. They prefer asking to their
teacher or friends to finding the words in dictionary. In fact, the teacher has
ordered them to bring it. Therefore, the teacher should to have an appropriate
technique in teaching speaking skill in 3 order to make students more active in
learning English speaking skill. One of the suitable technique is numbered
Heads. Numbered Heads is a cooperative learning technique that promotes
students to better learning English, improves student’s motivation, increase
enjoyment and English material more easy to understand because students will
be given many questions related to the material by the teacher. Besides that, this
technique focuses on team-works that can build students ability to communicate
and share their idea or ask questions to the teacher. Learning English through
numbered heads technique is interesting and lessen the student’s freedom. They
also can be more active and creative during the teaching learning process
because they works in team and they always have to prepare opinion or answer
the question related to the topic or answer question from the researcher. When
the teacher gives a question on instruction, they are invited to think about the
answer because it is possible for them to answer the question. Because of the
fact, it can be predicated that numbered heads can make students more active in
learning English speaking skill. Numbered Heads is fun and motivated, students
get a chance to develop their opinions and it is useful to extend students
knowledge, so it can motivated the students in learning English speaking skill. By
applying this approach, the teacher hope that the students are able to speak
English well in the end. As second language, it needs a long time to master it.
Therefore, it is not surprising that the students could not 4 communicative well in
English. Based on those conditions, in this research, the reason why the writer
purposes Numbered Heads Together. Therefore, based on the explanation
above, the writer decides to do.
In many developing countries in the Asia-Pacific region (UNESCO - Asia-

Pacific Regional Education Conference, 2014), the curriculum that centres on
foundational skills, however, is not tailored to the needs and abilities of IP
learners, especially those from marginalized groups. This is evident as most
schools world-wide provides curricula that encompasses so many subjects within
a short time or at a very fast pace. This situation may bring chances of having
many IP children being left behind their peers in class and fail to learn solid basic
numeracy and literacy skills in. Speaking as a germinal ability in language
literacy, was the core of the present study. This was described by the Centre for
Applied Linguistics (2016) as an interactive process of constructing meaning that
secures obtaining, processing and producing of information. It is what somebody
say about anything that s/he perceives, feels and believes (Ubaydillah, 2013). As
regards Intellectual and Policy Foundation of the 21st Century Skills Framework
and Wilczynski (2009) identified Collaboration Skills and Communication Skills as
prominent among the others proficiencies. This further explains that a learner
who is unable to communicate well could hardly strive with the demands of the
modern society. Therefore, to make effective speaking, a learner must be able to
use the language in the any social context. These are desirable goals for every
IP learner, with special attention to those with speaking struggles in English.
More recent studies highlighted the difficulties in language speaking that
significantly affect language acquisition among indigenous pupils and students.
Hafiz Ahmad Bilal et al. (2013) and Nor Jalaluddin (2006) underscored that even
in a longer period of time learning of English, students in rural areas are still
incompetent in language and incapable to speak the target language.
Muhammad Younas (2013) noted that self-confidence and motivation are very
essential in English as Foreign Language (EFL) Learning. However, in Pakistan,
Rashid, Adnan and Abbas (2013) and Haider (2012) short stories, poems,
novels, plays, etc. are written and are named in English. So as a result, many
countries recently recognized that English, as a functional language, is
necessary to the students. According to Rashid, Rana Adnan and Abbas (2013)
the Pakistan English syllabus accentuates proper linguistic form rather than
building creative thought in students. As a result, students even in college
especially rural areas’ are not successful in learning to speak English fluently.
Abdul Rashid, Rana Adnan and Abbas, (2013) citing Kannan (2009), unveiled
that in schools, students learn English as international language, which requires
constant practice and persistence. Despite their sustained effort studying
English, students are unable to construct a single sentence without grammatical
errors. This confirms that they study it only for examination purposes.
International Journal of Academic Research in Business and Social Sciences
Vol. 9 , No. 1, Jan, 2019, E-ISSN: 2222-6990 © 2019 HRMARS 1236 In the
study of Nguyen and Tran (2016), factors affecting students’ speaking
performance at Le Thanh Hien High School were revealed. They had worked
with two hundred and three grade 11 students and ten teachers of English using
questionnaires and class observation. Their findings signified that the student
were confronted with various struggles in speaking which comprised motivation
and anxiety (Nguyen & Tran, 2015). They communicate very scarcely or never at
all. They could not think about anything to say. They used Vietnamese instead of
English during interactions with peers. Their involvement was limited or uneven
and have no eagerness to voice themselves. Nation and Newton (2009) added
some conditions such as time pressure, planning or organization of thoughts, the
performance standards, and level of support to pupils. Same observation was
backed up in several studies conducted (Hosni, 2014 & Morozova, 2013) that
linguistic domain such as vocabulary, grammar, pronunciation, and discourse
represents the most critical aspect of difficulty in speaking as these learners did
not had enough language facilities. Other literature noted some serious
conditions that make it difficult for children to express themselves verbally. These
issue may generate troubles with conversation. The Understood Team (2016)
mentioned that some children can have more than one among these difficulties,
which are expressive language difficulties, mixed receptive-expressive language
difficulties, and social communication difficulties.
(Samira Al Hosni 2014) Speaking is the active use of language to express

