Practical Research Sample

HINATUAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Write the title of your research here… Example: Reading Comrpehension Level of the Grade 12 Students
of Hinatuan Natioanl Comprehensive High School
Republic of the Philippines

Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
Hinatuan North District
Hinatuan National Comprehensive High School
Hinatuan, Surigao del Sur
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SUGGEST THAT A GOOD RESEARCH TITLE IS LIMITED
TO 10 – 15 SUBSTANTIVE WORDS)
___________________________________________
An Undergraduate Thesis
Presented to the Faculty of
Senior High School Department
Hinatuan National Comprehensive High School
Hinatuan, Surigao del Sur
__________________________________________
In Partial Fulfillment
of the Requirements for the subject
Practical Research 1- Grade 11 Level
___________________________________________
By:
Author 1
Institution
Email address
March, 2023
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CHAPTER 1
INTRODUCTION
Background of the Study
English language is crucial in everyone’s life not only because it is used for
communication with people in the world but also it is used for getting better jobs or work
in the future. According to English Proficiency Index, the Philippines is the largest
English-speaking nation in Asia, with English spoken by most of its citizens and ranked
2nd best throughout the continent. We observe that there are still tertiary level students
who have difficulty in speaking the English language. During oral recitations, students
end up saying “uhm”, and “ah”. It is noticeable that grammatical errors and
mispronunciations are also common. There were also times that college students are
hesitant to communicate due to under-developed speaking skills.
According to Brown (2008), speaking skills and communication are closely
intertwined and strengthen each other. The interaction of speaking as performance
applies especially strongly to the conversation. In the classroom, speaking is a skill that
is most widely used for classroom interaction. Shahi (2009) in his research paper
‘Anxiety in Language Learning’, states that anxiety or fear is one of the most challenging
obstacles to overcome in learning a new foreign language. Learners are afraid of
making mistakes, of looking and sounding foolish. Some researchers Capan and
Simsek (2012) argued that, at the school level, learning a foreign language is one of the
sources of stress and anxiety for students. Shahi’s (2009), research claims that one of
the most difficult barriers to overcome when learning a new foreign language or second
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language is anxiety or fear. They are usually worried about making mistakes, anxious,
or simply shy of the attention that their speech attracts Alrabai (2014), also noted that
language anxiety is a multi-dimensional strategy that covers students’ conduct,
behavioural, intellectual, social, and sentimental. He further illustrated that “The feeling
of tension and nervousness specifically related with second language perspectives,
including speaking, listening, reading, writing and learning”- is different from a general
feeling of anxiety, and hence, keeps students away from attaining their targets and
goals.
Based on the evidence from the cited studies above, problems in speaking
English vary and its causes also differ from one learner to another. In Hinatuan
Southern College, students also show and manifest various problems in speaking
English expressing their ideas, or communicating during discussions. There is a need to
look into these problems of speaking English in different contexts and be able to identify
its main causes to be able to come up with a concrete solution that will really solve the
issue. Also, it is important to note that the learning strategies and different learning
styles should match to motivate the students to speak English is another problem that
needs extra attention from school administrators, teachers, and future researchers.
Hence, the researcher’s experience has shown that ESL students at English
institutions, particularly teens, face many obstacles in speaking. This problem stemmed
from the fact that most of them seldom speak English in school. Most struggle to
organize their thoughts, use proper organization, apply English-speaking techniques,
and locate appropriate words to explain their views.
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Previous studies have explored a multitude of factors influencing student learning
outcomes based on various theories. The present study will be an addition to these
existing studies that will present the problems based on the lived experiences of the
respondents and the result of FGD will likewise validate these perceptions together with
direct observation. Within the context of globalization and the growing need for
intercultural communication, language educators especially those who are teaching
education courses are invited to place more emphasis on developing students‟ oral
performance. Moreover, the result of this study may serve as a springboard for the
future improvement of the performance of the students when it comes to speaking
English, developing strategies, and adding purports to validate existing theories in this
field for both management and policy use.
Objectives of the Study (Statement of the Problem depending on your research design)
This study was focused on the Common Problems in Speaking English as a
Second Language among Tertiary Learners in Hinatuan Southern College.
Specifically, this study sought to answer the following questions:
1. What are the common problems in speaking English among first year BSED English
learners of Hinatuan Southern College?
2. What are the specific situations that cause problems in speaking English among first
year BSED English learners of Hinatuan Southern College?
3. What are the strategies which might be used by students to overcome the problem in
speaking English among Hinatuan Southern College’ First Year learners of ESL?
Hypothesis (If Quantitative Research)
Theoretical Lens
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Howard Gardner's theory of multiple intelligences proposes that people are not
born with all of the intelligence they will ever have. Gardner introduced eight different
types of intelligences consisting of: Linguistic, Logical/Mathematical, Spatial, Bodily-
Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. Gardner notes that the
linguistic and logical-mathematical modalities are most typed valued in school and
society. Linguistic Intelligence is a theory that deals with sensitivity to the spoken and
written language, ability to learn languages, and capacity to use language to accomplish
certain goals. People with linguistic intelligence, such as William Shakespeare and
Oprah Winfrey, have an ability to analyze information and create products involving oral
and written language such as speeches, books, and memos.
The term “affective filter” originates from Stephen Krashen, an expert in the field
of linguistics, who described it as a number of affective variables that contribute to
second language acquisition. Merriam-Webster’s Dictionary defines affective as
“referring to, arising from, or influencing feelings or emotions.” Krashen (1986), cites
motivation, self-confidence, and anxiety in the Affective Filter Hypothesis as three
categories of variables that play a role in second language acquisition. In essence,
when feelings or emotions such as anxiety, fear, or embarrassment are elevated, it
becomes difficult for language acquisition to occur. The affective filter has commonly
been described as an imaginary wall that rises in the mind and prevents input, thus
blocking cognition. In opposition, when the affective filter is lowered, the feeling of safety
is high, and language acquisition occurs. In fact, even current research in neuroscience
seems to support Krashen’s theory that stress affects thinking and learning. This theory
supports the idea that using English as a second language would be difficult if the
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person using it does not have the confidence to speak the language. If students’
affective filters are raised, language acquisition will be hindered. It is important to lower
the affective filter because the lower the filter, the more input is allowed to pass through.
Meaning, students will be able to use that language more. Students who are highly
motivated, feel confident, and feel safe are more open to input.
Scope and Delimitation of the study
The general focus of this research is the Common Problems in Speaking English
as a second language among Tertiary Learners in Hinatuan Southern College and to
improve their knowledge by providing different strategies for the development of their
oral performance.
Subject Delimitation. This research dealt with Common Problems in Speaking
English as a Second Language among Tertiary Learners in Hinatuan Southern College.
Having first year BSED-English students and the FGD participants as the subject of the
study would be distinctive and pleasurable on the part of the participants so that they
can internalize more knowledge about the benefits of speaking English as a second
language. This is only limited to ten (10) student participants identified in two (2)
phases. Phase 1 is done through purposive sampling while phase 2 comes next with
the use of random sampling. Also, there would be five (5) participants from the focus
group discussion.
Place of Delimitation. This study was conducted at Hinatuan Southern College,
Barangay Maharlika, Hinatuan Surigao del Sur.
Time Delimitation. This study was regulated during the academic year 2022-
2023 for almost 2 months.
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Conceptual Framework
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Significance of the Study
This study which focuses on the Common Problems in Speaking English as a
Second Language among Tertiary Learners in Hinatuan Southern College will be
significant and hopefully could benefit the following:
School Administrators. This can provide them a broader and solid basis in the
choice of approaches in teaching the second language, and provide concrete actions on
the problems in speaking English of ESL students.
The Teachers. The result of this study is expected to give feedback and
enrichment strategy/ies as a basis for planning the teaching and learning processes of
English to know the problems in speaking English.
The Learners. This may offer them the opportunity to know the problems in
speaking English. They will be the direct beneficiaries of any improvements in
instruction delivery.
The Future Researchers. This could encourage them to conduct a more in-
depth study that employs a more sophisticated design.
Definition of Terms
This section provides the operational definitions of the terms used in the Study.
Anxiety- is sometimes used in place of the word “fear” referred to by the researchers.
This is a feeling of fear, dread, and uneasiness.
Difficulties- the quality or state of being hard to do, deal with, or understand.
English as a Second Language- is the use of English by speakers with Kamayo,
Bisaya, or any other native language primarily used.
Factor- an element that contributes to a circumstance or situation or affects the other.
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Learner- a person who is learning/acquiring knowledge; student; or pupil.
Lack of confidence- it is a lack of faith in yourself or not believing one’s self.
Problems- the issues or things that need to be resolved. These are things that hinders
one or something to succeed.
Vocabulary- the body of words used in a particular language.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the different literature and studies related to this research.
These related articles are other theses, journals, and other online references that
support the study's legitimacy and the importance to identify the barriers to speaking the
English language. It provides a coherent understanding of how it will be addressed and
