"THE CHALLENGES AND COPING MECHANISM OF SELECTED SENIOR HIGHSCHOOL STUDENTS AND
TEACHERS IN ENGLISH AS A MEDIUM OF INSTRUCTION IN CALASUMANGA NATIONAL HIGHSCHOOL"
LEADER:
NICOLE BANADERA
MEMBERS:
JENNELYN UNGRIANO
MANIE JHON CARLO ARANEL
ELMER CASABUENA
CHAPTER 1
1
INTRODUCTION:
English as a medium of instruction has grown in popularity around the world due to it's perceived
benefits in preparing students for global communication and increasing their job market
competitiveness. Proponents argue that using English as a medium of instruction in Senior highschool
can help students improve their language skill and proficiency. Allowing them to communicate
effectively and access a variety of educational resources. Furthermore, it is believe that early exposure
to English improves cognitive abilities, critical thinking, and problem-solving skills.
English has emerged as the global language of communication, trade, and education.
Consequently, many educational institutions around the world have adopted English as a medium of
instruction (EMI) to prepare students for the demands of a globalized society. However, this shift
presents unique challenges for both senior high school students and teachers who navigate the
complexities of learning and teaching subjects in a non-native language. Students entering senior high
school may possess varying levels of English language proficiency, which can significantly impact their
comprehension, participation, and overall academic performance. Difficulties in understanding complex
concepts, technical vocabulary, and instructions in English may impede students' ability to engage
effectively with the curriculum. Teachers need to adapt their instructional strategies to accommodate
the diverse language needs of students. Balancing content delivery with language support becomes
crucial to ensure students' comprehension and engagement. The ability to scaffold complex concepts
effectively while using English as the medium of instruction is a significant challenge for teachers.
English has become a vital medium of instruction in educational institutions worldwide. As
countries aim to prepare their citizens for the demands of a global workforce, many educational systems
have implemented English as a medium of instruction (EMI) in schools. The Philippines, for instance, has
adopted EMI in its Senior High School (SHS) curriculum. However, the integration of EMI poses
2
significant challenges for both students and teachers, necessitating the development of effective coping
mechanisms. The transition to EMI in senior high school is a complex process that requires adjustments
from both students and teachers. English proficiency becomes crucial as it directly impacts students'
comprehension, participation, and overall academic performance. Similarly, teachers need to develop
language competency and instructional strategies to facilitate effective teaching in English. Many
students may lack adequate English language skills, which can hinder their comprehension and
expression of ideas. Difficulties in vocabulary, grammar, and pronunciation can affect their confidence
and hinder effective communication. The use of English as a medium of instruction may pose challenges
for students with different cultural and linguistic backgrounds, affecting their ability to comprehend and
engage with the curriculum. Switching from the native language to English requires additional cognitive
effort, potentially leading to mental fatigue, reduced information processing, and academic stress. The
fear of making errors and being judged by peers or teachers can inhibit students' willingness to
participate actively in class discussions, leading to limited language practice and reduced learning
opportunities.
Teachers need to possess a high level of English proficiency to effectively deliver lessons in
English. Insufficient language skills may impact their ability to explain complex concepts, provide clear
instructions, and engage students in meaningful discussions. This includes selecting appropriate
materials, designing activities that promote active learning, and fostering an inclusive and participatory
classroom environment. The additional time required to deliver lessons in English can be a challenge for
teachers, especially when they need to cover a vast curriculum within limited instructional hours.
Schools can offer language enhancement programs to improve students' English proficiency, providing
additional support outside regular classroom instruction. Teachers can benefit from professional
development programs focusing on language proficiency, instructional strategies, and classroom
management techniques specifically tailored for EMI environments. Encouraging collaborative learning
3
activities allows students to practice English in a supportive environment, fostering peer-to-peer
interaction and knowledge sharing. Teachers can create a classroom environment that promotes risktaking and encourages students to participate actively, reducing the fear of making mistakes.
