Chapter I
THE PROBLEM
Introduction
Language is man’s most effective and useful medium of communication. It allows people to
communicate their ideas, to say or write things to each other and express their communicative
needs. English, as our second language, influence our everyday life. We often talk using several
English terms which are of vital importance in communicating.
According to Narayanaswamy (2002), hundreds of years ago, the English language was spoken
by only one of every hundred persons in the world- all of them living in the small area we now
call Great Britain. Today, approximately one of every eight persons speaks English. It is the
official language of the United States, Canada, Australia and New Zealand as well as of England
and Ireland. Terms from English are used throughout the world in science, commerce,
diplomacy, scholarship, aviation and jazz.
According to Inquirer.net, the Philippines is recognized globally as one of the largest Englishspeaking nations with majority of its population having at least some degree of fluency in the
language. Proficiency in the language is also one of the country’s strengths that has helped drive
the economy and even made the Philippines the top voice outsourcing destination in the world,
surpassing India in 2012. English has always been one of the official languages of the
Philippines and is spoken by more than 14 million Filipinos. It is the language of commerce and
law, as well as the primary medium of instruction in education. All schools and universities have
English as a subject and also use English as a medium of instruction in most of the subjects. It
starts from Grade 4 and then throughout the entire years of study according to the K-12
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Curriculum (www.deped.gov.ph). The use of English language is continuously bridging us to the
other countries in terms of business partnerships, employments, education, technology and so
much more. It gives us the advantage of communicating easier with foreign associates and
successfully attains goals.
One of the most essential activities of the people, communication, is the transmission of
messages from the source to the receiver. It is a process wherein people share their ideas and
thoughts with each other. English language has been a need to most of the people especially in
the business world. Speaking in English is very crucial as it is their way to communicate to
foreign business partners. The language also plays an important role in politics, trade and
industry, commerce, foreign jobs, and especially to the students. As a universal language, we
need to learn and use it for further knowledge and future circumstances. Knowledge in this
language will allow us to participate in intellectual discourses during engagement in social,
political and economic issues in a wider global and scientific community. As we communicate
our thoughts and understand others, we can further develop our potentials and enhance our
capacity in learning life skills, as well as cognitive and affective competencies required of us to
connect to the world (Luistro, 2011).
On the other hand, people think English as an excellence. We often judge people as ignorant if
they cannot speak well in English. As a matter of fact, English is a language and not an
excellence. It is the same as ours, Filipino, and the other languages. It is a medium of
communication as well as expression of oneself. It brings confusion to us as we know that it is
the universal language not knowing that it is also the same as any other languages.
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Expression of ideas and feelings in English has become a problem in most of the schools,
especially the public. Students tend to translate every word literally in English, use the
combination of Filipino and English in speaking and even stutter when they try to speak using
the language. Some even don’t want to speak because they are afraid of committing a mistake or
they are embarrassed. As the language brings many benefits, students must learn and practice
speaking and knowing it as he/she is progressing in each level or grade.
One good practice to achieve fluency in the English language is by expressing ideas and feelings
using it. The students must practice using the language in everyday living as well as expanding
their vocabulary of the words. But due to the differences between the native and the foreign
language, students experience difficulties in speaking while thinking of the English translation of
every Filipino words.
The study aims to determine the students’ difficulties to remedy their weaknesses and improve
learning. This will promote better understanding of the students’ situations with regards to
speaking using the language. This will also be a great help in terms of the teaching-learning
process as this requires more improved strategies and methods in instruction.
Students learn best when the teacher supplies their needs and accommodate them on every
activity they should do.
Every student may have difficulties regarding the acquisition of the second language which
should be solved and remediated. These deficits are caused by the first language or the mothertongue language and other unidentified factors. Learning the language requires intrinsic
motivation, time, effort and discipline which should be possessed by the students as well as
improved instruction and methodology which should be implemented by the teachers. The
3
language can also be used in transactional and social ways for these help the learners acquire
important speech used in specific situations and allow them to use the language in everyday
living.
Learning the English language involves not only its structure and accuracy of grammar but also
its nature. It is important to be aware on the culture of the language’s native speaker because this
is a great factor that will help a learner understand the way they talk and communicate. English
language, as our second language, needs to be understood and learned not to impress others but
to express our opinions and ideas.