be able the readers to relate these sources of information that have been gathered in
the conduct of this study.
Related Literature
Speaking seems to be the most important skills of all four skills (listening,
speaking, reading, and writing) because people who know a language are usually
referred to as speakers of that language (Ur, 1996). The major goal of all English
language teaching should be to give learners the ability to use English effectively and
accurately in communication (Davies & Pearse, 1998). However, not all language
learners after many years of studying English can communicate fluently and accurately
because they lack the necessary knowledge.
Good speaking is the combination of a good flow of thinking, good micro-skills,
and good psychological of thinking is the way the students organize their knowledge
about the topic of discussion in a correct "sequence". The lack of knowledge and the
disability of organizing the knowledge might disturb the performance of speaking. Micro-
skill is the way the students organize the features of the language. The disability of
organizing micro-skills also makes problems in speaking. Psychological performance is
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related to students’ attitudes and behavior in performing their speaking. Their readiness,
confidence, bravery, self-approval, etc. Bygate (page 3) states that we do not merely
know how to assemble sentences in the abstract, we have to produce them and adapt
them to the circumstances. This means making decisions rapidly, implementing them
smoothly, and adjusting the conversation as unexpected problems appear in our path
(W.F Mackey in Bygate, 1987).
The speakers have kept at least a phonological system and grammatical system
in themselves. Burkart (1998), says that speaking is an activity that involves the areas
of knowledge, which are the mechanics (pronunciation, grammar, and vocabulary); it is
the use of the right words in the right order with the right pronunciation. The functions
(transaction and interaction); it is knowingly the clarity of the message is essential
(transaction/ information exchange) and when precise understanding is not required
(interaction/ relationship building). It is obvious that in order to be able to speak a
foreign language; it is necessary to know a certain amount of grammar and vocabulary
(knowledge of the language). The flow therefore generally devoted to this objective but
there are other things involved in speaking (skills in speaking). Speaking indeed is not
as simple as it is seen.
Oral expression involves not only the use of the right sounds in the right patterns
of rhythm and intonation but also the choice of words and inflections in the right order to
convey the right meaning. This simply means, in order to be competent at speaking,
one should be able to choose the right forms; put them in the correct order, sound like a
native speaker, and even produce the right meanings. But (David Wilkins, 1990), added
that an important one is ensuring a satisfactory transition from supervised learning in
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the classroom learning to real-life use of the skill Wilkins in Bygate (1987, p 6) stated as
follows. As with everything else he will only learn what falls within his experience. If all
his language is controlled from the outside, he will hardly be competent to control his
own language production. He will not be able to transfer his knowledge from a
language-learning situation to a language-using situation.
Competency in speaking is a whole package in mastering the language to be
spoken orally, meaning that students are able to speak the language spontaneously in
appropriate grammar and unburdened situations. Speech mastery would require
learning how to control what we say and the way we present our message. Really, this
is an essential aspect of speech mastery. Lack of control can be described as a
percolator, words bubbling up with brief interruptions grouping for more words. At other
times we may be lost for words when the kettle is dry. It results in our groping for what
to say or how to say it. When a lack of this quality develops into practice, public
speaking becomes impossibility.
We need linguistic competence, an adequate vocabulary, and mastery of syntax
to speak another language (Nunan, 1999). However, linguistic competence is not
sufficient for someone who wants to communicate competently in another language.
According to (Nunan Asian Journal of Educational Research Vol. 3, No. 2. 2015), the
speaker needs communicative competence which includes not only linguistic
competence but also a range of other socio-linguistic and conversational skills which
help him or her know how to say what to whom and when (Johnson, 1995), claims that
the second language students need communicative competence to participate in and
learn from their classroom experience.
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At first, communicative competence was categorized into three components
including grammatical competence, sociolinguistic competence, and strategic
competence by Canale & Swain 1980. In 1983, Canale and Swain add the fourth
component named discourse competence (Kumaravadivelu, 2006). In the Common
European Framework (2001), communicative competence is said to have only three
components including linguistic competence, sociolinguistic competence, and pragmatic
competence. In this study, communicative competence is described with four
components including linguistic competence, sociolinguistic competence, pragmatic
competence, and strategic competence.
Speaking Problems
To Ur (1956), there are some speaking problems that teachers can come across
in getting students to talk in the classroom. These are inhibition, and lack of topical
knowledge, low or uneven participation and mother-tongue use.
The first problem that students often encounter is inhibition. When students try to
say things in a foreign language in the classroom they are often inhibited. They are
worried about making mistakes, fearful of criticism or losing face. They are shy of the
attention that their speech attracts. Littlewood (2007), asserts that a foreign language
classroom can create inhibitions and anxiety easily.
Secondly, learners often complain that they cannot think of anything to say and
they have no motivation to express themselves Rivers (1968), believes that the learners
have nothing to express maybe because the teacher had chosen a topic that is not
suitable for them or about which he knows very little. It is difficult for many students to
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respond when the teachers ask them to say something in a foreign language because
they might have little idea about what to say which vocabulary to use, or how to use the
grammar correctly (Baker & Westrup, 2003).
Another problem in speaking class is that participation is low or uneven. In a
large group, each student will have very little talking time because only one participant
can talk at a time so that the others can hear him or her. There is a tendency for some
learners to dominate while others speak very little or not at all.
Finally, when all or a number of learners share the same mother tongue, they
tend to use it because it is easier for them. Harmer (1991), suggests some reasons why
students use their mother tongue in class. Firstly, when the students are asked to have
a discussion about a topic that they are incapable of if they want to say anything about
the topic, they will use their own language. Another reason is that the use of the mother
tongue is a natural thing to do. In addition, using the first language to explain something
to another if there is no encouragement from the teachers. Finally, if teachers frequently
use the students' language, the students will feel comfortable doing it.
Factors affecting Speaking Performance
In order to help students, overcome problems in learning to speak, it is necessary
for teachers to figure out factors that affect their speaking performance. Students'
speaking performance can be affected by the factors that come from performance
conditions (time pressure, planning, standard of performance, and amount of support),
affective factors (such as motivation, confidence, anxiety, listening ability, and feedback
during speaking activities.
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Performance Conditions
Students perform a speaking task under a variety of conditions. (Nation &
Newton, 2009), believes that performance conditions can affect speaking performance.
The four types of performance conditions that (Nation & Newton, 2009) suggest include
time pressure, planning, the standard of performance, and the amount of support.
Affective Factors
One of the most important influences on language learning success of failure is
probably the affective side of the learner (Oxford, 1990 & Krashen 1982), states that a
variety of affective variables has been confirmed to be related to success in second
language acquisition in research over the last decade but most of those studies
examined the three categories: motivation, self-confidence, and anxiety.
Listening Ability
Speaking skills cannot be developed unless we develop listening skills (Doff,
1998). Students must understand what is said to them to have a successful
conversation. Shumin (1997), shares the ideas of Doff (1998), by stating that when one
person speaks, the other responds through attending by means of the listening process.
In fact, every speaker plays the role of both a listener and a speaker. Therefore, one is
certainly unable to respond if he or she cannot understand what is said. It means
speaking is closely related to listening.
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Topical Knowledge
Topical knowledge is defined as knowledge structures in long-term memory
(Bachman & Palmer, 1996). In other words, topical knowledge is the speakers'
knowledge of relevant topical information. The information that topical knowledge
provides enables learners to use language with reference to the world in which they live.
They also state certain test tasks may be easier for those who possess the relevant
topical knowledge and more difficult for those who do not. They believe that topical
knowledge has effects on speaking performance
Feedback during speaking activities
Most students want and expect their teachers to give them feedback on their
performance. However, all speaking production should not be dealt with in the same
way. Harmer (1991), asserts that the decisions that the teachers make about how to
react to students' performance will depend upon the stages of the lesson, the activities,
the types of mistakes made, and the particular student who is making that mistake. If
the teachers correct whenever there is a problem, the conversational flow as well as the
purpose of the speaking activity will be destroyed (Harmer, 1991). If the students are
corrected all the time, they can find this very demotivating and become afraid to speak.
They suggest that teachers should always correct the students' mistakes positively and
with encouragement (Baker & Westrup, 2003).
Learners’ Challenges in Speaking English
For English language learners, speaking in English can be tough, especially if
they do not have a good command of the language. A lack of confidence in the English
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language is the main problem for learners. The involvement of students in English-
speaking activities demands a certain amount of enthusiasm on their part. In general,
intrinsic and extrinsic variables that generate yearning and energy in students to be
consistently engaged and devoted to learning and engaging in English activities are
classified into intrinsic and extrinsic components (Azlan et al., 2019). Furthermore, the
students are afraid of making mistakes when speaking English. They prefer to avoid
speaking the target language and instead express themselves in their original language
when they find it difficult to communicate their views in English. The learners' limited
