DIFFICULTIES IN SPEAKING ENGLISH:

FACE CHALLENGED IN SELECTED

GRADE 11-HUMSS STUDENT IN CNHS
SY,2022-2023

BY:
BEA P. FLORDELIZA
JOANA JEAN C. LOQUELOQUE
ARA D. SAYAGNAO
JEMIL T. SAYAGNAO
RONALD S. ABELLA
MILDELAND M. AGUILAR
JAIRAH L. MENDOZA
 CHAPTER 1

INTRODUCTION
A. Background of the Research

English is a widely spoken language around the world, and it is often considered as the
universal language of communication. For many students, learning English is an essential
skill that can open up new opportunities and broaden their horizons. However, for some
Grade 11-HUMSS students in CNHS SY,2022-2023, English can be a challenging language
to learn and speak. These students may face a variety of difficulties in expressing
themselves effectively in English, such as struggling with grammar and vocabulary, difficulty
in pronunciation, lack of confidence, and cultural differences. Overcoming these challenges
requires consistency, practice and a willingness to learn and improve. In this context, it is
essential to understand the difficulties faced by this student’s to provide effective support
and help them achieve their academic and personal goals.

English is a language that is widely used in communication, education and business around
the world. In the Philippines, English is considered an important language and proficiency in
the language is crucial for academic success and future career opportunities. However,
many Grade 11-HUMSS students in CNHS SY 2022-2023 face challenges in speaking
English fluently and confidently, which can hinder their success. There are several reasons
why students may struggle with speaking English.

These can include lack of exposure to the language, limited practice opportunities, difficulties
in pronunciation, grammar and vocabulary and feelings of self-consciousness or anxiety
when speaking in public.

The purpose of addressing these difficulties is to help students overcome their challenges
and develop their English speaking skills. By doing so, they will be better equipped to
communicate effectively in academic and professional settings and will have greater
opportunities for success in their future careers.

In this context, it is important to identify the specific challenge faced by Grade 11-HUMSS
students in CNHS SY, 2022-2023 when it comes to speaking English and to find effective
solutions to address this challenges. This will require a comprehensive approach the takes
into account student’s individual needs and learning styles, as well as the resources and
support available to them.
B.STATEMENT OF THE PROBLEM

The problem statement for a research study on difficulties in speaking English faced by
selected Grade 11-HUMMS students in CNHS SY, 2022-2023 could be has follows: Despite
their exposure to English as a subject in school and in daily life, many Grade 11-HUMMS
students in CNHS SY,2022-2023 faced challenges in speaking English fluently and
accurately. These difficulties may stem from various factors, such as limited opportunities for
practice, lack of confidence, inadequate language instruction and cultural or social barriers.
Therefore, this research aims to investigate the specific difficulties that this student’s
encounter in speaking English and explore possible solutions to enhance their speaking
proficiency.

C.RESEARCH QUESTION:

1.What are the most common difficulties faced by Grade 11-HUMSS students in CNHS
SY,2022-2023 when speaking English as a second language?
2.How do the difficulties in speaking English very based on the student’s proficiency levels
and backgrounds?
3.What are the specific language skills (grammar, pronunciation, vocabulary, etc.) that pose
the greatest challenge for Grade 11-HUMSS students in CNHS SY,20202-2023 when
communicating in English?
4.In what ways can teachers or educational institutions provide effective support to improve
their English speaking skills and overcome the identified difficulties?
5.How do the difficulties in speaking English impact the academic performance and social
integration of Grade 11-HUMSS students in CNHS SY,2022-2023?
D. SCOPE AND DELIMITATION

SCOPE:
The scoop of the study on difficulties in speaking English faced by selected Grade 11-
HUMSS student in CNHS SY, 2022-2023 is to investigate the specific challenges that these
students encounter in speaking English fluently and accurately. The study aims to identify
the factors that contribute to these difficulties and explore possible solution to enhance
students speaking proficiency.

DELIMITATION:
The study will focus on Grade 11- HUMSS student in CNHS SY, 2022-2023 who are
selected based on their proficiency level in English and their willingness to participate in the
study. The study will be limited to difficulties that students face in speaking English and will
address other language skills such us writing, reading or listening. The study will take place
within the context of the current English curriculum and will not address broader
issues/cultural factors that may affect language learning. Finally, the study will be conducted
within a specific time frame and may not reflect the long learning outcomes of t6he students.

E.SIGNIFICANT OF THE RESEARCH

About difficulties in speaking English: Faced challenge in selecting;

1.Educational relevance: the study addresses an important issue in the field of education,
specifically in the context of English language learning. It sheds light on the challenges faced
by students in speaking English, which is a crucial skill for academic and professional
success.

2.Curriculum improvement: The findings of the study can inform

curriculum development and instructional practice. By identifying the specific difficulties that
students face in speaking English, educators can develop strategies and materials that
address this challenges can enhance students speaking proficiency.
3.Student empowerment: Through the study, students can become more aware of their
strengths and weaknesses in speaking English. This awareness can empower them to date
more active roles in their language learning and seek out opportunities for improvement.

4. Policy implications: The studies can inform language policies and initiatives aimed at
improving English language proficiency among students. The findings can also contribute to
the development of targeted interventions for students who face particular challenges in
speaking English.

Overall, the study has important applications for the education systems, language learning,
and student’s empowerment, making it a significant contribution to the field.

F. DEFINITION OF TERMS
1.Difficulties in speaking English – refers to the challenges and struggles encountered by
Grade 11- HUMMS students in CNHS SY,2022-2023 when speaking the English language.
This includes problems with fluency, pronunciation, grammar, vocabulary, and
communication.
2. Grade 11-HUMSS students – refers to the students enrolled in the Grade 11 Humanities
and Social Science (HUMSS) program of the selected school, who are focus on this study.
3. CNHS SY 2022-2023 – refers to the academic school year 2022 -2023 of the selected
school, which is the context of this study.
4.Sociocultural theory – a theoretical perspective that emphasizes that role of social and
cultural factors in language development. It posits that language is not just a tool part of
communication, but also for thinking and problem – solving, and is shaped by the social and
cultural context in which is it occurs.
5.Language learning environment – reefers to the physical social and cultural setting in
which language learning occurs. It includes factors such as: classroom setting, teacher’s
teaching style, ability of learning materials, and exposure to the language outside the
classroom.
6. Language anxiety – refers to the fear and apprehension but learnings experience when
using second language. It can be cause by various factors such as fear of making mistakes,
fear of being judged, and fear of not being understood.
7.Pronunciation – refers to the way in which words are spoken or pronounced, including the
stress, intonation, and accent of the speaker.
8.Grammar – refers to the set of the rules and principles that govern the structure of the
sentence and the use of words in a language.
9.Cultural differences – refers to the differences in social, linguistic, and cultural practices
between the student’s native language and English, which can affect their ability to speak
English fluently and accurately.