Statement of the Problem
Specifically it sought to answer the following questions:
1. What factors affect the students’ speaking skills in using the English language?
2. What are the difficulties of Junior High School students in expressing their ideas using
English as medium of instruction at Colegio De San Gabriel Arcangel?
3. What could be the implication of the study to the academe?
4
Significance of the Study
This study will continue to determine the factors that affect the difficulties of Junior High
School students in expressing their ideas in English as a medium of instruction at Divine
Shepherd School. This study is particularly valuable to the following:
School Heads. This study would serve as reading that will enable them to work with teachers in
helping students express their ideas in English well. It will also help them in conducting
workshops, seminars and even remedial classes that will enable students to train in speaking in
English.
Teachers. The information gathered discloses the possibilities that the teacher would be able to
give appropriate recommendation regarding the students’ difficulties. This study would also be a
guide for the teachers to plan or design improved learning instructions that would help the
students to express themselves well in speaking in English.
Parents. The research aims to help the parents to understand their child’s endeavor. They would
be encouraged to work with the teachers in giving assistance to their children.
Students. This study would be beneficial to students for they will be aware on their weaknesses
and difficulties in using the language. They can also find ways to improve their speaking skills
and potentials.
Researchers. Through the findings of the study, they will be equipped with concrete reasons
which could help them understand the factors that affect the students’ skills in expressing
themselves using the language.
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Future researchers. The study will be used as a reference for similar studies that could be
conducted in the future.
Scope and Delimitation of the Study
The researchers limited the study in finding the difficulties of students in expressing their ideas
using English language as medium of instruction. It involved 60 Junior High School students
from Divine Shepherd School, as the respondents of the questionnaire prepared by the
researchers. The study was delimited to the Junior High School students, of the said school at
#50 Col. Felino Paran St. Tambo, Lipa City Batangas, having a total student’s number of 60.
Conceptual Framework
The study focuses on the difficulties of the students in expressing their ideas using the English
language as medium of instruction.
The reviewed studies provided by the researchers are essential backgrounds in determining the
deficits of the students’ speaking skills using the language. The thought or concept from different
related studies contributed a lot in improving the study.
The concept of this study was constructed with the pursuit of identifying the factors that affect
the students in speaking using the second language which is a need in acquiring the language
completely. The study can also be used in improving teachers’ methodologies and approach in
instruction.
6
Figure 1
Research Paradigm
INPUT
OUTPUT
PROCESS
INPUT
* Studies about
the Difficulties of
the students in
using the
language.
* The difficulties
experienced by
many in using the
language.
* The preparation
of Questionnaire
* Survey
*Plan of Action
* Data collection
and Analysis
Hypothesis
The null hypothesis is tested in this study. There are no significant differences in the perception
of English proficiency problems by students themselves.
Definition of Terms
The following terms were used in this study:
Communal. This study involved communal language used by Junior High School students of
Divine Shepherd School in expressing their ideas. The term means shared or used by members of
a group or community.
7
Communication Barriers. In this study, the communication barriers in using the English
language were identified. Communication barriers refer to the difficulties and factors that affect
expression of ideas.
Communication Skills. In this study, communication skills of the Junior High School students
at Divine Shepherd School were observed to support the findings of the gathered data. These
skills pertain to abilities in conveying information to another effectively and efficiently.
L2. This study focused on the use of L2 or the second language, English, by the subjects of the
study.
DSSLCI. This is where the study was conducted which stands for Divine Shepherd School,
located at #50 Col. Felino Paran St. Tambo, Lipa City, Batangas.
Medium of Instruction. The study used the medium of instruction which is the English
language in the process of gathering data and supporting details.
Oral Communication. This study aimed to measure the oral communication wherein expression
of ideas took place.
Speech. In this study, speech was the most important factor needed. This refers to the expression
of ideas or opinions of Junior High School students, at Divine Shepherd School.
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Chapter II
REVIEW OF RELATED LITERATURE
This chapter presents the studies and literature which greatly contributed to the present study.