vocabulary also makes it difficult for them to communicate in English. Thornbury (2019),
in his book he states that native speakers’ use 2,500 words to cover 95 percent of their
needs. When learners lack the vocabulary to even carry on normal and casual
conversations in the classroom, they will tend to avoid using L2. Another challenge that
learners face to speak English language is mother tongue interference. (Mohtar et al.,
2015), stated students who have expressed an interest in learning English have been
identified outside of the classroom. However, the setting did not foster the use of
English. During recess, the students interacted in their native language. More interactive
activities in the classroom are thought to help them communicate in English with one
another. According to (Sulimans, 2014) research, learners continue to rely on their
mother tongue for speech output. The impact of the pupils' mother tongue is evident, as
evidenced by the learners' inability to communicate in English, among other aspects.
Furthermore, it was observed that students, in addition to producing words relied on
mother tongue translation methods to understand particular instructions. Ultimately,
speaking appears to be the most difficult skill among respondents in this study and they
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all agree that English is indeed important, particularly as a means of communication.
This study also found that long-term exposure to English does not guarantee or entitle
students to be competent and fluent language users. The environment is seen as one of
the factors contributing to students' lack of competency because they come from a non-
English-speaking community
The Position of Speaking in English Language Teaching (ELT)
Skills in language learning are grouped into two major categories: productive and
receptive skills. Productive skill refers to the production of language. Speaking and
writing belong to productive skills. When one speaks, he produces language with his
mouth and when one writes, he produces a language in written form. Meanwhile,
receptive skill is the way language is received. Reading and listening belong to
receptive skills. When one listens, he receives language through his ears, and when
one reads, he receives language in written form.
Speaking is one of the language skills which are developed in language learning.
Together with listening, reading, and writing, speaking is seen as one of four language
skills, it is the way people communicate the language orally. Speaking is in many ways
an undervalued skill. Perhaps this is because we can almost all speak, and so take the
skill too much for granted. Speaking is, however, a skill that deserves attention every bit
as much as literary skills in both first and second languages. Bygate (1997), says that
speaking is the vehicle pre-excellence of social solidarity, social ranking, professional
advancement, and of business. And in language learning, speaking is a medium
through which much language is learned, and which for many is particularly conducive
to learning. In conclusion, speaking competency is the ability to organize and
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synchronize both the knowledge of the language and the skills of the language in real-
life use or in other words, in real communication.
Teaching Strategies in Speaking
Based on the K to 12 Basic Education Curriculum 2016, its core learning area
standard puts emphasis on the learner’s mastery of basic skills in English. This could be
reflected when learners communicate orally in appropriately, fluently, and accurately on
different social and academic context at their level while carrying out real life tasks.
However, like in many language classes, getting the learners to respond or talk in their
class is a problem that most teachers face. Such problem affects the progress of the
learners toward improving their oral fluency and accuracy requiring teachers to put more
effort in their teaching strategies so that learners are able to demonstrate mastery of
basic skills in English in the elementary level. Teachers must explicitly teach speaking in
language classrooms to challenge learners to use the target language.
Speaking Skill
Speaking is a productive skill. Speaking is the ability to express oneself in the
situation, or the activity to report acts, or the ability to converse to express a sequence
of ideas fluently. Speaking skills can be measured by a person’s fluency in speaking,
choosing the right vocabulary, and clear pronunciation. According to Bueno, Madrid,
and Mclaren (2006: 321), speaking is one of the most difficult skills language learners
have to face. Speaking is considered the most important of the four language skills of
English. Even the learners, learn the language for so many years they find it difficult to
speak in real-time situations when it is demanded. There are many reasons to
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overcome this. First of all, the ELLs should understand the importance of speaking skills
and try to acquire them as they need them to compete in this competitive world.
Unclear Pronunciation
Pronunciation is one of the most important things in speaking. The first
impression of the audience is coming from the good and clear pronunciation of the
speaker, clearer the pronunciation the better impression by the audience. Also,
pronunciation is really close related to the understanding of the material. This problem is
because we can't speak English clearly, so the people can't get understand to what we
said.
Confidence
One of the most important aspects of gaining confidence when speaking
English is speaking it well. This means speaking clearly and making sure you articulate
your words. A great way to achieve your speaking skills is to practice speaking while
increasing vocabulary. The first thing that should be focus to reduce the difficulties and
all of the mistakes in speaking English is by improving our confidence and knowing also
understanding well the material. When someone is getting their confidence by all kinds
of hard practice, he will be easy to learn deeply the material, and will be easy to deliver
his speech. After someone is getting their confidence, the second thing they should be
known and understand well the material, by repeat and repeat reading it, or the other
way. Next the last step is he should practice his performance, with his pronunciation,
intonation, also the fluency itself.
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Lack of confidence usually occurs when students realize that their conversation
partners have not understood them or when they do not understand another speaker. In
this situation, they would rather keep silent while others do talk showing that the
students are lack of confidence to communicate. Tsui cited Nunan (1999) in Juhana
(2012:102), says that student who lack of confidence about themselves and their
English necessarily suffer from communication apprehension. By the explanation
above, the teacher should more give attention in building student’s confidence when
they speaking.
Shyness is an emotional thing that many students suffer from at some time when they
are required to speak in English class. Shyness is the one of common problem in
student’s speaking performance. Shyness also being a problem in speaking learning
class, so paying attention on this aspect is also quite important in order to help the
students do their speaking performance in the classroom, Gebhard (2000) in Juhana
(2012:101). According to Baldwin (2010) in Juhana (2012:101), speaking 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.
In terms of solution to overcome shyness, the teacher should create the good
way to solve the students’ shyness. Peace (2011) in Juhana (2012:101), says that it is
urgent that teacher creates a friendly and open classroom environment. By doing this
way, students’ shy is hoped to feel fine of making mistakes in their learning. This way,
students will not worry of their imperfect pronunciation and grammar.
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The solution to solve the students’ lack of confidence, Ye Htwe (2007) in Juhana
(2012:102), shares the strategy to build students ‘confidence. He says that maximizing
students’ exposure to English is a good way to build the students’ confidence.
Fear of mistakes
Speaking can find in spoken cycle especially in Joint Construction of Text stage
(Departmen Pendidikan Nasional, 2004). In carrying out speaking, students face some
difficulties one of them is about language its self. In fact, most of students get difficulties
to speak even though they have a lot of vocabularies and have written them well. The
problems are afraid for students to make mistakes. The students feel worried about
making mistakes, fearful of criticism or losing face. They are shy of the attention that
their speech attracts.
Many theorists argued that fear mistakes become one of the main factors of
students’ reluctance to speak in English in the classroom. Aftat (2008) in Juhana
(2012:101), adds that this fear is linked to the issue of correction and negative
evaluation. In addition, this is also much influenced by students’ fear of being laughed at
by other students or being criticized by the teacher. So, the students low of motivation
and low in participation in speaking activity. 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.
To overcome the feeling for fearing mistake in speaking, between teacher and
students should there are chemistry and the teacher should build the students
concentration and good atmosphere in the class, so the students will feel comfortable
when they speak English. Like the suggestion from Zua (2008) in Juhana (2012:101), to
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overcome the feeling fear mistake. First, the emotional between teacher and students
should be built. It’s mean that the students are expected to feel comfort with their
teacher and believe that the teacher will help them if they make mistake. Second, the
teacher should improve the students’ concentration when learning English. The last, the
teacher should create a harmonious atmosphere that can reduce students’ problem.
Lack of Motivation
In speaking performance, motivation influences the success of speaking
performance. Motivation also will influence the score of speaking performance. Zua
(2008) in Juhana (2012:103), adds that motivation is an inner energy. She says that no
matter what kinds of motivation the motivation the learners process it will enhance their
study interest. So, the students should to have the motivation so that their speaking
performance will be successful.
The solution to solve the students’ lack of motivation, teacher can do activities like
promoting students’ awareness the importance of English, enhancing students’ interest
in English, and developing their self-confidence. Aftat (2008) in Juhana (2012:103),
suggest that to encourage the students’ motivation, teachers should provide constant
encouragement and support as well ask question that reveal the basis of a students’
problems. Doing this becomes very important, because encouragement also gives
students a feeling of secure and welcome in their learning. The theory above, presented
another theory about solving speaking problems. According to Penny Ur (1996), there
are some solving that the teacher can do to solve the speaking problems. Those are: a.
Use group work. This increases the sheer amount of learner talk going on in a limited
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period of time and also lowers the inhibition of learners who are unwilling to speak in
front of the full class. It is true that group work means the teacher cannot supervise all
learner speech, so that not all utterances will be correct, and learners may occasionally
slip into their native language; nevertheless, even taking into consideration occasional
mistakes and mother-tongue use, the amount of time remaining for positive, useful oral
practice is still likely to be far more than in the full-class set-up. b. Base the activity on