English has become a widely recognized global language, serving as a means of communication,
education, and professional development. In recent years, many educational institutions around the
world, including the Philippines, have adopted English as a medium of instruction (EMI) to prepare
students for a competitive globalized world. However, this transition to EMI presents numerous
challenges for both students and teachers, particularly at the senior high school level. Calasumanga
National High School serves as an ideal microcosm to investigate the challenges and coping mechanisms
of senior high school students and teachers in an EMI setting. The challenges faced by senior high
school students in an EMI environment can include limited vocabulary and grammar knowledge, lack of
confidence in speaking and writing, difficulty comprehending complex academic texts, and anxiety
related to language proficiency. Moreover, teachers face their own set of challenges, such as adapting
teaching materials to suit the EMI context, ensuring student engagement and participation, and
addressing the varying levels of English proficiency among students. To address these challenges, both
students and teachers employ coping mechanisms to facilitate effective teaching and learning in an EMI
setting. These mechanisms may include utilizing interactive teaching methods, integrating technology in
the classroom, providing additional language support, encouraging peer collaboration, and fostering a
positive learning environment. By examining the challenges and coping mechanisms of senior high
school students and teachers at Calasumanga National High School, this research intends to contribute
to the existing body of knowledge on EMI implementation in the Philippine educational system. The
findings may inform educational policymakers, school administrators, and teachers about the specific
areas that require attention and support in order to enhance the quality of English language instruction
and improve student outcomes in an EMI setting.
4
THEORITICAL FRAMEWORK:
According to Social Cognitive Theory, developed by Albert Bandura, individuals learn by observing
others and the consequences of their actions. In the context of English as a medium of instruction,
senior high school students may face challenges such as language barriers, difficulty understanding
complex concepts, and lack of confidence in expressing themselves in English. Teachers, on the other
hand, may struggle with adapting their teaching methods and materials to meet the needs of diverse
students. In this framework, the challenges faced by students and teachers are influenced by personal
factors such as self-efficacy beliefs, motivation, and previous experiences with English language learning.
For instance, students with low self-efficacy in English may perceive the language as challenging, leading
to decreased motivation and performance. Similarly, teachers with limited training in teaching English as
a medium of instruction may face difficulties in planning and implementing effective lessons.
Coping mechanisms within the Social Cognitive Theory framework involve the reciprocal
interaction between personal, behavioral, and environmental factors. For students, building self-efficacy
beliefs through successful experiences, modeling, and social persuasion can enhance their coping
abilities. Teachers can employ strategies such as professional development, collaborative planning, and
peer support to enhance their self-efficacy in teaching English and cope with the challenges.
According to the Transactional Stress and Coping Model,proposed by Richard Lazarus and Susan
Folkman, stress arises from the transaction between individuals and their environment. In the context of
English as a medium of instruction, both students and teachers may perceive various stressors. Students
may experience academic pressure, fear of failure, and social comparison, while teachers may
encounter time constraints, curriculum demands, and evaluation pressures.
This model suggests that the primary appraisal involves evaluating the significance and
implications of the stressors. Students may appraise English as a challenging subject that threatens their
5
academic performance, while teachers may perceive it as an additional workload and a potential source
of job insecurity. The secondary appraisal involves evaluating available coping resources and strategies.
Students may draw on their prior language learning experiences, seek support from peers or teachers,
or employ self-regulation techniques to cope with the challenges. Teachers may access professional
development opportunities, collaborate with colleagues, or engage in self-care practices to manage
stress and adapt their teaching approaches.
Coping mechanisms within the Transactional Stress and Coping Model can be problem-focused or
emotion-focused. Problem-focused coping strategies involve active efforts to change the stressful
situation or one's response to it. Emotion-focused coping strategies aim to regulate emotional responses
to the stressor. Both students and teachers may employ a combination of these strategies depending on
the specific challenges they face.
STATEMENT OF THE PROBLEM:
The present study aims to investigate the challenges and coping mechanism of selected senior high
school students and teachers in English as a medium of instruction in Calasumanga National Highschool.
Specifically, the study seeks to examine the following research questions:
1. What are the challenges faced by students and teachers in using English as a medium of
instruction?
2. What are the coping mechanism of students and teachers in dealing with the challenges brought
by using English as a medium of instruction?
3. What is the implication of the study in terms of using English as a medium of instruction?
SIGNIFICANCE OF THE STUDY:
6
This study entitled "The challenges and coping mechanism of selected senior high school students
and teachers in English as a medium of instruction in Calasumanga National Highschool" should be
tackle since it is important to identify the challenges and coping mechanism in using EMI. Furthermore,
it aims to benefits the following:

Students- the study can provide insights into the challenges faced by students in learning and
understanding subjects taught in English. It can help identify specific areas where students
struggle and suggest coping mechanism that can enhance their language proficiency and
academic performance.