Conceptual Literature
The most precious gift that God has given man is the power of speech. It is this power that
distinguishes man from animal. Man uses speech to communicate his thoughts, feelings, desires
and aspirations to his fellow beings with whom he interacts in communal living or in social
activities. However, in many cases, man fails in his endeavor to express himself clearly. Hence,
the need for man to undergo formal training in effective communication. (Tan, 2004)
Since speech is communication, and specifically oral communication, there are a number of
factors that he must consider if he wishes to be an effective communicator of his thoughts and
feelings.
First, he must remember that speech is an essential part of his daily life. Being able to speak and
to communicate well are just as important as being able to walk or to see. Without speech, he
will have trouble letting people around him know what he thinks, what he feels, what he desires.
For this reason, the kind of speech he must cultivate is not only the formal speaking situation that
is associated with public speaking.
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Second, he must remember that speech is the process of communicating meaning from one
person to another. Only through speech can one share his knowledge, feelings, desires,
yearnings, dreams, with another person or with a group in social interaction with another.
However, he must remember that speech is a process of communication with a PURPOSE--UNDERSTANDING.
Third, he must realize that anyone can become an effective speaker. Of course, he may not be
called upon to make many formal speeches. But, he must remember that the principles of formal
speech also apply to the kind of speaking he does every day. Oftentimes, he is called upon to
speak in meetings, at convocations, or in informal gatherings. Once he understands the basic
elements of oral communication, he will have little difficulty in getting his message across to his
listeners.
It is this main objective- to develop not only mastery of the communication skills but also
proficiency in the transmission of ideas. (Tan, 2004)
According to Aquino (2002), to be able to feel comfortable in speaking, you must be a
sophisticated person socially and linguistically. Socio-linguistic competence is gained if you are
familiar with social conventions in a natural and comfortable way. Linguistic sophistication is
gained if you are aware of how things are done in English specifically in terms of language usage
and use.
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In order to be competent in the English language, you must be aware that a system of rules exist
to help you communicate better and become a powerful person; often make your own decisions
about grammar rules or usage when handbooks and dictionaries are not available; practice
applying the grammar rules in oral and written works; consciously look for grammatical
mistakes and correct them; and assess your overall progress or performance.
As cited by Brantley and Miller (2002), the potential barriers in communication are: different
backgrounds, signaling, communication situation, quality of message content, writing skills,
speaking skills, listening skills, and reading skills.
Communication barriers interfere with sending and receiving messages. Barriers can result in
miscommunication with the potentially serious consequences of hurt feelings, wasted time, or
missed opportunities.
Carpio and Encarnacion(2002), stated the five stages in communication: speaker (sender)transmitter of verbal and nonverbal messages, message- content, channel- the medium used by
the speakers in encoding and decoding messages, receiver- decoder of the message sent by the
speaker and feedback- the receiver’s response to the message sent by the speaker. They also cited
some factors to consider in the acquisition of the American English Sound System as follows:
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Biological Factors
Some language teaching experts observe that adult L2 learners almost always have a foreign
accent while child L2 learners almost always attain native- like pronunciation.
Avery and Erhlich (2002) explain that the difference between adult L2 language learners can be
anchored on what is called the “critical period hypothesis” which holds that language is learned
differently by children and adults, and that this is a direct result of the motivation of the brain.
Socio- cultural Factors
Researchers in the field of applied linguistics assert that it is socio-cultural factors that largely
determine the accuracy in acquiring a native-like pronunciation. Likewise, it has claimed that the
more strongly L2 culture, the more likely they are to “sound” like members of that culture.
Personality Factors
One very important factor which affects the acquisition of the sound system of a L2 is the
Personality of the L2 learner. According to ESL experts, Avery and Erhlich (2002), “learners
who are outgoing, confident, and willing to take risks probably have more opportunities to
practice their pronunciation of the L2 simply because they are more often involved in interaction
with native speakers.
According to Myers et. al.,(2012), although conversation is a common daily activity, we all have
trouble communicating at times. The list of what can go wrong is long and painful: inability to
get started, irritating, interruptions, awkward silences, failure to give others a chance to talk,
failure to notice that listeners are bored or have lost interest, changing topics inappropriately,
12
assuming incorrectly that others understand and so on. To maintain smooth-flowing conversation
requires knowledge of certain rules and communication skills that are often taken for granted.
