Running head: CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT
PULUNG SANTOL NATIONAL HIGH SCHOOL
1
Challenges of Grade 11 Students in Speaking in English at Pulung Santol National High School
Crizzel Miyuki L. Amio
A Research Submitted to the Subject Research in Daily Life 1
Pulung Santol National High School
March 2018
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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APPROVAL SHEET
This thesis entitled “Challenges of Grade 11 Students in Speaking in English”, prepared and
submitted by CRIZZEL MIYUKI L. AMIO, in partial fulfillment of the requirements for the
subject Research in Daily Life 1 is hereby recommended for acceptance and approval.
REMY M. CHANTENGCO
Adviser
___________________
Date Signed
-----------------------------------------------------------------------------------------------------------PANEL OF EXAMINERS
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Chair
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MEMBER
MEMBER
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Date Signed
Date Signed
Approved and accepted as partial fulfilment of the requirements in Research in Daily Life 1.
Passed the oral examination on __________________ with a grade of ____
RITA D.L.CUNANAN
Principal IV
___________________
Date Signed
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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ABSTRACT
The study sought to determine the Challenges of Grade 11 Students in Speaking in English at
Pulung Santol National High School
To attain the purpose of this study, the researcher used qualitative descriptive method to know
and understand the students’ problems and challenges when it comes to speaking in English.
The respondents of the study are the 10 Grade 11 students of Pulung Santol National High
School who had a poor performance in English subject.
Generally, the main concern of this study is to determine what are the challenges of grade 11
students in speaking in English. This research is also relevant in the society since there are
students who have difficulties in speaking English. The main instrument of this study was a
questionnaire comprised of five questions, written interview was used to the respondents. All of
the respondents agreed to the same answers that they all having difficulties in speaking in
English and gave some plan on how they can improve their fluency in English.
The result of the study shows that the reasons why students are having difficulties in English
fluently are because of the factors that affect them such as culture, confidence and grammar
correction. Also, they are willing to improve their selves to be more fluent in English.
Key Words: Challenges, Students, English, speaking skills, fluency
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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Introduction
According to Wil, (2014) English becomes the international communication since it was
successfully dominated the world of globalization. This language spreads automatically and has
made big changes over the centuries. It plays a vital role in developing the status of a country.
Beside its importance as an international language it is also called the major window on the
world, which means that English gives us the view of the various progresses taking place in the
world. It also provides us distilled essence of advance and up-to-date knowledge in all fields of
human developments and activities (Brophy, 2009). But the importance of English language is
not just to learn from it, but also to speak on it. There’s no place on Earth where people
communicate by just learning and reading as a primary form of communication. We have to
speak our language in order for us to be heard. Because language is 100% spoken. What we read
and write on paper is just a representation of sounds and signs that we speak, which means
reading and writing the English language will not make you a fluent speaker. That is why
speaking in English is one of the most skills used to express ideas and to communicate with other
people in the entire world (Larson, 2009). According to Walter and Woodford, (2008) Speaking
is a skill which means not only to be known or learn, but also to be practiced. Speaking is not
about what should be said only but what people should listen from you to know and to
understand each other. It determines how long it is listened, how well it is understood and
applied between two people or among people.
Since English is a foreign language in our country, most students especially senior high school
students are not familiar with it (Hetrakul, 2008) here in the Philippines. English language is
utilized as our second language. Why? Because it is commonly used as the medium of
communication in our government, socio-economic, activities, business and even in education.
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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In the education area, English language is very important bridge to connect learning to the
learners but until today the language faces a lot of problems when it comes to students. Most
students find English as one of the difficult language to learns that’s why English teachers are
having a hard time to teach the dialect, that’s one of the reason why most of the Gr.11 students of
Pulung Santol National High School cannot easily express themselves in speaking English. They
learn how to speak but they hide to perform speaking. In this study, the researcher observed that
many students of Pulung Santol National High School are facing a lot of negative circumstances
when it comes to English language. In the classroom setting, the teachers commonly used
English combined with Tagalog or Kapampangan (the mother tongue) because mostly, students
find it hard to understand and to speak the language so the instructor itself must adjust in order
for his/her students to learn. The observation of the researcher agrees to the fact that English
language although it is known as the 2nd language and widely understood inside the school
ground, only few students can really understand and can speak the language fluently.