meaning, and for young learners, the spoken language is the medium through
which a new language is encountered, understood, practiced, and learnt. Rather
than oral skills being simply one aspect of learning language, the spoken form in
the young learner’s classroom acts as the prime source of language learning.
However, speaking problems can be major challenges to effective foreign
language learning and communication. English as foreign language (EFL)
learners, no matter how much they know about the English language, still face
many speaking difficulties. Many studies have indicated that oral language
development has largely been neglected in the classroom, and most of the time,
oral language in the classroom is used more by teachers than by students.
However, oral language, even as used by the teacher, hardly ever functions as a
means for students to gain knowledge and explore ideas. To develop the
knowledge to deal with oral communication problems in an EFL context,
researchers first need to know the real nature of those problems and the
circumstances in which ‘problems’ are constructed. Problems And Difficulties of
Speaking That Encounter English Language Students At Al Quds Open..
www.ijhssi.org 98 | Page Martin Matějček2013 The thesis deals with the topic of
difficulties in teaching speaking skills to adult learners. In the background
chapter, the characteristics of adult learners together with differences in teaching
them in comparison to the young are explained as well as the theory necessary
for further research. The most important part is dedicated to the role of adult
learners' experiences and language learning expectations together with the
difficulties they may meet while learning English. The theoretical part deals also
with the communicative approach and especially with the teachers' and learners'
roles in the process of teaching and learning the English language focusing on
the differences between young and adult learners. The conducted research in
language schools is described in the second part of this thesis. The data
collected via questionnaires describe adult learners' attitudes towards language
learning and especially towards difficulties they consider significant and
influential. Based on the results, it is concluded that the respondents as a sample
representing adult learners meet theoretical assumptions about attitude to
language learning, their expectations from the teachers or difficulties they meet
while learning English, described in various literal sources but their opinions differ
in some points. Zhengdong Gan 2012 This paper reports the result of a study
that aimed to identify the problems with oral English skills of ESL (English as a
second language) students at a tertiary teacher training institution in Hong Kong.
The study, by way of semi-structured interview, addresses the gap in our
understanding of the difficulties ESL students encountered in their oral English
development in the context of a Bachelor of Education (English Language)
program. Insufficient opportunities to speak English in lectures and tutorials, lack
of a focus on language improvement in the curriculum, and the input-poor
environment for spoken communication in English outside class apparently
contributed to a range of problems that closely related to the sociocultural,
institutional and interpersonal contexts in which individual ESL students found
themselves. The results of the study lead us to question the effectiveness of the
knowledge- and pedagogy-based ESL teacher training curriculum. They also
point to a need to incorporate a sufficiently intensive language improvement
component in the current teacher preparation program. (Doan Linh Chi 2011)
This study deals with Guidance for Learners' Improvement of Speaking Skills.
Practice is considered an important part of language learning. Students are
always encouraged to practice as much and as often as possible. However,
some students do not know how to practice well and feel disappointed as
practice does not always help them make much progress in their studies. Thus,
as teachers, we should give them guidance on effective practice. This paper
reports what and how guidance for practice should be provided for effective
improvement of students’ speaking skills. Encouraging preliminary results show
that a set of appropriate activities to practice speaking and good management of
group work can enhance students’ speaking skills and increase their autonomy.
(Magdalena Aleksandrzak 2011) The article deals with the problems of teaching
and learning speaking, in particular those which are most relevant in the context
of developing oral skills at the advanced level of foreign language proficiency.
The complex nature of spoken discourse must be taken into account and
reflected at each stage of the learning process. Thus, the article examines the
difficulties connected with choosing the appropriate framework and approach and
discusses the typical patterns of interaction in the foreign language classroom. It
also examines forms of control and evaluation and suggests some speaking
activities which seem most suitable for advanced language learners in the light of
the above theoretical considerations. (Dina A. Al-Jamal & Ghadeer A. Al-Jamal
2014) Since speaking well in English is crucial for English language literature
undergraduates, the present study aimed at describing difficulties that may be
encountered at an EFL setting. The sample was stratified random as drawn from
six Jordanian public universities. Survey questionnaires as well as semi-
structured interviews we reconstructed. 64 students were interviewed out of 566
students who responded to a survey questionnaire. The findings of the study
exposed a perceived failure of EFL students’ speaking skill in English was
reported together with reasons that explain such perceived difficulty. The results
of the study showed a ‘low’ speaking proficiency level among EFL
undergraduates along with negligible instruction of the speaking skill at university
courses’ level. More highlighted difficulties by this study were as these of:
communication in L1, large classes, and lack of time.
CHAPTER III
Research Methodology
The descriptive method was used in the study to arbitrate the rationale on
the study of the Difficulties in Speaking English Language of BSED-2 Major in
English Students. Gathering data was with purpose and in order to get more
knowledge and information about this matter.
Research Environment
The research was conducted at Saint Joseph College of Canlaon of