Teachers- the research study can assist teachers in understanding the difficulties faced by
students and provide them with strategies to effectively teach subjects in English.

Parents - Parents understanding and involvement in their children's English language learning
can contribute to the students overall success.
SCOPE AND LIMITATIONS:
This study will focus on the challenges and coping mechanism in using English language through
the content areas, specifically for selected senior high school students and teachers in Calasumanga
National Highschool at Brgy. Calasumanga, Panukulan Quezon. The study will explore the perceptions
and attitudes of teachers and students towards this approach to language instruction. This study is
limited to senior high school students in CNHS, and the results cannot be generalized to other
educational context. Finally, this study will not address the assessment methods or outcomes measures
for students and teacher's language proficiency or content knowledge.
DEFINITION OF TERMS:
7

EMI - acronym of "English as a medium of instruction"

Medium of Instruction - the language used by teachers to impact knowledge and understanding
to students in a classroom setting.

Language proficiency - the ability to use a language accurately and fluently.
8
CHAPTER II
REVIEW OF RELATED LITERATURE:
(Smith, J., Johnson, A., & Davis, L., 2020)their study explores the challenges encountered by senior
high school students when English is used as a medium of instruction. The study identifies common
difficulties such as limited English proficiency, lack of vocabulary, and inadequate comprehension skills.
Additionally, it highlights the impact of these challenges on students' academic performance and
suggests possible interventions to address these issues. (Garcia, M., Martinez, L., & Hernandez, S.,2018)
discusses the language-related obstacles, such as difficulties in grammar, pronunciation, and
comprehension. Furthermore, it examines non-language factors like self-confidence and anxiety, which
contribute to the challenges faced by students in adapting to an English-speaking environment. It delves
into factors such as inadequate exposure to English outside the classroom, ineffective teaching
methods, and cultural differences. The article highlights the need for targeted instructional strategies,
teacher training, and enhanced language support to address the identified challenges (Tan, S., 2019).
The researchers found that teachers encounter various difficulties, including inadequate language
proficiency, lack of appropriate teaching materials, students' limited English skills, and resistance from
students and parents towards English as a medium of instruction. The study highlights the need for
teacher training programs and support to address these challenges effectively (Khan, S. M., & AlMekhlafi, A. 2018). Mirici, İ. H. (2020) explores the challenges faced by teachers in multilingual
classrooms when using English as a medium of instruction. The study identifies several difficulties,
including students' limited English proficiency, code-switching, inadequate language support, curriculum
adaptation, and managing students' diverse language backgrounds. The findings emphasize the
importance of professional development programs for teachers and the need for effective language
support strategies to overcome these challenges. The research identifies various obstacles, including
9
limited language proficiency of both teachers and students, cultural barriers, students' resistance to
English, lack of suitable teaching materials, and the pressure to meet disciplinary content objectives. The
study underscores the need for professional development opportunities, language support programs,
and institutional support to enhance teachers' capacity in using English as a medium of instruction (AlBaddareen, A. 2017).
(Johnson, L., et al. (2023) Their research article examines the relationship between psychological
well-being and coping mechanisms among senior high school students in an English-medium instruction
setting. The study employed a mixed-methods approach, combining surveys and interviews with a
sample of 300 students. The findings revealed a positive correlation between higher psychological wellbeing and the use of effective coping strategies, such as setting realistic goals, practicing positive selftalk, and seeking emotional support. The study underscores the significance of promoting psychological
well-being alongside the development of coping mechanisms in English-medium instruction
environments. (Lee, C., & Davis, M. 2023) investigate the academic coping strategies utilized by senior
high school students in an English-medium instruction context. The researchers surveyed a sample of
500 senior high school students using a validated questionnaire. The results indicated that the most
common coping mechanisms employed by the students were time management, seeking clarification
from teachers, and engaging in peer discussions. The study highlights the importance of these coping
strategies in managing the challenges associated with English as a medium of instruction. (Smith, A., &
Johnson, B. 2022) their findings revealed that students adopted various coping strategies such as
seeking help from peers, using online resources, and practicing self-motivation techniques. The study
provides valuable insights into the challenges faced by students and the effectiveness of different coping
mechanisms in an English-medium instruction setting.