Research Literature
Zhang (2009) argued that speaking remains the most difficult skill to master for the majority of
English learners, and they are still incompetent in communicating orally in English.
Rababa’h (2005) pointed out that there are many factors that cause difficulties in speaking
English among EFL (English as Foreign Language) learners. Some of these factors are related to
the learners themselves, the teaching strategies, the curriculum, and the environment.
Teaching strategies also contribute to this problem as they are inadequate, and they do not put
emphasis on speaking, which results in a meagre development of this skill. Besides, vocabulary
items are taught in isolation, and listening materials are not used by the majority of school
teachers because of the large number of teachers compared with the number of cassettes
available. Teacher-training programs were found to be not very successful in changing the
teachers’ methodology.
Amrey et. al., (2011) found out that the choice of words affects local and international
communication. Proper diction or choice of words affects the meaning of the word and how it is
used. It is better to consult a reputable dictionary before you use the term. Do not fall for the trap
of the overused
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terms which are not –existent in the dictionary. They consider Philippine slang as there are terms
which we often use in the Philippine context but whose meanings in the dictionary are different.
We call it Filipinisms or slang, informal, nonstandard words and phrases, generally shorter lived
than the expressions of ordinary colloquial speech, and typically formed by creative, often witty
juxtapositions of words or images. Slang can be contrasted with jargon (technical language of
occupational or other groups) and with argot or cant (secret vocabulary of underworld groups).
But the borderlines separating these categories from slang are greatly blurred, and some writers
use the terms cant, argot and jargon in a general way to include all the foregoing meanings.
Paakk (2013) stated in his study entitled, “Difficulties in Speaking English and Perceptions of
Accents” that the accent related factors that might make speaking more difficult were of special
interest. Neurological factors, i.e. maturational constraints, seemed to be one of the main reasons
for experiencing problems in speaking English. Secondly, pronunciation seemed to be difficult
for almost everyone and many were concerned about their accent. He concluded that the
functionality of the English language and communicational skills should be emphasized more in
the classroom, as there is a high risk for English competence to remain theoretical.
Hosni (2014) believes that in order for the curriculum to provide the students with frequent
opportunities of speaking, communicative tasks should be included. Those tasks should focus on
getting students to convey the meaning rather than the form. This can help students acquire the
language better as many researchers declared. He also stated that the students are unable to speak
in English because they lack the necessary vocabulary items and grammar structures. They also
lack sentence formation skills, which result in using the mother tongue. Students also think of
14
making mistakes in speaking in front of their classmates very embarrassing, which results in
preferring not to speak to avoid such situations.
Al- Abri (2008) argued that the lack of oral activities in textbooks is a strong reason for students’
difficulties in speaking, thus he recommended including some oral activities in the form of
rhymes, songs, and simple stories and more conversational language to enable students to have
more fun and enjoy learning to improve their speaking skill.
According to Ellis (2003), language learning can be done by involving learners in performing
two types of communicative tasks: focused communicative tasks and unfocused communicative
tasks. Both of these tasks seek to engage learners in using language pragmatically rather than
displaying language. They seek to develop language proficiency through communication.
Dil (2009) investigated Turkish EFL learners’ communication obstacles in English language
classrooms, and it reported that anxiety and unwillingness during the English speaking process
are considered two of the biggest obstacles for EFL learners. Anxiety and unwillingness are
caused by the fear of being negatively evaluated when making mistakes, particularly in front of
their friends. This study also revealed that students who perceive their English as “poor” feel
more anxious and are more unwilling to communicate in English classes than the other students
perceiving their English level as “very good, good and OK.”
15
Synthesis
The retrospect studies supplied by the researchers are reliable background about the difficulties
of students in expressing their ideas using English as medium of instruction.
The concepts from different related studies had served as a guideline and supportive bases in
improving research work. These studies provide information regarding the students’ deficits in
speaking skills using the English language which the primary purpose is to determine those
problems and to find a transcend solution. Studies also showed essential ideas about
communication and expressing one’s self which are of vital importance to the study.