Barangay Mabigo, Canlaon City. Also, since the students are having online class
and those who were not available to be personally in the said institution, the
researcher decided to do some of the research that will be conducted through
online.
RESEARCH RESPONDENTS
The respondents of the study are the fifty (50) selected students of BSED
2 Major in English Students of Saint Joseph College of Canlaon.
RESEARCH INSTRUMENTS
The researchers gathered the data for the study through the use of survey
questionnaires that will be answered by their chosen respondents in order to find
out and get the information and data they needed.
RESEARCH PROCEDURE
The questionnaires are prepared and were distributed to the selected

respondents for them to answer and share their thoughts and perceptions about
this study.
GATHERING OF DATA
After the respondents answered the distributed questionnaires, the data

are being gathered, tallied, and tabulated.
TREATMENT OF DATA
After the respondents answered the questionnaires, the researchers

collected and made the tabulation from their responses. The researchers got its
percentage and serves as the basis of analyzing and interpreting the details for
the accomplishment of the study.
STATISTICAL TOOL
The data was treated statistically the simple percentage was used to
determine the answer of the respondents.
The findings and result were presented by several pages found in this
book.
Where: P= percentage
F= frequency
N= number respondents
F
Formula: P= X 100
N
St. Joseph College of Canlaon Inc.

Canlaon City, Negros Oriental
“THE DIFFICULTIES IN SPEAKING ENGLISH LANGUAGE OF BSED-2 MAJOR IN ENGLISH

STUDENTS”
Questionnaire
Name: ________________________________
Instructions: Write Y if your answer is yes and N if your answer is no in the blank provided beside
the number.
__1. Are you fluent in speaking English?
__ 2. Do you think learning to speak English is important?
__ 3. Are you used of speaking English at home?
__ 4. Are you used of speaking English at School?
__ 5. Are you having difficulties in speaking English?
__ 6. Do you think that English is difficult language to learn?