10
(Lee, S., & Kim, H. 2019) Through in-depth interviews and observations, the researchers identify
several strategies, including language enhancement activities, professional development opportunities,
and self-reflection practices. The study highlights the significance of these coping mechanisms in
managing the challenges associated with EMI instruction. (Smith, J., & Johnson, A. 2020) examines the
coping strategies employed by teachers in English as a medium of instruction (EMI) settings. The study
identifies various coping mechanisms, such as teacher training programs, peer support networks, and
instructional materials. It also explores the impact of these strategies on teachers' professional
development and overall well-being. (Chen, Y., & Jones, M. 2018) The researchers employ surveys and
interviews to gather data and identify common coping mechanisms, including support from colleagues,
instructional planning, and reflective teaching practices. The study highlights the role of cultural factors
in shaping teachers' coping strategies in EMI classrooms.
Smith, A. (2019) explores the challenges faced by senior high school students and teachers in using
English as a medium of instruction. The author conducted interviews and surveys to gather data and
identify the common difficulties encountered. The study highlights challenges such as limited English
proficiency, lack of vocabulary, anxiety, and communication barriers. Additionally, it examines coping
mechanisms employed by students and teachers to overcome these challenges, including extra practice,
peer support, and utilizing technology for language learning. The findings contribute to understanding
the implications of using English as a medium of instruction and provide valuable insights for educators.
The researchers conducted interviews and focus group discussions to gather insights into the challenges
faced and coping strategies employed. The findings highlight issues such as limited vocabulary,
difficulties in comprehension, and self-consciousness when speaking English. The study also identifies
coping mechanisms, including the use of bilingual support, collaborative learning, and scaffolding
techniques. The implications of these findings shed light on the areas where additional support and
training may be required for effective English language instruction in senior high school settings (Lee, J.,
11
& Chen, L. 2021). English-medium instruction among senior high school students and teachers. The
researchers employed a mixed-methods approach, including surveys, observations, and interviews. The
study reveals challenges such as lack of motivation, anxiety, and difficulties in oral communication.
Coping strategies identified include using mother tongue support, incorporating multimedia resources,
and providing scaffolding techniques. The findings contribute to understanding the implications of
English-medium instruction and offer practical insights for teachers and policymakers to enhance
language learning experiences in senior high school classrooms (Wang, Y., & Liu, X. 2020).
12
CHAPTER III
METHODOLOGY:
This study presents the methodology that was used in conducting the study on the challenges and
coping mechanism of selected senior high school students and teachers in English as a medium of
Instruction. It outlines the research design, the population and sample, the data collection instruments,
and the data analysis procedure.
Research Design:
The study employed a qualitative phenomenological study. This study aims to explore and
understand the lived experiences, perceptions, and meanings attributed to a specific phenomenon, in
this case, the challenges and coping mechanisms related to English as a medium of instruction.
Population and Sample:
The study targeted senior high school students and teachers. A stratified sampling technique was
used to select participants for the study. A total of 5 teachers and 5 students of senior high school at
CNHS were selected to participate in the study. The sample size was deemed sufficient to capture a
diverse range of experiences and perspectives.
QUESTIONNAIRES:
Separate questionnaires were administered students to gather information on their perceptions of
English as a medium of instruction. The questionnaires were designed to capture participants' attitudes
towards the effectiveness of EMI, the challenges they faced, and suggestions for improvement.
13
Ethical Considerations:
Ethical Considerations were taken to account when conducting the study. Informed consent was
obtained from all participants, and confidentiality and anonymity were maintained throughout the
study. Participants were informed that they could withdraw at anytime without penalty. The study also
received approval from the relevant ethical review boards.
Respondents:
This research was employed a qualitative phenomenological study by providing questionnaires.
The qualitative research design was used to answer the research objectives in order to find out the
challenges and coping mechanism of using English as a medium of instruction. This research will focus
only on Senior high school students and teachers at CNHS. The sample consist of 4 selected students
from both section of G-11 GAS and TVL, and G-12 GAS and TVL, and consist of 4 teachers of senior high
school. These 8 respondents are expected to answer the questions that provided.