easy language in general, the level of language needed for a discussion should be
lower than that used in intensive language-learning activities in the same class: it should
be easily recalled and produced by the participants, so that they can speak fluently with
the minimum of hesitation. It is a good idea to teach or review essential vocabulary
before the activity starts, c. Make a careful choice of topic and task to stimulate interest.
Reading books
Krashen (1996), emphasized the importance of trade books in any reading
program. "To develop literacy, students need access to many interesting reading
materials . . . Books are necessary for the free voluntary reading through which we
develop much of our literacy. Free reading profoundly improves our reading and writing
ability, 22 spelling, grammar, and vocabulary (p. 18)." Classroom collections and up-to-
date school libraries have become increasingly important to the reading process.
Vocabulary
Indirect instruction of vocabulary may be viewed as incidental in nature.
Proponents of indirect instruction do not advocate for specific instruction or attention to
vocabulary before or after a passage is read. While engaged in indirect instruction, a
24
student might read a text, discuss the text, make connections to past learning
experiences and even mention words they found compelling, without an instructor
explicitly mentioning the vocabulary he or she would like the student to learn.
Numerous vocabulary acquisition studies confirm the value of wide reading. The
more the student reads, the more the student’s vocabulary expands (Nagy & Scott,
1990). Specifically, Tekman & Daloglu (2006), stated that extensive reading “can help
students to deepen their knowledge of a word’s different meanings and contexts” (p.
236).
Vocabulary instruction involves numerous levels and components, and each
requires time, which might explain why so few communities’ college reading
professionals are interested in adding vocabulary instruction to their classes. With so
much to cover and so little time, vocabulary instruction remains dispensable in the
minds of many developmental educators. Unless the instructor has studied the research
in detail, he or she does not realize the long-term importance of this significant literacy
component (Nist & Olejnik, 1995).
Unfamiliar words
Freebody and Anderson (1983), also hypothesized that the saliency of a word
plays a chief role in whether or not the student exerts any effort to learn the unfamiliar
word. The authors propose that “salience of unfamiliar words may cause the reader to
skip such words or even whole propositions containing such words…which are judged
to be difficult or not vital to the progress of the theme” (p. 37). While the idea that
readers will pay attention to words, they deem important and ignore those they do not
may seem elementary, too often educators assume that because we inform students
25
about the importance of terms or concepts, the students take us at our word. The above
cited research indicates it is critical to find ways to motivate students to learn the
necessary vocabulary.
Laufer (2003), an advocate for direct instruction, asserted that direct vocabulary
instruction is necessary for vocabulary development. Specifically, word-focused tasks
are beneficial for vocabulary expansion. She indicated several assumptions must be
made when following the reading for acquisition is better philosophy: the student must
(a) notice an unfamiliar word when he or she sees it, (b) choose to infer the word’s
meaning, and (c) remember the word and its perceived definition later. She contended
that it is unlikely that all these steps take place when a student encounters an unfamiliar
word. The next paragraphs discuss the need for self-learning strategies as well as
examine the basic types of direct instruction: (a) dictionary use, (b) morphology, and (c)
mnemonics.
Self-learning strategies are an important construct of direct vocabulary
acquisition. Strategies should be explicitly taught, so students will choose to employ the
strategies when engaged in independent reading. Because college students need to be
in control of their own learning (Stahl, Simpson, & Hayes, 1992), the goal is for learning
to continue when students leave the classroom (Nagy & Anderson, 1984; Stahl & Nagy,
2006). Instructors do not need to try to reinvent the wheel – just teach researched, self-
directed word learning strategies on a regular basis. Several word learning strategies
are discussed here.
Dictionary Strategies
Dictionary use has certain limitations in the discussion of effective vocabulary
acquisition. Primarily using dictionary definitions when learning unfamiliar words has
26
fallen out of favour with teachers, and there are justifiable reasons for this occurrence.
Scott Vocabulary instruction and Nagy (1997), stated that word and dictionary definition
exercises, without extra support, do not provide enough information when it comes to
learning new words. Eeds and Cockrum (1985); Marzano (2004), indicated that for
dictionary strategies to work there must be some sort of contextual support or mental
scaffolding (providing a sentence or a connection to other words or experiences) in
order for a student to actually determine a word’s meaning and subsequent usage.
Dictionary definitions tend to be generic, thus, students find it difficult to use new words
correctly if they do not understand the underlying concept and how the word is similar or
dissimilar to related words. Dictionary definitions may be used initially, but the learning
of a word’s meaning should not stop there (Eeds & Cockrum, 1985; Marzano, 2004).
Literature Discussion Groups
When using literature discussion groups, students first read a book, poem, or
short story. Then, as one part of the preparation for group discussion, students make a
note of unfamiliar words in the reading. Next, they write their own definition from reading
the word in context and then provide a dictionary definition. When the group meets,
each participant’s words are discussed in addition to the other components of literature
discussion groups (Daniels, 1994; Willingham & Price, 2006). This integrated method is
beneficial for several reasons. Primarily, students self-select salient words, or words
they deem important. As discussed in an earlier section, word saliency promotes
vocabulary acquisition (Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006; Dixon-Krauss,
2001). Another reason discussion groups are effective is because students are engaged
on numerous levels; they are reading, writing, speaking, and listening to new words
27
along with directly learning the definitions which aids in long term word acquisition
(Zimmerman, 1997). In their study of vocabulary strategies for college students
(Simpson et al., 1987), spelled out specific suggestions for vocabulary advancement.
They pointed out four necessary components of a successful program: (a) the use of
mixed methods, (b) the necessity of learning words in context, (c) the importance of
student interest, and (d) the need for learners to take an active role in their personal
vocabulary growth. Students then must participate in realistic writing and verbal
interactions using the newly learned words. Although Simpson et al., (1987), did not
directly suggest using literature discussion groups by name, the methodology for
effective teaching described above encompasses this strategy and serves as a
foundational support for the use of literature discussion groups in community college
developmental education reading classes for vocabulary growth and enhancement.
Related Studies
In this part of the study, some previous studies relating to this study will be
reviewed, including local and foreign studies. These studies were carried out to identify
problems in speaking English.
Foreign Studies
Ghafar & Amin (2019), examine the difficulties in speaking English among EFL
students in Iraqi Kurdistan Region. The participants of their study were all second-stage
English Department students who received the lowest passing grades in speaking. The
researchers discovered that the participants encountered several challenges in
speaking English, such as pronunciation issues, low self-confidence, problems with
grammar in use, lack of vocabulary, environment, Factors Influencing Course Content,
28
insufficient education, the instructor, and Various Teaching Factors, Aspects of the
Culture of the Classroom, interpersonal issues and mother language and accent. The
research was carried out in the course of English for Specific Purposes in the National
Institute of Technology department the study focused on 12 second-stage English
students who were selected out of 26 learners of English ESP, who received a B (the
lowest passing mark) in speaking, and information provided by the lecturer on low-
performing students selected for the semi-structured interview faced problems in both
linguistic and non-linguistic. The researchers discovered from the investigation that it
was difficult for the students to speak English well, particularly English-speaking majors.
The ability to talk must regard more seriously. As a result, students could broaden their
knowledge and make their voices more natural when interacting with foreigners. They
should look for videos on YouTube connected to speaking instructions to acquire tactics
and then practice them when conversing in English. These suggestions would be
beneficial and necessary for students to learn to talk. From the study, it is reasonable to
state that the second-stage students of English for Specific Purposes at the National
Institute of Technology had some obstacles in speaking. Most students struggle with
speaking because of a lack of vocabulary, a deficiency of confidence to speak, absence
of experience talking in class, and difficulty conveying words or phrases. Students' most
common cause of the difficulty was fear of making mistakes. The researchers
discovered two challenges learners encounter when speaking: non-linguistic and
linguistic issues. The most crucial is that speaking abilities do not stand alone; the
students faced with mastery of vocabulary, grammar, and pronunciation of words must
improve students’ knowledge. The researcher recommended altering current English
29
courses, shifting the role of the instructor in the classroom in order to resolve these
issues. It also suggested developing a conducive English-speaking atmosphere in the
classroom.
Karimov Erkin Yusubovich (2021), is an English Teacher who studied students’
problems in speaking English language programs at Secondary Education Schools in
Uzbekistan. This research was based on the fact that the students still have some
problems speaking English, although they have been encouraged to use English in daily
programs. During the investigation of the research study, the researcher witnessed the
following issues among problems in speaking English: lack of vocabulary, wrong
pronunciation, grammar, mother tongue use daily, less practice, and others. Besides,
they also have psychological problems such as a lack of motivation. The main factors of
students’ problems are because of environmental factors which do not support them to
implement English in daily language communication. The study recommended that
teachers should strive to create a low-stress, friendly, and supportive learning
environment, help school students confront fears, offer words of encouragement, make
cautious use of purposeful group work or collaborative activities; use relevant and
interesting topics for class discussions and exercises; the most important one, speaking
skills do not stand alone but they are supported by the mastery of vocabulary, grammar,
pronunciation; accordingly, the school teachers of these subjects need to increase the
student’s mastery.
Irudayaraj Ananth & Prahaladaiah Diwakar (2019), conducted a study that there
are many difficulties and problems in learning English as a second language (L2). They
have problems in understanding and coping up with different mistakes in English
30
pronunciation, grammar, orthography, and vocabulary usage. One needs to be totally