__ 7. Do you agree that the problem faced by the students was lack of English vocabulary?
__ 8. Are you lack of English grammar knowledge?
__ 9. Do you mispronounce some English words?
__ 10. Are you confused about how to speak appropriate English words?
__ 11. Do you make a lot of the same mistakes again and again in English?
__ 12. Do you feel uncomfortable when you make errors and mistakes?
__ 13. Do you feel embarrassed when someone laugh at you when you speak English improperly?
__ 14. Do you feel nervous every time you speak English?
__ 15. Did your English teacher help you to be more fluent in speaking in English?
__ 16. Do you practice speaking English every day?
__ 17. Did your school practice the English policy as the medium speaking?
__ 18. Do you think watching English movies and reading books improve your fluency in speaking English?
__ 19. Did you ever try to participate in some activity that improve your speaking skills?
__ 20. Does speaking in English motivate you to learn more of its proper use and construction?
CHAPTER IV:
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of result of the data
collected from the conducted survey and discussed with reference to the aim of
the study, which was to determine the difficulties in speaking English language of
BSED-2 Major in English Students of Saint Joseph College of Canlaon Inc.
TABLE 1
QUESTION ANSWER FREQUENCY PERCENTAGE
1. Are you YES 4 8%
fluent in
speaking NO 46 92%
English? TOTAL 50 100%
Table 1 shows that out of 50 respondents, 8% (4) answered that they are
fluent in speaking English while 92% (46) of the respondents answered that they
are not fluent in speaking English.
Therefore, majority of the respondents answered No, that means they are
not fluent in speaking English.
TABLE 2
2.Do you think YES 45 90%
learning to speak
English is NO 5 10%
important
TOTAL 50 100%
Table 2 shows that out of 50 respondents, 90% (45) answered that

learning to speak English is important while 10% (5) of the respondents
answered that learning to speak English is not important.
Therefore, majority of the respondent answered Yes, that means learning

to speak English is important.
TABLE 3
3. Are you used YES 2 4%
of speaking
English at home? NO 48 96%
TOTAL 50 100%
Table 3 shows that out of 50 respondents 4% (2) answered that they are
used of speaking English at home while 96% (48) of the respondents answered
that they are not used of speaking English at home.
not used of speaking English at home.
TABLE 4
4. Are you used YES 11 22%
of speaking
English at NO 39 78%
School?
TOTAL 50 100%
Table 4 shows that out of 50 respondents, 22% (11) answered that they
used of speaking English at School while 78% of the respondents answered that
they are not used of speaking English at School.
not used of speaking English at School.
TABLE 5
5. Are you having YES 50 100%
difficulties in
speaking NO 0 0%
English?
TOTAL 50 100%
Table 5, shows that out of 50 respondents 100% (50) answered that they
are having difficulties in speaking English while 0% of the respondents answered
that they are not having difficulties in speaking English.
Therefore, all of the respondents answered Yes, that means they are
having difficulties in speaking English.
TABLE 6
6. Do you think YES 18 36%
that English is
difficult language NO 32 64%
to learn?
TOTAL 50 100%
Table 6 shows that out 50 respondents, 36% (18) answered that English is
difficult language to learn while 64% (32) of the respondents answered that
English is not difficult language to learn.
Therefore, majority of the respondents answered No, that means English

is not difficult language to learn.
TABLE 7
7. Do you agree YES 42 84%
that the problem
faced by the NO 8 16%
students was lack
of English TOTAL 50 100%
vocabulary?
agree that the problem faced by the students was lack of English vocabulary
while 16% (8) of the respondents answered that they do not agree that the
problem faced by the students was lack of English vocabulary.
Therefore, majority of the respondents answered Yes, that means they

agree that the problem faced by the students was lack of English vocabulary.
TABLE 8
8. Are you lack of YES 45 90%
English grammar
knowledge? NO 5 10%
TOTAL 50 100%
lack of English grammar knowledge while 10% (5) of the respondents answered
that they do not lack of English grammar knowledge.