The gathered Conceptual Literature showed similarities when it comes to the factors and
difficulties of the students in expressing their ideas using English as medium of instruction.
Factors that contribute to the acquisition and use of the English language were also viewed based
on the researches which are Usage of grammar, Vocabulary, Pronunciation, Self- Confidence,
Lack of Motivation and Switch Code.
Differences were also observed among the related studies reviewed which are the respondents’
nationality, level, culture and native language.
This study immersed different respondents in a school. This also includes the studies presenting
difficulties in Speaking English and Perceptions of Accents of different nationalities, Acquisition
of the First and Second Language and the communication barriers.
16
Chapter III
RESEARCH METHODS AND PROCEDURES
This chapter focuses on the discussion of the research design, subject of the study, data gathering
instrument, data gathering procedure and statistical treatment of data.
Research Design
This study used descriptive research design to determine the difficulties of the Junior High
School students in expressing their ideas using English as medium of instruction by conducting a
survey.
This was also used to collect data in order to test the hypothesis and to answer the questions
concerning the current status of the subject of the study.
A questionnaire was used as the principal gathering instrument wherein the instances were based
from factors presented in the former studies and literature.
Subject of the Study
The subject of the study involves 60 Junior High School students of Divine Shepherd School.
Data Gathering Instrument
17
The tool used in gathering data was a set of questionnaire, with 10 items, administered to the
Junior High School students at Divine Shepherd School. The questionnaire was distributed
personally by the researchers. Formal interviews and casual observation were done after the
survey to supplement the questionnaire.
Construction of the Questionnaire
The researchers made a thorough reading of various books, magazines and other reading
materials related to the study. They also browsed the internet and other references. From these,
they based the instances constructed from the major factors (Usage of grammar, Pronunciation,
Self- Confidence, Vocabulary, Lack of Motivation and Switch Code) which affect the second
language learning.
They prepared the first draft and presented it to the adviser. The adviser gave comments and
suggestions then the researchers revised and prepared the second draft.
Data Gathering Procedures
The researchers prepared a letter of request to ask permission from the Principal of Divine
Shepherd School to have their school as the venue of the study and the Junior High School
students as their respondents. After the permission was granted, the researchers personally
distributed the questionnaires to the respondents. When the questionnaires were gathered from
the respondents, the researchers tabulated, tallied, analyzed and interpreted the data. The results
also are classified.
18
Administration of the Questionnaire
The final copy of the questionnaire was reproduced and prepared for distribution. The
researchers distributed the questionnaire to the respondents to give proper instruction.
Scoring
The following scores were used for the interpretation of the given data.
Option
Scale
Interpretation
3
2.5-3
Always
2
1.5-2
Sometimes
1
0.5-1
Never
Statistical Treatment of Data Used
The information gathered was tabulated to determine the precise interpretation of the results.
Data were collated, tabulated and analyzed. The statistical tool used in this study was ranking
and weighted mean.
The Weighted Mean method was used to interpret data from the respondents’ assessment of the
questionnaire items relative to the difficulties of the students in expressing their ideas using
English as medium of instruction.
19
The Rank Method was used to arrange the number of decreasing or increasing order of size. The
highest occurrences of behavior or the instances with the greater number were given the highest
rank.
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation and analysis of data gathered from the study.
I. Respondents’ Profile
The 60 respondents were from the Junior High School students at Divine Shepherd School. The
students ranged from 11 and above years old and of various genders. The respondents were all
from this school.
Indicators
WM
RANK
V.I.
2.23
2
A
2.13
4
A
2.05
6
A
1. I use the correct tenses of the verb whenever I talk to
someone.
2. I commit faulty pronunciation in speaking the language which
keeps me feel tensed.
3. I literally translate every Filipino term into
English.
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4. I hesitate to speak whenever our subject’s medium of instruction
is English.
2.01
8
A
1.93
9
S
2.3
1
A
2.15
3
A
2.02
7
A
2.12
5
A
2.02
7
A
5. I’m having a hard time speaking in English because I hardly
grasp the words to use.
6. I can choose the appropriate words to be used in a
sentence.
7. I can determine the usage of the words in
recitations.