Locale of the study:
This study was conducted in Calasumanga National Highschool and was the prime source of
information which is the basis of the study. The researcher chose the school due to the reason that it
can provide reliable information on the Challenges and coping mechanism of selected senior high school
students and teachers in English as a medium of Instruction at Calasumanga National Highschool. The
case of access to the information was also a reason it was selected as the locale of the study. The
acceptability of the developed material was gathered from the responses of senior high school students
of Calasumanga National Highschool, Panukulan, Quezon.
14
REFERENCES:
Smith, J., Johnson, A., & Davis, L. (2020). Challenges Faced by Senior High School Students in English as a
Medium of Instruction: A Literature Review. Journal of Education Research, 25(3), 112-128.
Garcia, M., Martinez, L., & Hernandez, S. (2018). An Analysis of the Challenges Faced by Senior High
Students in English Medium Instruction Classes. International Journal of Language Education, 7(2), 45-62
Tan, S. (2019). Challenges in English Language Proficiency Among Senior High School Students: A Review
of Literature. Journal of Language Studies, 14(2), 78-95.
Khan, S. M., & Al-Mekhlafi, A. (2018). Challenges faced by teachers in implementing English as a medium
of instruction in non-native English speaking contexts. Arab World English Journal (AWEJ), 9(3), 45-60
Mirici, İ. H. (2020). The challenges of implementing English as a medium of instruction: Perspectives of
teachers in multilingual classrooms. Journal of Educational and Social Research, 10(1), 41-53.
Al-Baddareen, A. (2017). Challenges faced by teachers in implementing English as a medium of
instruction in higher education. International Journal of English Linguistics, 7(2), 1-11.
Smith, A., & Johnson, B. (2022). Coping Mechanisms of Senior High School Students in English-Medium
Instruction: A Qualitative Study. Journal of Education and Language Studies, 45(3), 112-129.
Lee, C., & Davis, M. (2023). Academic Coping Strategies of Senior High School Students in English as a
Medium of Instruction: A Quantitative Analysis. Journal of Language and Education, 18(2), 67-82
Johnson, L., et al. (2023). Psychological Well-being and Coping Mechanisms of Senior High School
Students in an English-Medium Instruction Setting. International Journal of Applied Psychology, 38(4),
215-230.
15
Smith, J., & Johnson, A. (2020). Coping Strategies of Teachers in English as a Medium of Instruction: A
Systematic Literature Review. Journal of Language Education, 45(3), 112-129.
Lee, S., & Kim, H. (2019). Exploring Coping Mechanisms of EMI Teachers: A Qualitative Study. TESOL
Quarterly, 53(2), 245-264.
Chen, Y., & Jones, M. (2018). Stress and Coping Strategies of EMI Teachers: A Cross-Cultural Perspective.
International Journal of Applied Linguistics, 32(4), 497-516.
Smith, A. (2019). Challenges and Coping Mechanisms in English as a Medium of Instruction for Senior
High School Students and Teachers. Journal of Education and Linguistics Research, 7(2), 45-62.
Lee, J., & Chen, L. (2021). Implications of English as a Medium of Instruction: Perspectives from Senior
High School Students and Teachers. International Journal of Applied Linguistics, 14(3), 167-184.
Wang, Y., & Liu, X. (2020). Challenges and Coping Strategies in English-Medium Instruction: A Case Study
of Senior High School Students and Teachers. Language Teaching Research, 24(2), 222-243.
16
Participants
Guide Questions
1. what are the
challenges faced
by student and
teacher in using
English as a
medium of
instruction?
Teacher I
Based on my
observation other
student are being
shy type don’t have
confidence and
always scared every
word that he/she
saying. They will
affect to the
student if the
writing can’t read,
and can’t
understanding the
objective or the
topic the best thing
that we should
need is to explain
clearly and to
emphasize every
word to make it
sure that the
student learn a lot.
The best strategies
that we should is to
encourage every
student to do
advance learning.
As a student it’s
common to face
challenges with
academic
coursework and
assignment
fortunately, there
are many resource
available to student
that can provide
academic support
and help them
succed. Here are
some of the most
common resource
available like
tutoring and
writing center and
Teacher 2
Teacher 3
Teacher 4
Gumagawa ng
mga actividad
ng may
kinalaman sa
kanilang
pagaaral ang
iba naman ay
kumukuha ng
tutor upang
mas madaling
matoto ang
isang bata.