According to Haynes and Jacarian, (2010) Speaking is retell, summarize, discuss, share, tell,
persuade, argue, report, recite, describe, comment, explain, sing, echo, repeat, read aloud,
present, talk, say, whisper, chant, announce, ask and answer. They imply that the language is
produced by sounds in order to express ideas and feelings to other people, to inform news,
report, etc. and do something relating to the sound. Many people feel that speaking in a new
language is harder than reading, writing or listening for two reasons. First, unlike reading and
writing, speaking happens in real time usually the person you are talking to is waiting for you to
speak right then. Second, when you speak you cannot edit and revise what you wish to say, as
you can if you are writing (Nunan, 2007). It states that speaking is more difficult than writing or
listening and reading where in writing, you may reconstruct it while making mistake.
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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According to Van Gundy, (2009) problems as goals, one general definition describes a problem
in terms of some difficult obstacle or goal. In other words, anything difficult to overcome is a
problem. He implies that every difficulty is a problem and to overcome the problem is the way to
achieve the goal. There are a lot of problems in the world. One of the problems is speaking
especially speaking English in order to know and understand what the problems of speaking
English are, so there are these important experiences of the English learners problems in English
speaking as follows.
According to Hoge, (2012) there’s a huge problem out there. There are a lot confused English
students and confused English learners. These students know a lot of English. They know a lot of
grammar rules. The problem is they can’t understand instantly and effortlessly. They can’t speak
clearly, confidently and effortlessly. They know about English linguistics, the academic study of
linguistics, nouns and verbs and pronouns and phrases, clauses and different verb tenses, all of
the staff, but they can’t perform. That’s a huge problem, all these students out there who just
can’t actually speak English well and understand it well, even though they know a lot.
According to Michael, (2010) he learned English for more than 10 years and he has been living
in UK for 3 years. He is very good at reading English. He reads a lot of textbooks, research
papers and so on. But he cannot speak English automatically and fluently. He just cannot express
himself. Because of this, he is just afraid of talking to people.
According to Jinping, (2010) from china in BBC World, he has learned English for almost 15
years. He has no problem with reading and listening but speaking has always been a problem for
him because when he was at school, they always focused on grammar vocabulary and exams.
Now he really wants to improve his spoken English to a new level to achieve that freedom in
speaking in the near future. He would try anything to help him achieve this.
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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There are several factors which affect students to speak in English fluently. They are scared
about committing mistakes while they speak. They cannot also express themselves well or
adequately because they look adequate and appropriate vocabulary. Another factor that makes
students to hesitate to speak in English is that they are shy and nervous. They feel fearful to
speak English in front of other people because the lack of confidence about their own
competence in English. So it is important to help the learners overcome their anxiety,
nervousness and fear with encouraging words. Good atmosphere and suitable environment can
also help students to speak actively, correctly and fluently (Mueen, 2011). Based on the research
made in Washington University in St. Louis (2015), it is possible to improve students’
participation by devoting time and thoughts to shape the environment and plan each class
sessions. Moreover an instructors attitudes reflects his/her methods in teaching, the way he/she
interact both verbally and non-verbally will have a full impact on the students if they will
participating or not. If has been to know that students have their different personalities, point of
view and perceptions students are classified according to their different attitudes and mental
aspects. The students are divided into three groups, those who are “reflective learners”, who do
not speak more often but critically develop ideas and questions in their mind before they speak,
the “shy students” from the word itself “shy” which means they feel uncomfortable speaking in
front of other people; students who frequently volunteer to continue their ideas are the “active
learners”, who typically think while they speak. As instructor creating conditions that will make
the students participate within their differences in reaching the goal. The instructor have to take
extra steps to encourage quiet students to speak up and ask those who are highly active to hold
back and kindly ask them to give chances to others so that everybody in the class can share their
ideas.