lack of English grammar knowledge.
TABLE 9
9.Do you YES 50 100%
mispronounce
some English NO 0 0%
words?
TOTAL 50 100%
Table 9 shows that out of 50 respondents 100% (50) answered that they
mispronounce some English words while 0% (0) answered that they do not
mispronounce some English words.
Therefore, all of the respondents answered Yes, that means they

mispronounce some English words.
TABLE 10
10. Are you YES 43 86%
confused about
how to speak NO 7 14%
appropriate
English words? TOTAL 50 100%
are confused about how to speak appropriate English words while 14% (7)
answered that they are not confused about how to speak appropriate English
words.
Therefore, majority of the respondents answered Yes, that means they are
confused about how to speak appropriate English words.
TABLE 11
11. Do you make YES 27 54%
a lot of the same
mistakes again NO 23 46%
and again in
English? TOTAL 50 100%
make a lot of the same mistakes again and again in English while 46% (23)
answered that they do not make a lot of the same mistakes again and again in
English.

make a lot of the same mistakes again and again in English.
TABLE 12
12. Do you feel YES 38 76%
uncomfortable
when you make NO 12 24%
errors and
mistakes? TOTAL 50 100%
feel uncomfortable when they make errors and mistakes while 24% (12)
answered that they do not feel uncomfortable when they make errors and
mistakes.

feel uncomfortable when they make errors and mistakes.
TABLE 13
embarrassed
when someone NO 19 38%
laugh at you
when you speak TOTAL 50 100%
English
improperly?
feel embarrassed when someone laugh at them when they speak English
improperly while 38% (19) of the respondents answered that they do not feel
embarrassed when someone laugh at them when they speak English improperly.

feel embarrassed when someone laugh at them when they speak English
improperly.
TABLE 14
nervous every
time you speak NO 14 28%
English?
TOTAL 50 100%
feel nervous every time they speak English while 28% (14) answered that they
don’t feel nervous every time they speak English.

feel nervous every time they speak English.
TABLE 15
15.Didyour YES 44 88%
English teacher
help you to be NO 6 12%
more fluent in
speaking in TOTAL 50 100%
English?
Table 15 shows that out of 50 respondents, 88% (44) answered that their
English teacher help them to be more fluent in speaking in English while 12% (6)
answered that their English teacher do not help them to be more fluent in
speaking in English.
Therefore, majority of the respondents answered Yes, that means their

English teacher help them to be more fluent in speaking in English.
TABLE 16
16. Do you YES 10 20%
practice speaking
English every NO 40 80%
day?
TOTAL 50 100%
Table 16 shows that out 50 of respondents, 20% (10) answered that they
practice speaking English every day while 80% (40) answered that they do not
practice speaking English every day.
Therefore, majority of the respondents answered No, that means they do

not practice speaking English every day.
TABLE 17
17. Did your YES 44 88%
school practice NO 6 12%
the English policy
as the medium TOTAL 50 100%
speaking?
Table 17 shows that out of 50 respondents, 88% (44) answered that their
school practice the English policy as the medium speaking while 12% (6)
answered that their school do not practice the English policy as the medium
speaking.
Therefore, majority of the respondents answered Yes, that means their

school practice the English policy as the medium speaking.
TABLE 18
18. Do you think YES 43 86%
watching English
movies and NO 7 14%
reading books
improve your TOTAL 50 100%
fluency in
speaking
English?
Table 18 shows that out 50 respondents, 86% (43) answered that

watching English movies and reading books improve their fluency in speaking
English while 14% (7) answered that watching English movies and reading books
do not improve their fluency in speaking English.
Therefore, majority of the respondents answered Yes, that means

watching English movies and reading books improve their fluency in speaking
English.
TABLE 19
19. Did you ever YES 22 44%
try to participate
in some activity NO 28 56%
that improve your
speaking skills? TOTAL 50 100%
ever try to participate in some activity that improve their speaking skills while
56% (28) answered that they do not ever try to participate in some activity that
improve your speaking skills.
Therefore, majority of the respondents answered No, that means they do

not ever try to participate in some activity that improve your speaking skills.
TABLE 20
20. Does YES 49 98%
speaking in
English motivate NO 1 2%
you to learn more
of its proper use TOTAL 50 100%
and construction?
Table 20 shows that out of 50 respondents, 98% (49) answered that