English is
important for
student as it
broadens
their minds,
develops
emotional
skills, improve
the quality of
life by
providing job
opportunities.
The
challenges
that adult
learner faces
in studying
English is such
as they hard
to learn,
difficult to
remember
vocabulary,
difficult to
pronounce
the word and
they are lack
of confidence
and fear of
making
mistake.
Parents with
more
Because speak
in English is
challenge na
kinakaharap ng
mga magaaral
maging
malakas ang
loob ang bawat
student sa
pagsasalita ng
English ito dahil
kahit gustohin
naming
pagsalitain ang
mga studyante
ay nahihiya
parin o aayaw
nila kaya
pinipilit naming
mga teacher na
mag salita ng
English.
Nakakaapekto
talaga ito dahil
hindi inaaral ng
mga bata ang
mga sinasabi ng
teacher at kung
talaga
nauunawan nila
mismo ang
kanilang
binabasa dapat
ay alam din nila
kung anong ibig
sabihin ng
English word na
iyun at dapat
na marunong
rin silang
bumasa kasi
kung marunong
silang
bumabasa
dapat
The main
problem for any
learner of
English isn’t
actually the
language itself,
though the
‘’hybrid’’ quality
of English does
make things
confusing at
time ang the
English teaching
ang learning are
carried on. Not
knowing a
language
requires a huge
effort to get
work done, far
more than
native speakers.
It mean a
student has a
hard time
speaking to the
teacher, making
friends, and
feeling
confident those
are brave work
extremely hard
to acquire the
necessary
language skills.
In my
experience, the
most effective
way to teach
children English
is firstly
determine the
learning method
that best suits
the child is
17
Generated
Codes
*Engaging in
self -support
activities
*unprepared
student
*mindset
2.what are the
coping
mechanism of
students and
teacher in
dealing with the
challenges
brought English
as a medium of?
Instruction?
so many school are
offer tutoring
service for student
and service are
usually provided by
experienced
student or
professional and
can be offered in
person or online. As
a teacher myself I
had to cope with a
lot different
problem. Some
student were
suffering from
learning
disabilities,behavior
Problem,bored, not
learning what they
should have were
being absent by
their parent
boyfriend and etc.
Parent play a
critical role in a
child language
development
studies have shown
that children who
are read to and
spoken with a great
deal during early
childhood will have
larger vocabularies
and better
grammar than
those who even’t.
English is important
for student as it
broadens their
minds, develops
emotional skills,
improve the quality
of life by providing
job opportuneties.
The biggest
challenge that adult
resources are
better role
able to
provide
position
learning
experience
for their
young
children.
Children also
play a key role
in their own
learning
experience as
exemplified
by link
between child
characteristics
and parenting
behavior.
18
nauunawan din
nila kung ano
ng aba yung
ibig sabihin
nong word or
sentences. Ang
challenge sa
teacher ay kung
papaano
naming
eencourage
ang mga
studyante at
hirap kaming
mga teacher
dahil kung sarili
mismo nila hnd
nila
matulungan
ang pagbabasa
ng English sila
na mismo ang
mahihirapan at
kung totousin
ay kaya naman
naming silang
turuan. Ang
junior high
school ay may
tinatawag
silang reading
book pero
pagdating ng
senior high
school student
ay wala dahil
dapat alam na
nila magbasa
ng English at
dapat ay
marunong na
din silang
makaunawa ng
English at dapat
din ay ang
senior high
school student
ay
some children
are respond
very well to the
phonics
approach and
learns to read
through
sounding out
individual word
still other love
to spell out the
letters of a word
to learn the
meaning. If you
want to grow
professional or
if you want to
succed in your
business or
professional
career, learn
basic English
language.