involved both physically and emotionally to understand, interpret the linguistic ideas.
Through this article the main focus is dealt on secondary students in India who study
English as a second language and they face problems in speaking and communicating
with proper pronunciation. As a student of secondary class, pupils have very limit
resources to learn, practice and converse in English during their short stay in school
and very problem is that English is learnt as a subject rather than a language. Most of
the schools give more importance to marks in their examination due to this they are
stressed out and they don't give importance to actual learning. One of the main reasons
why students are lagging behind in English is which, in turn results in low self-esteem
and feel burdened and face guilt feeling of not being able to speak the language
properly. This study is an analysis of source, causes of the problems in learning English
as second language; to find whether there was any significant difference in the causes
of problems face by the students on the basis of different attributes variables such as
sex, locality, habit of reading English dailies and habit of listening to English news.
English as a second language has the problem related to inheritance of mother tongue
language and translation of English into their mother tongue. The study recommended It
should be ensured that English language is taught by use of English in the classrooms,
a separate practical examination should be conducted in spoken English, a separate
practical examination should be conducted in spoken English for High school students,
they should have more reading tests in schools which will improve their
pronunciation, motivate the teachers to imbibe the culture of referring to dictionary
among the students, students should have separate library hours and they should
31
encourage to read English novels, poetry journals and magazines, students should be
encouraged to communicate in English and may impart the spoken aspects of the
language.
32
Local Studies
Separa, Generales & Medina (2020), investigates the contexts wherein second-
language speakers of English find difficulty in the various communicative tasks they
encounter when dealing with other people. It was asked to university students in the
Philippines to recount their experiences using English as a language of oral
communication and to describe circumstances that made speaking difficult for them.
The study used qualitative research approach through a content analysis of the
narrative accounts of the university students on how speaking in English becomes
difficult for them in different situations. The study used the qualitative thematic analysis
to determine the emerging contexts of difficulties in speaking. The participants in this
study are students studying a Bachelor of Secondary Education majoring in English at
the Polytechnic University of the Philippines Bataan. These key informants were
selected since they were studying a specialization in teaching that focuses on their
second language. Their narrations become the basis for generating themes and
categories that describe their speaking difficulties. Data reveals that emerging
difficulties in English speaking not only involve a lack of linguistic competence but also
encompass psycho-social fears of speaking across different communication tasks. A
proposed model for the context-based speaking difficulty includes (1) prowess in
speaking; (2) pressure by time; (3) political power and control; and (4) people as of
press. As these difficulties surface in the experiences of ESL learners in the Philippines,
educational institutions may consider adapting language learning approaches that
would lessen these challenges, and that would make English a usual tool for
communication, rather than a gauge of one’s competency.
33
Ivy Marie Maquidato (2021), conducted a study that investigates speaking
anxiety and strategies that second language learners use to deal with their anxiety
when they speak English. There were 55 students in a state university in the Philippines
who participated in the study, and the top five students with the highest level of anxiety
were interviewed for data collection. The study used a transcendental phenomenology
used as a research method. It made used of the survey type questionnaire to evaluate
the factors and problems of students in speaking skills using English. The researcher
used the Stratified Random Sampling. This method involves the division of population
into smaller group known as strata. The results showed that learners have emotional
tensions, physiological symptoms, and mental difficulties when they speak English.
Teachers gave plenty of time for students to perform speaking tasks. They all agreed
that students prepare first before they perform. They also agreed that the listeners were
patience, understanding, sympathetic and supportive. When students make mistakes
during the speaking performance, the teacher watch or listen to them and write down
points to give feedbacks afterwards. Students tend to prepare first before performing the
speaking task. They cannot perform “impromptu” or on the spot. The degrees of
likeness of students to speak English in speaking class were just “little” but they were
motivated to learn English. Learning English is also necessary for students’ future job.
Students also said that their teacher correct them occasionally or sometimes. Both of
the respondents shared the same perception that students were on the average range
when it comes to their speaking skill or ability. Affective factor is the main factor that
affects students’ speaking skill. Confidence or lack of confidence and pressure to
perform well is the main concern. Based on the teachers’ perception, it is the lack of
34
confidence of most students to speak English while the students said it is pressure to
perform well. Both of the said factors are under the affective factor. Both of the
respondents agreed that students were worried of making mistakes while performing
the speaking task. However, students also said that they were shy to speak English in
class. The fear of losing face or negative feedback was also attributed to the anxiety of
the students. The researcher also found that the students use some strategies to cope
with their nervousness by utilizing helpful tools such as reading books in English and
consulting a dictionary. Their anxieties, as manifested by emotional tension,
physiological effects, and mental difficulties while they speak English were due to their
fear of negative evaluation. However, the exercise of their initiative by the use of helpful
tools, putting their thoughts into writing, overcoming their shyness, and their request for
constructive feedback enable them to cope with their English language speaking
anxiety. This initiative and their open-mindedness have lessened their anxiety and have
increased their confidence in developing their skills in learning English as a second
language. Their self-directed strategies have improved their motivation, attitude, and
self-confidence in English, which was in conformance with Krashen's Affective Filter
Hypothesis (1982), that these chief emotional attributes: motivation, attitude, and self-
confidence are strong determinants of success and achievement in second language
education.
Rochelle Cabaltica (2021), administered a study that aimed the teachers to
develop the speaking skill of the students by giving them a variety of speaking tasks
with a definite time duration wherein the students are trained to correct their own
grammatical errors which can be further developed through the immediate and
35
constructive feedback from their teachers. This study used a mixed-method research
design that focused on the analysis of the factors that affects the speaking skill of the
students in English. It made used of the survey type questionnaire to evaluate the
factors and problems of students in speaking skills using English. The students have
poor vocabulary sometimes communicate using English as the medium and they know
that it is very significant in their future jobs especially in communication. If they are
exposed in an unannounced speaking activity, it was revealed that they are pressured
so they try to prepare possible responses in advance. Furthermore, the teachers agreed
that the students are motivated to learn English in their class but some were anxious
while performing speaking activities. Lastly, the teachers revealed that the students
were average as many can use English in conversed their ideas but still they need more
practice. The main factor that affects students' speaking skills is the affective factor such
as the shyness to speak the English language and the fear of committing mistakes while
their speaking performance. The study recommends that teachers may encourage the
students to speak in class by giving more time for speaking practices for students to be
confident so they can handle on the spot speaking performance. Teachers should give
genuine feedbacks through euphemism to avoid the students' discouragement.
Hence, the mentioned studies and literature of this study used the researcher to
pursue investigating English speaking problems. Upon looking into the existing studies,
there were a lot of theories being given that has to be tested in the context of Hinatuan
Southern College. Also, most of the study here used semi-structured interview which
the current researchers will take. Yet, this time participants will come from a
36
school/college where there is no adequate speech laboratory unlike the experience of
the participants of the previous studies.
Chapter 3
METHODOLOGY
This section describes the methods used in the study. This consists of the
research design, locale of the study, participants, data gathering technique, data
gathering procedures, and manner of processing the data.
Research Design
This study used qualitative research design to gain deep contextual
understandings of users via non-numerical means and direct observations. It involves
collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand
concepts, opinions, or experiences. It can be used to gather in-depth insights into a
problem or generate new ideas for research. (Bhandari, 2020)
In this research design, the researcher used phenomenological research.
Phenomenological research is a qualitative research approach that seeks to understand
and describe the universal essence of a phenomenon. This research is designed to
obtain information concerning the current status of the phenomena and is directed
toward determining the nature of the situation, as it exists at the time of the research.
This research is conducted to describe information about the common problems in
speaking English as a second language among tertiary learners in Hinatuan Southern
College.
Data Collection
37
The research instruments are used to get primary data and secondary data. In this
research, the researchers serve as the main instrument of gathering the data. To make
the data more accurate, the researcher will use the techniques of collecting data, such
as observation and interview.
1) Observation
Observation is monitoring with systematic phenomenon which is investigated.
According to Creswell (2012:212) states that observation is the process of collecting
data in a specific school setting. Unquestionably, observations represent a frequently
used form of data collection, with the researcher able to assume different roles in the
process. It means the researcher comes to the location of the research; the researcher
observed the application of language program in Husnul Khotimah Islamic Boarding
School. From this observation the research using phenomenology field notes and
observation checklist to analyze the students’ common problems in speaking English
among tertiary learners in Hinatuan Southern College.
2). Interview
Another technique of this research is interview. Interview is a technique of data
collection of the most widely used in social research, whether qualitative or quantitative.
Because in the daily life of almost of social relations are conducted by human beings