English motivate them to learn more of its proper use and construction while 2%
(1) answered that English do not motivate them to learn more of its proper use
and construction.
Therefore, majority of the respondents answered Yes, that means English

motivate them to learn more of its proper use and construction.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
The last chapter includes the summary of findings of the study, conclusion
derived from the research and the recommendations were included for the
improvement of this study.
This study is conducted to find out the difficulties in speaking English
language of BSED-2 Major in English Students of Saint Joseph College of
Canlaon Inc.
SUMMARY OF FINDINGS
Based on the specific problem the findings of this study are as follows:
1. Based on the study there are 92% said that they are not fluent in speaking
English.
2. Based on the study there are 90% said that learning to speak English is
important.
3. Based on the study there are 96% said that they are not used of speaking
English at home.
4. Based on the study there are 78% said that they are not used of speaking
English at School.
5. Based on the study there are 100% said that they are having difficulties in
speaking English.
6. Based on the study there are 64% said that they don’t agree that English
is difficult language to learn.
7. Based on the study there are 84% said that they agree that the problem
faced by the students was lack of English vocabulary.
8. Based on the study there are 90% said that they lack of English grammar
knowledge.
9. Based on the study there are 100% said that they mispronounce some
English words.
10. Based on the study there are 86% said that they are confused about how
to speak appropriate English.
11. Based on the study there are 54% said that they make a lot of the same
mistakes again and again in English.
12. Based on the study there are 76% said that they feel uncomfortable when
they make errors and mistakes.
13. Based on the study there are 62% said that they feel embarrassed when
someone laugh at them when they speak English improperly.
14. Based on the study there are 72% said that they feel nervous every time
they speak English.
15. Based on the study there are 88% said that their English teacher help
them to be more fluent in speaking in English.
16. Based on the study there are 80% said that they do not practice speaking
English every day
.
17. Based on the study there are 88% said that their school practice the
English policy as the medium speaking.
18. Based on the study there are 86% said that watching English movies and
reading books improve their fluency in speaking English.
19. Based on the study there are 56% said that they ever try to participate in
some activity that improve your speaking skills.
20. Based on the study there are 98% said that speaking in English motivate
them to learn more of its proper use and construction
CONCLUSIONS
Based on the findings presented the following conclusions are gathered
1. Majority of the students said that they are not fluent in speaking English.
2. Majority of the students said that learning to speak English is important.
3. Majority of the students said that they are not used of speaking English at
home.
4. Majority of the students said that they are not used of speaking English at
School.
5. Majority of the students said that they are having difficulties in speaking
English.
6. Majority of the students said that that they don’t agree that English is
difficult language to learn
7. Majority of the students said that they agree that the problem faced by the
students was lack of English vocabulary.
8. Majority of the students said that they lack of English grammar knowledge.
9. Majority of the students said that they mispronounce some English words.
10. Majority of the students said that they are confused about how to speak
appropriate English.
11. Majority of the students said that they make a lot of the same mistakes
again and again in English.
12. Majority of the students said that they feel uncomfortable when they make
errors and mistakes.
13. Majority of the students said that they feel embarrassed when someone
laugh at them when they speak English improperly.
14. Majority of the students said that they feel nervous every time they speak
English.
15. Majority of the students said that their English teacher help them to be
more fluent in speaking in English.
16. Majority of the students said that they do not practice speaking English
every day.
17. Majority of the students said that their school practice the English policy as
the medium speaking.
18. Majority of the students said that watching English movies and reading
books improve their fluency in speaking English.
19. Majority of the students said that they ever try to participate in some
activity that improve your speaking skills.
20. Majority of the students said that English motivate them to learn more of
its proper use and construction.
RECOMMENDATIONS
The researchers, after studying well the findings and conclusions gathered
gave the following recommendation to the following persons concerned:
.
1. Students
Through this study, the students will know what are the important things
that they need to improve and do in order to overcome the difficulties that they
have encountered in speaking English language. Also, through this study the
students will be encourage to be confident and be fluent enough in speaking
English.
2. Teachers
Through this study, the teachers will be aware what are the difficulties of
the students when it comes to speaking English. Also, the teachers will be able to
do and make necessary measures on how to address those students that are
weak when it comes to the fluency in speaking English.
3. Parents
Through this study, the parents will find out that their students are
having difficulties in speaking English, then in that, they will be able to motivate
them to study deeper and to learn more English language. In this study also, the
parents will know that their students need them as their guide to continue
learning, and as their cheerer that they can do better.
4. School
Through this study, the school will be able to provide some steps and
procedures in order to remedy the difficulties that the students encountered in
speaking the English language.
BIBLIOGRAPHY
https://hrmars.com/papers_submitted/5786/
Speaking_difficulties_of_Philippine_indigenous_learners_in_English_Phonology.
pdf
https://www.linkedin.com/pulse/difficulties-speaking-english-possible-solutions-
khan
https://core.ac.uk/download/pdf/147421711.pdf
https://www.researchgate.net/publication/
324195076_SPEAKING_PROBLEMS_FACED_BY_THE_ENGLISH_DEPARTM
ENT_STUDENTS_OF_SYIAH_KUALA_UNIVERSITY
http://www.ijhssi.org/papers/v5(12)/version-3/O5120396101.pdf
Vol. 2 No. 1 (2017): Acuity: Journal of English Language Pedagogy, Literature
and Culture
https://ejournal.upsi.edu.my/index.php/SAEC
https://files.eric.ed.gov/fulltext/EJ1239659.pdf
https://jati.um.edu.my/article/view/21654
https://www.teflcourse.net/blog/common-problems-for-english-learners-in-the-
philippines-ittt-tefl-blog/
https://www.researchgate.net/publication/
334267949_Speaking_difficulties_of_Philippine_indigenous_learners_in_English
_Phonology
https://www.academia.edu/30829721/
CHAPTER_1_1_1_PROBLEM_AND_ITS_BACKGROUND
https://www.britishcouncil.ph/teach/state-english-philippines-should-we-be-
concerned-2
CURRICULUM VITAE
PERSONAL DATA
Name: Riza Joy Vimanos Salonoy
Age: 20
Gender: Female
Civil Status: Single
Place of Birth: Balud, Dalaguete, Cebu