English is a
lingua France or
the universal
language in the
spoken by
millions if not
billions of
people around
the world. The
biggest
challenge that
adult learners
face in studying
English is that
adult learners
process the
incoming
information in
their mother
tongue. In my
observation
about my
student and
problem about
learning is we
*student ‘s
abilities
*Academics
stress
3. what is the
implication of
the study in
term of using
learners face in
studying English is
that adult learners
process the
incoming
information in their
mother tongue.
nakakapagsalita
narin ng English
lalo kapag
tinatanong
naming mga
guro. Kaming
mga teacher
hindi naming
pinipilit ang
mga studyante
naming kundi
sinasanay
naming silang
magsalita ng
English kahit
mali ang
gingawa
naming paraan
ay
pinagtatagalog
naming sila
tapos
pinaenglish
namin at kung
hindi naman
nila
maunawaan
ang knilang
binabasa ay
tinuturaan
naming hindi
naman naming
pweding
iwanan ang
isang studyante
kung sya ay
hindi pa talaga
kagaling sa
English at
hangarin parin
naming mga
guro na turuan
ang mga
studyante.
English as a
medium of
instruction?
19
need time more
time in spent
with them and
they feel
comfortable and
rushed, with
more depth
ways teaching
along with
teachers and
patience. Most
likely the
student is aware
they are
struggling in
class compared
to the others,
feeling some
pressure which
results is getting
distracted easily
and giving up.
Education
means receiving
knowledge but
you can receive
knowledge only
if you can
communicate is
same language.
Education isn’t
only listening to
the instruction,
but grasping or
learning it.
Understanding
what tought is
important.
Participant
guide
question
Student
Student 2
Student 3
Student 4
Para sakin ay
hirap talaga
akong
magenglish lalo
nat English ang
sagot hirap
kopo talagang
estranslate at
hirap din po
talaga akong
maka adupt ng
English word at
nahihirapan din
po ako lalo napo
ay
nagpapaliwanag
. Nagsasagot
naman po kami
dahil intindi
naman ng
teacher naming
lalo nat kapag
nagtatanong sila
ya English
nakikita nilang
patingin tingin
nalang po kami
sa kaklase
naming ay
pinagbibigyan
nila po kami na
magtagalog n
lamang. Sa akin
po ay nakikinig
po ako nang
Mabuti at lalo
na po mahirap
pinipilit kopo
yung sarili ko na
intindihin po
Ang mga
karaniwang
hamon ng
pagaaral ko ng
English ay
yung mga
word na hindi
ko
naiintindihan
lalo nat
mahirap
siyang
banggitin. Ang
isang paraan
ko lang para
makasagot sa
klase ay
gumagamit
ako ng
dictionary tas
translator.
Ang gingawa
kopong
pagaadjust ay
kumukuha po
ako ng mga
suggestion sa
mga kaklase
ko. Ang mga
kadalasang
pagkakamali
po ay yung
pag accent po
ng mga
teacher po
nagiiba po
yung pakirinig
po naming
kaya po
nagkakamali
Generated
codes
1
1. What are Actually
hindi naman
the
po mahirap
ang
challenges
pagunawa
ng English
faced by
pero minsan
po mas
student
nadadagan
lang po ang
and
aking
paghihirap
teachers in kapag may
mga bagay
using
na malalalim
na salita.
English as a Minsan din
po ay hindi
medium of kona
maunawaan
instruction at minsan po
ay yung sarili
kona din po
?
ang
nagpapalito
sa
pagbabasa
ng English.
Dito naman
ay minsan
po ay
gumagamit
nalang po
ako ng
English
karabaw tas
po
nagtataglish
na lamang
po ako para
Minsan po sa
English for acads
ay hindi ko
maiintindihan
dahil po sa mga
unfamillar
words at sa mga
accent nila at
hindi kodin
nagegets
masyado.
Minsan ay
gumagamit
naman po ako
ng translator or
dictionary.
Minsan ay
nagtanong po
ako sa teacher
ko at minsan
naman ay sa
mga kaklase
kopo na
marunong
magenglish.
Minsan kunware
nalang sa
tanong minsan
kalo kopo tama
nayong sagot ko
yun pala mali at
minsan nagiging
malayo don sa
sasagot.
Nagtataglesh
sila para mas
maintindihan
naming at
minsan
nagtatagalog sila
20
*Communicatio
n
*Unprepared
students
2.what are
the coping
mechanism
of students
and
teachers in
dealing
with the
challenges
brought by
using
English as a
medium of
instruction
?
po mas lalo
kung
maintindiha
n halimbawa
na lang po
ay Minsan
po ay
merong
English word
conflict sa
google at
minsan din
pon ay
maling word
napo yung
nalalagay ko
dahil nga po
hindi
naiintindhan
kung ano
nga po ba
yung ibig
sabihin ng
salitang iyun
nagiinglish
po ako tas
nagtatagalog
para po
paunti-unti
po ay
napapractice
kona yung
English
speaking.