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According to Lewis, (2015) as a English teacher/instructor, you must use the language in your
entire class discussion for your students to be able learn English because they were force to
communicate in English with an actual human being rather than see it as a list of rules. The
process of teaching the universal language will help you to retire your language training strategy
and learning the language better. To teach a language, you have to use the language way more
than occasionally. Making the class discussion fun like turning it to dances, puzzles board
games, competitions, interesting assignments is an incredible way for students to learn. Giving
positive rather than negative feedbacks. Correct their errors without embarrassing them. Giving
them harsh comments regarding their failures would just emphasized their mistakes rather than
focusing on their progress to also help the students, we can try make the students use the
cooperative learning. It is the instructional use of small groups so that students work together to
maximize their own and each other’s learning (Johnson and Johnson, 2009). According to Power
and Loh, (2013) assert that cooperative learning comprises principles and techniques for helping
students work together more effectively. The idea behind cooperative learning is that by giving a
reward to a group rather than individual, students will be motivated to help one another to master
academic materials. Each member of a team is responsible not only for learning the materials but
also for helping teammates to understand the subject and complete the task given. Thus, it
creates an atmosphere of achievement.
Teaching learning process is not only to build the students intellectual skill but also to increase
the knowledge, ideas and ability. Students usually get difficulty in learning English speaking.
They get difficulty to make sentences based on appropriate grammar because it is different from
Indonesian. When the student learning of speaking, they get difficulty in pronunciation,
grammar, fluency, and diction on speaking English. Speaking is the most important skill,
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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because it is one of the abilities to carry out conversation. To use an English speaking is not easy,
because the speaker should also master several important elements, such as pronunciation,
grammar, vocabulary, fluency, and comprehension. Speaking is an interactive process of
constructing meaning that involves producing, receiving, and processing information. The
students should have the ability of English speaking in order that they can communicate with
others (Rika Wulandari, 2010).
“Language teachers conventionally distinguish between four aspects of language which are
mastered by means of the “four skills”: listening, speaking, reading, and writing. Listening and
reading might be taught as primarily ‘passive’ ‘receptive’ or ‘input’ skills, whilst speaking and
writing are their ‘active’ ‘productive’ or ‘output’ counterparts. In general, there are four language
skills which the language learner should master either through the process of learning or
acquisition. They are reading, speaking, listening and writing. Along with the development of
theories of language teaching and learning, there are several terms used for these skills which are
conventionally accepted by most of language teachers (Donald and Kneale, 2008).
According to Johnson and Morrow, (2010), speaking which is popular with the term ‘oral
communication’, is an activity involving two or more people in which hearers and speakers have
to react to what they hear and make their contributions at a speed of a high level. In this
definition, the essential components mentioned to exist in speaking are the speakers, the hearers,
the message and the response. Both the speakers and the hearers should agree on the message
and/or meaning being talked through acceptable language.
Speaking is the process of building and sharing meaning through the use of verbal and nonverbal symbols in a variety of contexts. Speaking is much more complex. It involves both a
command of certain skills and several different types of knowledge. (Chaney, 2009)
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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In order to be able to communicate meaningfully, speakers need to know the knowledge of
communicative competence consisting of grammatical, discourse, strategic, and sociolinguistic
competence. Grammatical competence is an umbrella concept including grammar (morphology,
syntax), vocabulary, and mechanics. With regards to speaking, the term mechanics refer to basic
sounds of letters and syllables, pronunciation of words, intonation, and stress. Grammatical
competence enables speaker to use and understand English-language structures contributing to
students’ fluency. Discourse competence is concerned with speakers’ relationships, formal or
informal occasion, the rules of cohesion and coherence etc. Discourse competence contributes in
turn taking in conversation (Canale and Swain, 2009).
Talk as a transaction refers to situations where the focus is on what is said or done. The message
and making oneself understood is the central focus rather than the participants and how they
interact socially with each other (Richards, 2008).