Date of Birth: April 05, 2001
Address: Mercedes Subd. Panubigan, Canlaon City, Negros Oriental
Father’s Name: Glicerio P. Salonoy
Occupation: Driver
Mother’s Name: Deceased
Occupation:
EDUCATIONAL ATTAINMENT
Elementary: Balud, Elementary School
Secondary: Jose B. Cardenas Memorial High School-Main Campus
Tertiary: Saint Joseph College of Canlaon Incorporated
Course: Bachelor of Secondary Education, Major in English

CURRICULUM VITAE
PERSONAL DATA
Name: Christian Nhel Honorario
Age: 21
Gender: Male
Place of Birth: Binalbagan, Canlaon City, Negros Oriental
Date of Birth: March 14, 2000
Address: Binalbagan, Canlaon City, Negros Oriental
Father’s Name:
Occupation: Driver
Occupation:
Elementary: Binalbagan Elementary School

CURRICULUM VITAE
PERSONAL DATA
Name: Alma Dela Cruz Lina
Age: 26
Gender: Feale
Place of Birth: Binalbagan, Canlaon City, Negros Oriental
Date of Birth: January 5, 1995
Address: Canlaon City, Negros Oriental
Father’s Name: Warlito Lina
Occupation: Laborer
Mother’s Name: Mona Leza Lina
Occupation: Housekeeper
Elementary: Macario Espanola Memorial School
Course: Bachelor of Secondary Education, Major

CURRICULUM VITAE
PERSONAL DATA
Name: Shelomi Joy P. Molines
Age: 20
Gender: Female
Place of Birth: Canlaon District Hospital
Date of Birth: June 30, 2000
Address: Masulog, Canlaon City, Negros Oriental
Father’s Name:
Occupation:
Mother’s Name: Fatima P. Molines
Occupation: Street Vendor
Elementary: Masulog Elementary School
Secondary: Saint Joseph College of Canlaon Incorporated

CURRICULUM VITAE
PERSONAL DATA
Name: Robelyn Fajardo Reyes
Age: 22
Gender: Female
Place of Birth: La Castellana, Negros Occidental
Date of Birth: February 21, 1999
Address: Budlasan, Canlaon City, Negros Oriental
Father’s Name: Roben Reyes
Occupation: Farmer
Mother’s Name: Marcilena Reyes
Occupation: House Keeper
Elementary: Tabalogo Elementary School