and involves interviews or conversations. The purpose of interviewing people is to find
out their mind, what they think or how they feel about something. The researcher
interviewed the students to find out the common problems in speaking English. This
instrument will use tape recorder, so the interviewer record all of interviewee’s answer
from the interviewer’s question gave orally based on the problem study, so the
38
researcher record their answers, and then transcribes and types the data into a
computer file for analysis.
3. Focus Group Discussion (FGD)
A focus group discussion (FGD) involves gathering people from similar
backgrounds or experiences together to discuss a specific topic of interest. It is a form
of qualitative research where questions are asked about their perceptions attitudes,
beliefs, opinions, or ideas. Focus group discussions are a good way to gather in-depth
information about a community’s thoughts and opinions on a topic. The focus group
discussion is made to support triangulating the data of this study. Also, the purpose of
the focus group discussion is to help determine whether the response of the students
during the interview and the class observation will coincide with each other.
Data Analysis
The data analysis in this research is phenomenological qualitative research. In
this research, they did not use numerical measures but emphasized the data using a
description. This research produces phenomenological data in form of written words.
The purpose of this research is to describe the research finding elaborately. According
to Lodico (2010:180) there are six steps involved in qualitative data analysis it varies
according to the research questions asked and the type of approach taken, the steps
listed here are common to most studies:
1) Prepare and organize the data.
2) This type of transcription involves data analysis as well as preparation, the
researcher analysis the data while one is preparing and organizing. And also, the
39
interviews were tap preparation involves transferring the information from the recorded
interviews into a written form.
3) Review and explore the data.
The researcher makes note to themselves about the data as they collect it. This
means that the researcher has already begun the process of reviewing the data before
begin the formal analysis of it.
4) Code data into categories.
The researcher identifies different segments of the data that describe related
phenomena and labeling these parts using broad category names. It is an inductive
process of data analysis. The researcher creates codes for the problem passed in
public speaking program which used for analyze data in field note.
40
Research Locale
This study was conducted in Barangay Maharlika, Surigao del Sur. Learners of
Hinatuan Southern College First Year BSED-English students were the participants.
Hinatuan Southern College is the only local college in the municipality of
Hinatuan. Hinatuan is part of the 2 nd congressional district of the said province, which is
part of region 13 or Caraga Region in Mindanao. Its capital is Tandag City and borders
Surigao del Norte to the north, Agusan del Norte, and Agusan del Sur to the west and
Davao Oriental to the south. Surigao del Sur is located on the eastern coast of
Mindanao and faces the Philippine Sea.
41
Figure 2. Map of Hinatuan Surigao del Sur and Hinatuan Southern College
42
Research Participants
The participants of this research are the First Year BSED-English learners of
Hinatuan Southern College, academic year 2022-2023. The researchers used
purposive sampling techniques using complete enumeration was applied in this study.
The total numbers of the main participants are ten (10), to specify, 6 are females, and 4
are males. There are also five participants from the focus group discussion; it composed
of five teachers, three teachers from the institution and two teachers from the
Department of Education. The researchers choose the First Year BSED-English
students because they are considered as the main subject of this study. The
researchers are eager to determine on how speaking English challenged them.
Research Instrument
The researchers prepared a researcher-made questionnaire to obtain the needed
data for the study. The questionnaires dealt with the problems in speaking English and
the experiences of the students.
Data Gathering Procedures
The following steps were observed in the conduct of the study.
Asking Permission. The researchers asked permission to the college president
of Hinatuan Southern College by giving a letter.
Construction of question. The researchers used a researcher-made. The
structure of the questionnaire was focused on the Common Problems in Speaking
English as a second language among Tertiary Learners in Hinatuan Southern College.
43
Administration and Distribution of the Questionnaire. Upon approval, the
researchers asked the list of participants from the College Registrar to give the personal
information of the participants to administer the survey questionnaire. The researchers
personally approached the participants to facilitate the gathering of data.
Analysis and Interpretation. The response was collected and tallied. The
results were decoded, analyzed, and interpreted with the assistance of the grammarian.
Ethical Consideration
This study adheres to the ethical principles observed in any educational
research. These principles are presented below:
Informed consent. An approved letter by the instructor, adviser and the college
president on the conduct of the survey to the identified participants was sent to the
identified school head/principal. The identified participants were oriented about the
purpose of the study which is to uncover the impacts of the common problems in
speaking English as a second language among Tertiary Learners in Hinatuan Southern
College. Also, they were oriented on their roles and rights in this study. Moreover, they
were assured that their identities were kept confidential and were not revealed in the
presentation and analysis of the findings.
Vulnerability of the participants. The participants of the study are the First year
BSED-English students of Hinatuan Southern College and the FGD participants. It was
ensured that the participants agreed to the terms and conditions of this undertaking.
Their rights were valued and respected. However, the participants were not considered
vulnerable for they were capable to decide for themselves whether to be involved or not.
Furthermore, the researchers were assured that the participants’ identities were kept
44
confidential and they guaranteed that participants are protected from the possibility of
being identified. The subjects who will be involved in this study will be chosen solely on
their relevance to the problem of practice that was studied. With regards to physical
vulnerability, the researchers strictly observed the health protocols in terms of social
distancing, wearing of face masks, and using of alcohol.
Privacy and confidentiality of information. The study followed the Data
Privacy Act of 2002 to ensure that the data could not be traced back to their original
sources in order to protect the participants' identities. To protect the participants'
identities in any printed materials, pseudonyms were used. The students' responses
were kept private. Disseminating results information is a violation of research ethics.
The researchers did not reveal the names of the participants when presenting the
findings. When participants chose to withdraw from the study, the researchers
accommodated their request. The researchers were conscientious in asking questions
and using language that was fair and free of bias.
Risks, benefits, and safety. The researchers explained the study's effect and
significance for security reasons. The researchers made certain that the survey would
be conducted at a time that was convenient for the participants. Another risk of this
study was the disclosure of experiences that some people found unpleasant or
undesirable, while others found disappointing or demoralizing. In such cases, the
researchers were thoughtful and sincere in addressing their emotional state, and they
acted accordingly.
Contribution to the community. The study's findings, discussions, and findings
may also spark evidence-based information that policymakers, school administrators,
45
and teachers can use. This study may also be useful to school administrators in
improving the productivity of the school and their students. Similarly, scholars and future
researchers can benefit from this research by getting ideas for future research projects.
Justice. The targeted participants were assured of an appropriate investigation
in every way. During the survey interview, the researchers ensured that the participants
understood their roles and were open, honest, and truthful. To give justice to the
participants' shared times, the researchers allowed them to hear the responses to
ensure their authenticity and accuracy.
Transparency. By fully informing the participants that they will be surveyed
through questionnaire, transparency was observed. These were processed efficiently.
The researchers ensured the proper implementation of the methods used in the study.
This study already adhered to the principles of transparency. Also, the participants were
informed of the purpose of this study.
Qualification of the research- In the conduct of this study, the researchers
knew their limited revelation of the phenomenological studies. In addition, the
researchers were guided by these veterans to execute the method properly to be able
to be assembled the needed data for the objective purpose. Furthermore, the
researchers regularly consulted their thesis adviser and other experts in the field to
ensure the validity and reliability of the data gathered.
The adequacy of facilities- The researchers make sure of the availability and
accessibility of what facilities used in this study. The researchers make sure the
participants belong in a conducive environment and clear learning materials and ample,
available to conduct the study and it should be done within the accurate time set by the
46
researchers. Make sure the accuracy of gathering data from the participants is accurate.
Besides, sufficient and manipulative materials were prepared for the participants’ use
during the conduct of this study.
Social value. This study will present valuable information that will guide school
heads, administrators, teachers, and parents with regard to improving their stand on
common problems in speaking English as a second language. With the findings of the
study, they will become aware of the need of planning and devise ways to execute the
effectiveness of learners' personal issues and study habits and if possible, completely
improve them.
47
CHAPTER 4
RESULTS
This chapter shows the presentation, analysis, and interpretation of data. The
first table shows the difficulties of students in speaking English. The second table
describes what are the causes of difficulties that the students have. The third table
presents what efforts did the students make in order to overcome such difficulties. Each
table provides findings and recommendations.
Table 1
Coding
Category Code
Students Colors
Teachers Zodiac Sign
Table 1.1
Participants’ Sex
Code Sex
Black Male
Red Female
Blue Male
Pink Female
White Female
Green Male
Orange Female
Gray Male
Violet Female
Brown Female
Aquarius Male
Gemini Male
Pisces Female
Taurus Female
Cancer Female
48
Table 2
This table shows the difficulties of students in speaking English.
Question Responses Specific Problem
What difficulties did Black: The difficulties that I face or “Shy and nervous”
you face or feel in feel in speaking such as in public
speaking? speaking, I feel shy and nervous in
speaking.
Red: Difficulties? For me, it’s about “Pronunciation,
pronunciation and grammar. Also, I grammar, and fear”
encountered being judged by people
just because I was speaking English
in front of them, especially with my
classmates. Sometimes, I have an
idea but I don’t know how to put it into
sentences.
Aquarius: Aside from being