Fluency is natural language use occurring when a speaker engages in meaningful interaction and
maintains comprehensible and on-going communication despite limitations in his or her
communicative competence. Accuracy means that the speakers are required to use the correct
vocabulary, grammar, and pronunciation. Fluency is developed by creating classroom activities
in which students must negotiate meaning, use communication strategies, correct
misunderstandings, and work to avoid communication breakdowns (Richards, 2008).
In addition, (Nunan, 2009) states that fluency means that the speakers are required to be able to
keep going when speaking spontaneously. However, it does not mean that the speakers speak so
fast because sometimes pausing is important. That pause is an aspect of fluency which may be
long but not frequent. Moreover, when speaking fluently, speakers should be able to get the
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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message across with whatever resources and abilities they have got and regardless of any
grammatical and other mistakes.
Based on my gathered information on those related literature, we found out that most students
used to be silent whenever they enter their English class because they do not want to be
embarrassed and also afraid that their classmates might laugh at their grammar lapses. Students
are challenged every semester, making them feel like they called not do t. Remember that we
learn English because it will benefit us, given that the language is considered as the “universal
language”, not using the language as the basis of superiority.
The general objective of this paper is to determine what are the challenges or difficulties faced
by Grade 11 students at Pulung Santol National High School in speaking in English. We all
know that oral language skill is one of the four skills in English which could be the most difficult
process for student to make a deal with. There are many challenges which affect Grade 11
students to be difficult in concerning with English especially in speaking.
The purpose of this research is to give some pieces of tips and advices to Grade 11 students on
how to surpass those challenges. This research is relevant in the society since there are students
who have difficulties in speaking English. One of my objectives is to learn the difficulties and
challenges of students in speaking English. The cause and effect and to help them overcome
these challenges.
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Conceptual Framework
Speaking is one of the important skills that should be acquired by students. Ideally, in the
speaking teaching and learning process, students have to be given some opportunities to practice
a target language and produce it in the spoken form. They can practice the language in the forms
of dialogs, monologs, discussions, games, or role plays. Besides, those practices can be given in
controlled or guided. As has been stated above, the Grade 11 students of Pulung Santol National
High School have a main problem which is related to speaking skills. This problem was
improved by using some methods in cooperative learning. Cooperative learning is used since the
teacher seldom puts her students in some groups during the teaching and learning process.
Besides, the students enjoy learning together as their learning can be facilitated through working
in a team. By working together, it is not only speaking skills that can be improved, but it also
simultaneously give a positive impact to the students’ vocabulary, self-esteem, pronunciation,
etc. Having a partner to work with will help the students learn the materials. They have more
chances to practice speaking with their friends as well. These things are supported also on a
research about improving speaking skills by using cooperative learning conducted by Tamela in
2009. The activities that was used during the teaching and learning process are communicative
tasks that require students to speak up. The materials made were combination between what has
been explained on the standard of competency, basic competence and tourism. Thus, the learning
materials will fulfil the students need to surpass all the challenges.
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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Paradigm of the Study
GRADE 11
STUDENTS
SPEAKING
SKILLS
CHALLENGES
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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Research Problems
The main concern of this research is to determine the challenges of Grade 11 students in
speaking in English at Pulung Santol National High School. Specifically, the study will answer
the following questions: 1.) How do the profile of the students affect their fluency in English
speaking? 2.) What are the reasons behind the students’ difficulty in speaking English? 3.) What
are the solutions that can help the students to improve/enhance their ability in speaking English?
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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Method
In conducting this research, the researcher applied “qualitative descriptive method.” According
to Fraenkel and Wallen, (2009), “Qualitative descriptive method is to document an event,
situation, or circumstance of interest.” The researcher assumed that by using qualitative method
in this research was appropriate. The researcher wants to know and understand the students’
problems and challenges when it comes to speaking in English and to describe the result of the
study.
Respondents
The respondents of the study are the 10 Grade 11 students of Pulung Santol National High
School who had a poor performance in English subject. The researcher used non-probability
sampling technique which is purposive sampling. The respondents are selected based on the
observation and knowledge of a English teacher, which is needed to conduct the survey.