CURRICULUM VITAE
PERSONAL DATA
Name: Nerissa B. Olvido
Age: 26
Gender: Female
Place of Birth: Canalon City
Date of Birth: September 04, 1994
Address: Lumapao, Canlaon City, Negros Oriental
Father’s Name: Gaudiso T. Olvido
Occupation: Official
Occupation:
Elementary: SDA Elementary School Canlaon City

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Research 1and2

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THE DIFFICULTIES IN SPEAKING ENGLISH LANGUAGE OF

BSED-2 MAJOR IN ENGLISH STUDENTS

St. Joseph College of Canlaon, Inc.

In Partial Fulfillment of the Requirements for Research 1 and 2

Salonoy, Riza Joy V.

Academic Year: 2020-2021

MRS. FRANCIS MAE B. CALDOZA

Approved by the committee of ORAL EXAMINATION conducted

SR. MILUNA RUIZ CIELO, FAS. MSEM. Ph. D

To the respondents who give time to answer the survey questionnaires.

PRESENTAION, ANALYSIS, AND INTERPRETATION OF DATA

Fluency in speaking English language is always been a big deal

Howbeit, even though it is in the law that the education system in

However, the researcher conducted this study in order to find out

Speaking English is fundamental to humans and speaking English is

Speaking English is fundamental to humans and speaking English is

Language as assumed is a vital significance. Hornby (1995: 37) states

Statement of the Problem

Specifically, this study pursues to answer the following questions;

1. Do BSED-2 Major in English students of SJCCI having difficulties in speaking

3. Are there any ways to overcome or solve these difficulties?

4. What are the possible ways or solutions in overcoming the difficulties of

Scope and Delimitation

This study focuses on the difficulties in speaking English language. The

Significance of the Study

This study entitled “The Difficulties in Speaking English Language of BSED-2

1. English – a universal language or second language speaks by most

Review of Related Literature

In advancing quality education (Ball, 2011), it has always been a

Speaking most of the time is unplanned, changing, and flexible. The

Lenis Aislinn C. Separa, Leonila J. Generales & Ruby Jean S.

Language is one of the most important things in communication and it is

In many developing countries in the Asia-Pacific region (UNESCO - Asia-

(Samira Al Hosni 2014) Speaking is the active use of language to express

The research was conducted at Saint Joseph College of Canlaon of

The questionnaires are prepared and were distributed to the selected

After the respondents answered the distributed questionnaires, the data

After the respondents answered the questionnaires, the researchers

St. Joseph College of Canlaon Inc.

“THE DIFFICULTIES IN SPEAKING ENGLISH LANGUAGE OF BSED-2 MAJOR IN ENGLISH

__1. Are you fluent in speaking English?

__ 2. Do you think learning to speak English is important?

__ 3. Are you used of speaking English at home?

__ 4. Are you used of speaking English at School?

__ 5. Are you having difficulties in speaking English?

__ 6. Do you think that English is difficult language to learn?

__ 8. Are you lack of English grammar knowledge?

__ 9. Do you mispronounce some English words?

__ 14. Do you feel nervous every time you speak English?

__ 16. Do you practice speaking English every day?

Table 2 shows that out of 50 respondents, 90% (45) answered that

Therefore, majority of the respondent answered Yes, that means learning

Therefore, majority of the respondents answered No, that means English

Therefore, majority of the respondents answered Yes, that means they

Therefore, majority of the respondents answered Yes, that means they

Therefore, all of the respondents answered Yes, that means they

Therefore, majority of the respondents answered Yes, that means they

Therefore, majority of the respondents answered Yes, that means they

Therefore, majority of the respondents answered Yes, that means they

Therefore, majority of the respondents answered Yes, that means they

Therefore, majority of the respondents answered Yes, that means their

Therefore, majority of the respondents answered No, that means they do

Therefore, majority of the respondents answered Yes, that means their

Table 18 shows that out 50 respondents, 86% (43) answered that