destructed by their gadgets, they are
afraid when they will be intimated by
their classmates.
Blue: I can’t speak straight English “Syntax”,
language because I don’t know how “Grammar”
to construct my words or phrases
because I’m afraid that my grammar
is wrong.
• I’m afraid to speak because I
think I speak it in the wrong way or
my grammar is not correct.
• I have anxiety about speaking
49
English because I don’t know how to

construct sentences that use proper
grammar and am afraid that I will
make a mistake on it.
Aquarius: During class discussions,

they have a difficulty in pronunciation,
vocabulary, and then grammar so I
always try to integrate a lesson.
Pink: I feel confused about using Grammar
correct words, and grammar, and disorientation
there is also a possibility that I will
experience a mental block. But I can
construct sentences.
Aquarius: Everybody will shut up if

you tell them to speak in English
because they could no longer look for
the words that they would like to
describe. They don’t know how to
construct even simple sentences and
use subject-verb agreement.
White: The difficulties that I faced in Grammar, lack of
speaking English were the grammar, vocabulary,
lack of vocabulary, pronunciation, pronunciation
and enunciation of the words. Also,
I’m afraid to hear negative criticism.
Pisces: Before we can actually tell

the factors and the reason, I think I
50
have to say something about which

part of the problem they have in
English like for example their
vocabulary, subject-verb agreement,
grammar those are the biggest or the
things that are very much like
prevalent in the students here.
Green: My difficulty in speaking in Fear, lack of
English is when I encountered new vocabulary
and unfamiliar words. I’m scared to
speak in English and I am afraid of
negative criticism.
Orange: The difficulties I face when “Fear,
speaking English are that I’m afraid to pronunciation”
be judged by others and I am also
afraid that mispronounce some
words.
Gray: The difficulties that I faced in
speaking English were the grammar
and pronunciation. It is hard for me “Grammar,
when it comes to speaking English pronunciation, lack
because I am not an expert. I'm of exposure to the
afraid also that someone will criticize language, fear”
me and that's what I hated the most.
Aquarius: The students have difficulty
in speaking English it is because they
are not exposed to the language at a
young age and we can be able to
speak a language when we are
exposed to it at a young age.
51
Violet: I understand English yet I “Lack of

barely construct sentences. I am very vocabulary,
slow when it comes to choosing the confidence”
right term for the exact sentence. And
I'm not also confident with my
grammar.
Aquarius: I agree there are really a lot

of students who are not confident
because if tell them to say speak the
language then everybody shuts up.
Brown: The difficulties that I have “Lack of
faced when I speak English is that my vocabulary”
vocabulary isn’t wide enough or is not
enough, so there are words that I
have a problem remembering so I
can’t speak English fluently
compared to others but I tried to
expand my knowledge about the
English language.
Based on the data gathered in the first question, the respondents experience
problems in speaking English. To sum up, the difficulties of first-year BSED English
students in speaking the English language they have lack of vocabulary, lack of
confidence, and the inability of using the grammatical patterns.
52
Table 3
This table describes what are the causes of difficulties that the students have.
Questions Responses Specific Problem
R: What were the Black: I’m not fluent in terms of “Lack of

causes of the speaking English and there are vocabulary”
difficulties? words in English that I can’t easily
understand and not familiar with
that word.
Aquarius: The answer is that there

is a difference when it comes to
volunteer and didn’t volunteer to
raise hands and then there’s a
huge difference actually because
if they really volunteer to raised
their hands it means that they are
really articulate at that time and
then if they do not then it means
they feel difficulty to find a hard
time looking for the words what
they are going to say.
Red: Maybe the causes of these “Lack of exposure
difficulties are I don’t have enough to the language,
time to study, I lack the guidance lack of vocabulary,
of the teachers about specific lack of time
topics, and I don’t use the reading”
language every time. Being
unfamiliar with the words used by
my teachers is also one of the
causes.
53
Aquarius: I agree there are really

a lot of students that are confident
but then if you say speak the
language then everybody shuts
up. Everybody will shuts up
because they could no longer look
for the words that they would
describe like they don’t know how
to construct even simple
sentences and the use of subject-
verb agreement. That is one
situation when they are put in the
spotlight and they are not given
enough time to prepare like
extemporaneous speaking,
spontaneous questions and
answers that’s the time they felt
and have difficulty speaking the
English language.
Blue: Lack of knowledge about “Lack of exposure

English grammar. I don’t know to the language”
how to construct essays in
English, on how I can start on it,
the correct way on doing it and the
proper way of using the grammar.
Pink: I feel confused, in the sense “Lack of
that I'm a college supposed to be I exposure”
am able to know how to speak
English.
54
White: I always struggle to speak “Lack of

in English because I don’t have vocabulary, fear,
enough vocabulary of the expectations,
language. There are situations pressure,
that for example, we as an English criticism, fear”
major are expected to speak
English fluently but there are
times that we will have a mental
block because of the pressure
even if it’s just a simple instruction
or question of the teacher. For
example in oral recitation,
especially the subject of child and
adolescents, ma’am wants us to
recite always, and because of the
pressure we tend to have
difficulties constructing a
sentence, and if we started
constructing a sentence, the
words are vague because we
cannot express what we really
want to say due to the pressure
again and lack of vocabulary, and
if we have mistaken especially in
grammar, the teacher’s critique for
me is not that good although
maybe for her it is a positive
feedback in order to motivate us
but for me, it is not. It will lead to
embarrassment. I feel ashamed in
front of my classmates.
55
Green: The cause of my difficulty “Lack of

in speaking English is because of vocabulary, lack of
having not enough vocabulary. I’m exposure to the
not exposed to different kinds of language”
words in English language
because way back in high school
and elementary days I only
encountered common English
words and most of the time we are
using the Filipino language.
Orange: Maybe I am lack of “Lack of exposure
reading some English words and to the language”
more on socialize to people who
always communicating Bisaya and
kamayo dialect.
Gray: I always struggle when it “Lack of
comes to speaking English vocabulary,
because I don’t have enough correct
vocabulary and I am also hesitant pronunciation of
when it comes to pronunciation of the words,
the word. I hate it when people criticism”
judge me and I'm also afraid of
negative comments from my
classmates.
Violet: It is because of a lack of “Fear, lack of
knowledge of the English vocabulary, lack of
language. I know the basic words exposure in the
but when it comes to deep or language”
difficult words I always struggle,
especially since I do not practice
speaking the language.
56
. Brown: Just like what I have said, “Lack of

I have limited vocabulary in the vocabulary”
English language and that’s the
reason why I can’t speak English
very much and communicating
using the English language is kind
of difficult for me
Based on the table above, most of the causes of the difficulties of first-year
BSED English learners in speaking the English language, based on their responses are
more on linguistic problems, social problems and personal problems.
57
Table 3.1
This table shows the themes generated from the specific problems answered by
the respondents. It was revealed that there were three themes generated from the
respondents’ answers namely personal problem, social problem and linguistic problem.
Specific problems Themes generated