Instruments
A questionnaire comprised of five questions was used for survey. For this purpose, Grade 11
students who had a poor performance in English subject were interviewed inside the school of
Pulung Santol National High School. The data that was collected by this survey was entered into
MS word in order to analyse and interpret the data. The questionnaires were distributed on the
Grade 11 students and was get back at the same time after they had finished. Also, the researcher
preferred some documentation with the respondents.
Procedures
After the approval of the research proposal, the researcher first asked permission to interview
students in school by writing a letter to the principal. After the permission was granted, the
researcher secured the approval of the principal prior to the actual conduct of the study. Then, the
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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researcher had a pre-interview with the key informant to get the actual number of students who
has a poor performance in English subject. After that, the researcher asked permission to the
respondents by signing a letter of request and distributed the questionnaires personally to get
reliable and credible data. Before the respondents administer the survey questionnaires, the
researcher informed the respondents that all data they provided was used solely in the study and
assure them of the confidentiality of the data. The data collected was interpreted, reviewed and
analysed by the researcher of this study. The researcher conducted data collection by
interviewing the students. Type of interview used by the researcher was a written interview with
questionnaires. It is stated by (Creswell, 2014), that a qualitative interview is when the researcher
conducts personal and written interview with participants, interviews participants by telephone or
engages in focus group interviews with six to eight interviewees in each group. Furthermore, the
students were interviewed one on one to describe from general topic and details about student’s
problems based on challenges that affect them. After that, the researcher already proceeds to the
gathered data and analysed the results immediately.
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Results and Discussion
After conducting and gathering data through interviews, this qualitative study addressed the
following five major questions the results are as follows:
After the interview, these are the consolidated answers with regards to question number 1, “What
are the reasons why you’re having difficulty in speaking in English fluently?” According to six
respondents namely R4, R5, R6, R7, R8 and R9 they all answered that the reason why they’re
having difficulties in speaking in English is because since childhood, they are used to speak in
Kapampangan or Tagalog that’s why they were all not used to speak in English.
R4: Because I’m used to speak in Tagalog and I’m having difficulty in pronunciation of words in
English.
According to Kosonen (2007), children are more likely to speak in their used language in order
for them to succeed in school and if the language of instruction is the same as the child's mother
tongue, there is a better chance for the child to 'fit in' and continue with education. While the
remaining other students have the same reason as respondent number 1.
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R1: I’m scared and nervous in speaking in English because I might say a word that is not
appropriate and they might laugh at me.
Another reason that makes students to hesitate to speak in English in front of other people is
because of fear and lack of confidence about their own competence in English. According to
Theo Tsaousides (2017), fear and anxiety involve the arousal of the autonomic nervous system in
response to a potentially threatening stimulus. When confronted with a threat, our bodies prepare
for battle. This hyper arousal leads to the emotional experience of fear, and it interferes with
our ability to perform comfortably in front of audiences. Eventually, it prevents people from
pursuing opportunities for public speaking.
For the second question, “Does having difficulties in speaking in English have a negative effect
on your life? Why or Why not?” The answers revealed that 100% of the respondents stated that
having difficulties in speaking in English have a negative effect on their life. One respondent
said that whenever they asked him in an English language, it is probably difficult for him to
answer or response also in an English language. Respondent number 6 added that being unable to
speak in English in front of many people affects him because it is so hard to communicate using
English language and he think that he is being belittled by others. While respondent number 5
said that:
R5: Yes, because if you don’t know how to speak in English you will find difficult to go to other
countries.
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The respondent added that it is really needed to learn English for you to have knowledge about
how to speak in English fluently when you go to other countries. This may be associated with the
study of Bhattacharya (2011), English has become a global language and learning it has become
extremely necessary for all of us. English is spoken by more people than any other language. It is
the international language of business, science, and technology, defense (armed forces),
engineering, tourism and other departments. With the help of this widely used language, you can
travel to different countries and can communicate with them easily. You would not need any
translator for this. It means if your spoken English is fluent then a good job is waiting for you.
People would accept you because of your public speaking abilities. Learning this widely used
language would solve your problem and can make you stand apart from the rest of the
competitors.