8. I talk
confidently.
using
the
English
language
9. I am having a hard time expressing my ideas using the
language’s appropriate accent and diction.
10. I simply don’t want to use the language because it is somewhat
a complex matter.
COMPOSITE MEAN :
2.1
A
Legend:
WM – Weighted Mean
A – Always
VI – Verbal Interpretation
S - Sometimes
N - Never
Table 1 shows the instances in determining difficulties of Junior High School students in
expressing their ideas using English as medium of instruction with a composite mean of 2.1 and
a verbal interpretation of always.
One indicator with the weighted mean of 1.93 falls under the verbal interpretation of sometimes.
Nine indicators fall under the verbal interpretation. These are the correct tenses of the verb
whenever I talk English language which keeps me feel tensed; commit faulty pronunciation in
21
speaking the language which keeps me feel tensed; literally translate every Filipino terms into
English; hesitate to speak whenever our subject’s medium of instruction is English; I can choose
the appropriate words to be used in a sentence; can determine the usage of the words in
recitations; I talk using the English language confidently, having a hard time expressing my ideas
using the languages appropriate accent and diction; and simply don’t want to use the language
because it is somewhat a complex matter with corresponding weighted mean of 2.23, 2.13, 2.05,
2.01, 1.93, 2.3, 2.15, 2.02, 2.12 and 2.02.
The findings show that the majority of the Junior High School students answered always in
indicators of the difficulties of expressing ideas using English as medium of instruction.
The table represents the indicators which are derived from the 6 major factors researched which
are Usage of grammar, Vocabulary, Pronunciation, Self- Confidence, Lack of Motivation and
Switch Code. The indicators: I use the correct tenses of the verb whenever I talk English
language which keeps me feel tensed and I can determine the usage of the words in recitations
were from the factor, Usage of Grammar; I’m having a hard time speaking in English because I
hardly grasp the words to use and I can choose the appropriate words to be used in a sentence
were from the factor, Vocabulary; I hesitate to speak whenever our subject’s medium of
instruction is English and I talk using the English language confidently were from the factor,
Self- Confidence; I commit faulty pronunciation in speaking the language which keeps me feel
tensed and I am having a hard time expressing my ideas using the language’s appropriate accent
and diction were from the factor, Pronunciation; I simply don’t want to use the language because
22
it is somewhat a complex matter was from the factor, Lack of Motivation and I literally translate
every Filipino terms into English was from the factor, Switch Code.
ACTION PLAN
23
Chapter V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings, the conclusions drawn based on the findings and
the recommendations offered on the conclusion drawn.
Summary
The thesis focused on the Difficulties of Junior High School students in expressing their ideas
using English as medium of instruction, specifically it sought to answer the following questions:
1. What factors affect the students’ speaking skills in using the English language?
2. What are the difficulties of Junior High School students in expressing their ideas using English
as medium of instruction at Divine Shepherd School?
3. What could be the implication of the study to the academe?
Descriptive research was used in this study. To gather the needed data, researchers made
questionnaires about the instances that can filter the difficulties of the students in expressing their
ideas using English as medium of instruction.
24
There were 60 respondents from Divine Shepherd School in this study. Percentage, ranking and
weighted mean were used to analyze and interpret the gathered data
FINDINGS
The study revealed the following findings:
1. The factors that affect the student speaking skills in using the English language are the
grammar usage, pronunciation, switch code, lack of self-confidence, lack of vocabulary and lack
of motivation. The majority of the Junior High School students answered sometimes in the
indicators of the difficulties of expressing ideas using English as medium of instruction.
2. Among the ten indicators that affect the students’ speaking skills in using the English
language, the gathered data revealed the following major difficulties: I commit faulty
pronunciation in speaking the language which keeps me feel tensed, I am having a hard time
expressing my ideas using the language’s appropriate accent and diction, I literally translate
every Filipino term into English, I simply don’t want to use the language because it is somewhat
a complex matter, I hesitate to speak whenever our subject’s medium of instruction is English,
I’m having a hard time speaking in English because I hardly grasp the words to use.