Shy Personal problem
Nervous
Lack of confidence
Lack of time reading
Fear Social problem
Lack of exposure
Expectations
Pressure
Criticism
Lack of exposure to the language Linguistic problem
Pronunciation
Grammar
Syntax
Grammar Disorientation
Lack of vocabulary
58
Table 4
This table presents what efforts did the students make in order to overcome such
difficulties.
Questions Responses Specific Problems
What efforts did Black: Read books in English that “Reading books”
you make to can enhance my vocabulary,
overcome the especially those words that I’m
difficulties? not familiar with.
 Read the English dictionary.
Red: I will read more books and “Reading books,
maybe I will practice my English exposure to the
by communicating in society. I will language”
communicate with people around
me using the English language
without minding the grammar, at
least my speaking skills will be
practiced as a BSED English
student.
Blue: For me, if I don’t understand “Reading books,
an English word I refer to or look referring to the
at it in a dictionary and make a dictionary”
way that I can clearly understand
the word.
• I read books about English.
Pink: I am a bookworm ever “Exposure to the
since, so I more on reading, and literature, reading
watching movies that use English books”
as a language.
White: The efforts that I made to “Reading books,
overcome such difficulties is that watching videos,
59
aside from reading books, I also listening to music

watched videos on YouTube that in English,
talk or tutor about how to speak in understanding
English fluently, the proper context clues,
pronunciation of words, and its referring to the
meaning. And sometimes I dictionary”
watched English movies too.
Another thing is that I challenge
myself to read and understand a
context that has lots of unfamiliar
words and then check it in a
dictionary if my understanding is
correct.
Aquarius: Attainable suggestion

would be to go to the basic things
that the students do all the time
which is they are always on their
phones they watch Kdramas and
things like this which they can
benchmark on how to speak
properly so I suggest that they
skip Kdramas to something that is
in English. Kdramas are also
good because they have subtitles
they can read but then when it
comes to speaking it’s negative. I
learned how to speak properly
through English movies and
music.
60
Green: Keep on reading English “Reading books,

books and understand the exposure to the
meaning of the words and then I literature,
will try to use them in a sentence, guidance of others
in short, I will be doing self- with the exposure
practice. I also have an elder of the language”
sister and she is a teacher; she
can also help me enhance my
vocabulary.
Orange: Usually, I always listen to “Listening music,
English songs watching movies
• Watch always English or anime, reading
movies and like Anime episodes books”
there has a subtitle.
• Read always English
books
Gray: The efforts that I made to “Watching movies,
overcome such difficulties are referring to the
watching English movies and dictionary”
learning from them, aside from
that, I also read a dictionary to
enhance my knowledge of
speaking English.
Violet: The efforts that I made to “Reading books,
overcome such difficulties is that referring to the
reading books and studying and dictionary”
understanding the meaning of the
word if you doubt then searching
for it to understand more, and
also watching movies with English
subtitles.
61
Brown: Some effort that I make is “Improving

I try to expand my knowledge in vocabularies,
the English language, and I try to exposure to the
improve my vocabulary. And also, language”
I try to speak or communicate
more using the English language
in this way I somehow improve
my speaking using the English
language.
Most of them answered that the efforts they made to overcome such difficulties
are by reading English books, referring to dictionaries that could enhance their
vocabulary, especially for those unfamiliar words, watching English movies, and using
the language in communicating.
To sum up, this chapter presented the qualitative research findings addressing
the three research questions of this study. This chapter also presented the interpretation
and analysis of data from the responses gathered from the interview using the research-
made questionnaire prepared by the researchers. The next chapter will present
conclusions, discussions, and recommendations for future research.
62
CHAPTER 5
DISCUSSION AND RECOMMENDATIONS
Discussion
This study determined the Common Problems in Speaking English as a Second
Language among Tertiary Learners in Hinatuan Southern College Academic Year 2022-
2023. This study employed a researcher-made interview guide in determining the
causes of common problems in speaking English among tertiary learners in Hinatuan
Southern College, the common problems in speaking English among tertiary learners in
Hinatuan Southern College, and the strategies for overcoming the problem.
It was found out that the participants face or feel difficulty in speaking English
and they have a hard time using the English language. Moreover, the participants
believed that nervousness, lack of confidence, lack of practice, fear of committing
mistakes, not having a conducive environment, lack of rich vocabulary, and the inability
of using grammatical patterns as the key difficulties faced by the students while
speaking the language. These difficulties inhibit them to develop their speaking skills.
These findings are in line with Ur (1991) as mentioned in her book. She has stated that
low or uneven participation, mother tongue use, and inhibition are the key problems of
speaking. Most of the participants in this study also focused on the overuse of the
mother tongue as the reason for problems in speaking. The researchers likewise
believed these reasons to be true as they were able to observe that participants find
more comfort using their own language. The causes and difficulties in learning the
language of the participants are because they are not into the language or they are not
63
fond of using the language daily. Sokip (2020) in his study found that fear of making
mistakes, anxiety, and less motivation was the major difficulty faced by students at the
university level and found similar kinds of problems. Therefore, it can be implied that
loving the language leads to improved speaking English in ESL classrooms. The
participants tried to overcome their difficulties such as reading English books, listening
to English music, learning new vocabulary, and referring words to the dictionary if there
are words that are difficult to understand. Thus, we agree with Wilson (1997) & Smith
(2003), students having the ability to translate their thoughts and ideas into words are
found to be more successful in school. Without developing good speaking skills, a
student must suffer lifelong consequences because of their inability. The ability to speak
English also plays an important role in developing reading and writing skills. As Rivers
(1968), says when we read and write, we use what we know of the language orally.
Hence, the present study supports the idea of motivation and exposure to reinforce the
acquired skill.
Recommendations
The researchers suggest that through the school English teachers and
administrators, they may create policies like “Speak English” or “Recite a Poem” or any
other related programs that will develop students’ ability to Speak English, especially
those under the College of Teacher Education. It is also suggested that students need
to be aware of the importance of speaking English, especially before their pre-service
years. Moreover, with the fast-changing times, teaching how to love is the hardest thing
to do. Researchers suggest that schools like Hinatuan Southern College may invest in
64
speech laboratories and use English as well in the daily business and in any
transactions in the school offices so that students will treat English as usual or accept it
as their own language. Instances of laughing at English-speaking students/teachers will
be minimized if it became usual or normal for everybody’s ears. In addition, English
teachers and other language teachers may join hand-in-hand in providing movies
appropriate for students to watch in English medium, using a rewards system to let
them be exposed to learning resources and activities that will develop their ability to
speak English as a second language. For future researchers, it is suggested to conduct
further studies on the theories generated from the present undertaking. It can be
suggested that they conduct quantitative research methods to know the extent of the
problem and likewise be able to generate action plans coming from numerous
participants.
65
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HINATUAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Republic of the Philippines

WRITE YOUR TITLE HERE IN ALL CAPITAL LETTERS (SOME AUTHORS

Background of the Study

hesitant to communicate due to under-developed speaking skills.

According to Brown (2008), speaking skills and communication are closely

intertwined and strengthen each other. The interaction of speaking as performance

obstacles to overcome in learning a new foreign language. Learners are afraid of

language anxiety is a multi-dimensional strategy that covers students’ conduct,

of tension and nervousness specifically related with second language perspectives,

English expressing their ideas, or communicating during discussions. There is a need to

organize their thoughts, use proper organization, apply English-speaking techniques,

and locate appropriate words to explain their views.

Previous studies have explored a multitude of factors influencing student learning

intercultural communication, language educators especially those who are teaching

future improvement of the performance of the students when it comes to speaking

field for both management and policy use.

This study was focused on the Common Problems in Speaking English as a

Second Language among Tertiary Learners in Hinatuan Southern College.

Specifically, this study sought to answer the following questions:

learners of Hinatuan Southern College?

year BSED English learners of Hinatuan Southern College?

Hypothesis (If Quantitative Research)

types of intelligences consisting of: Linguistic, Logical/Mathematical, Spatial, Bodily-

and written language such as speeches, books, and memos.

of linguistics, who described it as a number of affective variables that contribute to

second language acquisition. Merriam-Webster’s Dictionary defines affective as

motivation, self-confidence, and anxiety in the Affective Filter Hypothesis as three

categories of variables that play a role in second language acquisition. In essence,

when feelings or emotions such as anxiety, fear, or embarrassment are elevated, it

Scope and Delimitation of the study

as a second language among Tertiary Learners in Hinatuan Southern College and to

Subject Delimitation. This research dealt with Common Problems in Speaking

English as a Second Language among Tertiary Learners in Hinatuan Southern College.

Place of Delimitation. This study was conducted at Hinatuan Southern College,

Barangay Maharlika, Hinatuan Surigao del Sur.

2023 for almost 2 months.

Significance of the Study

This study which focuses on the Common Problems in Speaking English as a

Second Language among Tertiary Learners in Hinatuan Southern College will be

significant and hopefully could benefit the following:

the problems in speaking English of ESL students.

English to know the problems in speaking English.

speaking English. They will be the direct beneficiaries of any improvements in

depth study that employs a more sophisticated design.

This is a feeling of fear, dread, and uneasiness.

English as a Second Language- is the use of English by speakers with Kamayo,

Bisaya, or any other native language primarily used.

Factor- an element that contributes to a circumstance or situation or affects the other.

Learner- a person who is learning/acquiring knowledge; student; or pupil.

Lack of confidence- it is a lack of faith in yourself or not believing one’s self.

one or something to succeed.

Vocabulary- the body of words used in a particular language.

REVIEW OF RELATED LITERATURE

English language. It provides a coherent understanding of how it will be addressed and

the conduct of this study.

because they lack the necessary knowledge.

Good speaking is the combination of a good flow of thinking, good micro-skills,

organizing micro-skills also makes problems in speaking. Psychological performance is

(W.F Mackey in Bygate, 1987).

of knowledge, which are the mechanics (pronunciation, grammar, and vocabulary); it is

(transaction and interaction); it is knowingly the clarity of the message is essential

(transaction/ information exchange) and when precise understanding is not required