For the next question which is, “In what way do you express yourself in terms of speaking?”
Most of them answered that they still manage to speak or express themselves but in Tagalog or
Kapampangan. If they really don’t know how to speak it in English, they use their mother tongue
language. Based on the written interview, the respondent number 4 said:
R4: If I really don’t know how to speak it in English, I’ll speak in Tagalog.
Most of the respondents are Kapampangan that’s why when they don’t know how to say it in
English; they still manage to express themselves in their own ways like saying it in Tagalog or
Kapampangan when speaking. This is related to the theory of Butzkamm (2003), using the
mother tongue we have (1) learnt to think, (2) learnt to communicate and (3) acquired an
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intuitive understanding of grammar. Every new language is confronted by an already-existing
mother tongue. All languages are competitors in the sense that if they are not used, they may be
lost, and there is only a limited amount of time that can be shared between them. Precisely
because the mother tongue is always available, it is so easy to avoid using a foreign language.
The mother tongue opens the door, not only to its own grammar, but to all grammars, in as much
as it awakens the potential for universal grammar that lies within all of us. This knowledge is the
result of interactions between a first language and our fundamental linguistic endowment, and is
the foundation on which we build ourselves. It is the greatest asset people bring to the task of
foreign language learning. For this reason, the mother tongue is the master key to foreign
languages, the tool which gives us the fastest, surest, most precise, and most complete means of
accessing a foreign language.
In terms of question number 4, “How do you plan to improve your speaking skills?” Based on
the written interview, most of the respondents agreed the same plan which is to practice more
often and read more books for them to be more fluent in speaking in English. Student number 10
added that it is also needed to practice speaking in English every day so that it can enhance their
fluency in English. Respondent number 7 said that:
R7: I need to improve my speaking skills in English by learning and studying the language and I
will ask some help to my siblings who is good in English.
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According to the study of Kelly Bridges (2014), older siblings may at the same time have
salutary effects on the English language development of young children. It potentially makes
older siblings a source of input that supports young children's English language development. It
is also documented that in many cultures, older siblings have significant roles in the upbringing
of young children and are significant sources of language input. The inference that exposure to
English via older siblings was the cause of the these English skills is supported by the findings
that the amount of English that older siblings used with younger children was a positive predictor
of the younger children's English vocabulary development. The study suggests that older siblings
may be a valuable source of English exposure to young children in some different aspects of life.
And for the fifth question, the researcher asked the respondents that from their opinion, what are
the problems/challenges they face when it comes to speaking in English. Among the 10
respondents, 8 out of 10 agreed with the same answer that problems/challenges they always
encounter is lack of confidence, wrong grammar and having a low grades in English subject.
Student number 5 added that stuttering is also one of the problems they experience and having
wrong pronunciation with words. This may be the possible reason why they’re having a hard
time to speak in English fluently.
R4: Every time when I speak, I stuttered and pronounce the words incorrectly.
This can be related to the study of Shenker (2009), that people who stutter can affect their
language skills and fluency in speech. A person who stutters may repeat the first part of a word
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or hold a single sound for a long time. Some people who stutter have trouble getting sounds out
altogether. Stuttering is complex, and it can affect speech in many different ways.
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Conclusions
Based on the results of the study, the following conclusions were drawn. I conclude that there are
many factors that affect a person to speak English fluently. These are culture, confidence, and
grammar correction. 1.) The study recognized that because of factors such as culture, confidence
and grammar it hinders the person to speak fluently. Confidence affect the students to speak in
English fluently because they always nervous and scared to try about their own competence in
English. It also affects their culture because since childhood they are only familiar with the
language they know that’s why they cannot understand and speak other language like English.
Grammar correction, most of the students stated that in order for them to be fluent in English,
they must know the correct grammar and pronunciation. 2.) Using mother tongue language is
most of their choice when expressing one selves in terms of speaking. They either use
Kapampangan or Tagalog when they cannot express their thoughts and ideas. 3.) Practicing more
often, reading English books and literature, improving speaking methods and strategies to
develop their skills in communication and doing extra efforts on how they can improve their
knowledge in speaking English.