3. In our study conducted to know the difficulties derived from the factors indicated in our
research data implied that the academe needs this study to aid the deficits of the students in
expressing their ideas in English as a medium of instruction specifically in the macro skill of
speaking.
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Conclusion
From the findings of the study, the following conclusions were drawn:
1. The major factor that affects the students in expressing their ideas in English as a medium of
instruction ranked last and obtained a weighted mean of 1.93 with verbal interpretation of
sometimes which means that the students having a hard time speaking in English because they
hardly grasp the words to use.
2. The majority of the Junior High School students answered always in the indicators of the
difficulties of expressing ideas using English as medium of instruction which were based from
the researchers’ studies: grammar usage, pronunciation, switch code, lack of self-confidence,
lack of vocabulary and use of language.
3. The difficulties stated in the recent findings we presented fall under the factors affecting the
speaking skills of Junior High School students at Divine Shepherd School in using the English
language which are Grammar Usage, Pronunciation, Switch Code, Lack of Self- confidence,
Lack of Vocabulary and Lack of Motivation.
4. The difficulties of junior high school students in using the second language, English as the
medium of communication which are determined in this study would be the bases of the teachers
in improving their teaching strategies and for the students to develop their communication skills.
Recommendation
From the conclusion arrived at, the following are suggested by the researchers:
26
1. Conduct workshops to enhance language proficiencies prioritizing Junior High School
students.
2. Implement subjects that correspond to students’ language literacies that will make students
more knowledgeable about the language.
3. Require students to use the language inside the institution to boost their self-esteem.
4. Provide students background about the importance of expressing their knowledge through
speaking.
5. Give students opportunities and interests to be involved in public speaking.
6. Further studies in strategies and techniques to aid the Junior High School students’ difficulties
in speaking the English Language is hereby recommended for future researchers.
BIBLIOGRAPHY
BOOKS
Flores, Carmelita S., Lopez, Evelyn B., Effective Speech
Communication, Mandaluyong City Cacho Hermanos Inc., 2008
Tan, Arsenia, Public Speaking and Speech Improvement, National Bookstore. 2004
Bauzon, Priciliano T., Handbook in Public speaking, Argumentation and debate, National
Bookstore Mandaluyong City., 2006
Aquino, Fe O. Ph. D, Communicative English Plus, Katha Publishing Co., Inc., 2002
27
Raquel, Melody et.al., Content-based English as a SECOND LANGUAGE: A Multiple
Intelligence Approach for College students
Diaz, Rafaela H., Speech and Oral Communication, 2005
Fernando, Jovita N. et. al., New Perspectives in English One, 2005
Ellis, Rod R. Language Teaching Research and Language Pedagogy
Hurley, Sandra R., Tenajero, Josefina V. Literacy Assessment of Second Language Learners.
DICTIONARY
Webster, Merriam, Stanfy Corp., 2017
UNPUBLISHED THESIS
Dil. “Turkish EFL learners’ communication obstacles in English language classrooms”; 2009
Paakk. “Difficulties in Speaking English and Perceptions of Accents”; 2013
Rababa’h. “Speaking English among EFL (English as Foreign Language) learners”; 2005
WEBSITES
www.googlebooks.com
www.deped.gov.ph
28
APPENDICES
CURRICULUM VITAE
Jhulien Clarize Material Martirez
Purok 3 Tambo, Lipa City
Cell number: 09301849901
Email address: rizemrtrz@gmail.com
Personal Information
Birthdate: July 30,2019
Birth place: Granja District Hospital
Age: 16
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Ednor Caubalejo Martirez
Mother’s Name: Marife Material Martirez
Educational Background
Junior High School: Divine Shepherd School
2014-2018
With Higher Honor
Senior High School: Divine Shepherd School
2018-present
29
CURRICULUM VITAE
Julian I. Lee
124 San Guillermo Lipa City
Cell number: 09778407399
Email address: JulianIpapo_Lee@yahoo.com.ph
Personal Information
Birthdate: April 05, 1999
Birth place: Pasay City
Age: 19
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Johnben Lee
Mother’s Name: Jocelyn Ipapo Lee
Educational Background
Junior High School: Divine Shepherd School
2017-2018
Senior High School: Divine Shepherd School
2018-present
30