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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Recommendations
Considering the aforementioned findings and conclusions, the following recommendations are
hereby suggested. Every year/grade has English subject that must teach them on how they cope
on this subject. Every student should be well prepared/practiced on the specific subject which is
English. Teachers must have a good relationship on their students so that they can help them to
overcome those challenges/problems in speaking.
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
References
Ariffansyah, Galih (2013) 5 Problems in Speaking English as Foreign Language. Retrieved
December 15, 2017 from http://englishwithgalih.blospot.com/2013/04/5-problems-inspeaking-english-as.html
Arshad, Aqsa (2013) Why Students Fail to Speak English after Getting Sixteen Years of
Education. Retrieved December 15, 2017 from
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Bhattacharya, Joydeep (2011) The Importance of English and How It Can Affect Our Lives
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Butzkamm, Wolfgang (2003) We Only Learn Language Once
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Bridges, Kelly (2014) Older Sibling Influences on the Language Environment
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Hetrakul, Kavin (2007) Students’ Difficulties in Speaking English and How to Solve It.
https://dianingpadmi.wordpress.com/eedduuccaattiioonn/students%E2%80%99difficulties-in-speaking-english-and-how-to-solve-it/
Kabir, Umme Sharmin (2014) Challenges of Speaking English in Bangladeshi Classrooms
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http://123.49.46.157/bitstream/handle/10361/3300/13177015.pdf?sequence
Kosonen, K. (2007) Having One's Mother Tongue
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CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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Maher, Ahmed (2016) Problems and Difficulties of Speaking That Encounter English Language
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Shenker, Shiwy (2009) Stuttering
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Tsaousides, Theo (2017) Why Are We Scared of Public Speaking?
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https://www.slideshare.net/AhmaddinTuguis/english-speaking-problems-faced-bystudents-at-english-language-education-study-program-of-teacher-training-andeducation-faculty-of-khairun-university
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Wulandari, Rika (2010) English Speaking Learning Problems Faced By The
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SANTOL NATIONAL HIGH SCHOOL
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Students At The First Year Of SMP Negeri 1 Tirtomoyo Wonogiri. Retrieved December
15, 2017 from http://eprints.ums.ac.id/10056/1/A320060175.pdf
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
Appendix A. Letter of Request to the Principal
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CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
Appendix B. Sample Request Letter to the Respondents
29
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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Appendix C. Sample Questionnaire
Questionnaire
A STUDY ON CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT
PULUNG SANTOL NATIONAL HIGH SCHOOL
Direction: Please answer the following questions in the spaces provided.
1.) What are the reasons why you’re having difficulty in speaking in English fluently?
2.) Does having difficulties in speaking in English have a negative effect on your life? Why
or Why not?
3.) In what way do you express yourself in terms of speaking?
4.) How do you plan to improve your speaking skills?
5.) From your opinion, what are the problems/challenges that you face when speaking in
English?
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
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CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
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CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
Appendix D. Documentation
1. The researcher with Ms. Sheryl G. De Mesa (Key Informant)
2. The researcher with the respondents
38
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
3. The respondents answering the questionnaires
39
CHALLENGES OF GRADE 11 STUDENTS IN SPEAKING IN ENGLISH AT PULUNG
SANTOL NATIONAL HIGH SCHOOL
Appendix E. Curriculum Vitae
PERSONAL DATA
Name :
Permanent Address :
Contact Number :
Age:
Date of Birth :
Place of Birth :
Parents :
Crizzel Miyuki L. Amio
#260 Gen. Luna St.Babo Sacan,
Porac, Pampanga
09398798772
16
November 7, 2001
Floridablanca,Pampanga
Danilo D. Enriquez
Marlyn L. Amio
EDUCATIONAL BACKGROUND
Elementary :
Porac Elementary School
Porac, Pampanga
2007-2013
Secondary :
Pulung Santol National High School (JHS)
Porac, Pampanga
2013-2017
Pulung Santol National High School (SHS)
Porac, Pampanga
2017-Present
40