Lalo napo
ngayon
laganap na
ang tiktok
social media
pero imbis
po na
magscroll
lamang ako
ng
pansariling
kaligayan po
ay
nagsesearch
para mas lalo
naming
maintindihan.
Tulad nalang ng
sabi ko knina ng
magbabasabasa o nanood
ng English movie
at magbabasa
ng aklat.
Gumagamit po
ako palagi ng
dictionary at
mga translator
para mas lalo
kung
maintindihan
yung mga
English word na
hindi ko alam.
Pinapaulit kopo
sa kanila tas
yung mga iba
pog nilang
accent ay iba po
sa pakirinig po
naming ay na
mimissentrafrat
e po kami kaya
po pinapaulit ko.
yung sinasabi ng
teacher saakin
para po
makasagot ako.
Kapag ganon po
ay nagtatanong
po kami sempre
sa sinasabi po
naming na hindi
po namin
naiintindihan
lalo nat English
ang salita at
kapag hindi
naman kami
makasagot ng
English
tinutulungan
naman po kami
ng teacher
halibawa na lng
po ay
pagtatagalogin
niya kami tas
tutulungan niya
kami kung pano
ba naming iyun
eenglish na
salita.
21
kami sa
pagsasagot.
Ang mga
strategies po
na gingamit
ng teacher sa
amin ay
nagtatagalog
po siya at
nageenglish at
kapag po hindi
namin
maintindihan
yung isang
word ay
pinapaliwanag
niya po sa
amin ng
maayus. Ang
pinaka
gingawa kopo
para masma
improve
kopapo yung
sarili ko ay
nanonood po
ako ng mga
English movie
at nagbabasa
din po ako ng
mga wattpad
n English title
at kapag po
hindi ko
naiitindihan
yung word ay
tinatranslate
kopo sa
google. Para
sakin naman
po ay ang
gingamit kung
paraan para
makasagot
ako ay
nagpapatulun
g ako sa
marunong
*Mindset
*lack of
technical
reources
3. what is
the
implication
of the
study in
terms of
using as a
medium of
instruction
?
na lang ako
ng mga
word na
hindi kopo
alam ay don
po natutuna
ako n
magenglish..
Ako po ay
nagawa ng
isang
reviewer ko
tas
naglalagay
bdin po ako
ng queword
kapag iyun
ang isasagot
lalo napo ‘t
English.
Tulad na nga
lang po ng
ibang
teacher
namin ay
nagbabasa
ng isang
conflict text
na English ay
pinapaintind
i po saamin
sa mas
madaling
tagalog .
magenglish
tas nagbabasa
rin ako sa
aklat. Ang
gingawa ko
naman kapag
hindi ko talaga
maintindihan
yung accent
ng teacher ko
ay sinasabi po
namin na
hindi po
naming
naiintindihan
yung salita o
hindi po
naming
maunawaan
yung sinabi
nila.
22
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION DATA
This chapter present the analysis and interpretation of qualitative and qualitative data gathered from
the resepondent. the manual coding was used to interpret qualitative data with focusing of theme
respondents challenges and coping mechanisms.
1.Result and Discussion
Major theme
Sub theme
Student’s abilities
Personal
Mindset
Academic stress
Emotional
management
Challenges
Face to face
learning
Social
Social challenges
Technical
Lack of technical
resources
Social
communication
Coping mechanism
understanding
Personal
Engaging in self supporting
activities
This new normal has vastly deranged the education of students. With this new programs to adapt to,
research findings show that fully adapting to this face to face learning would need a handful of mental,
23
physical, and financial preparations to adjust to the students’ learning deficit. The differences in
resources, support and capacity of each student have caused a significant rang of challenges to the
students
Through a focus group discussion the researchers were able to gather data that was then processed
through the thematic analysis method. The researchers were able to identify four major themes which
are personal social technical challenges.
The personal challenges consist of five sub-themes specifically academic stress and student’s abilities.
Under the social theme is a sub-theme social challenge. The technical challenges include two sub-theme
which are lack of technical resources.
Three major themes of coping mechanisms were also identified which are: personal and social. Under
the personal theme are 3 sub-themes namely: mind, rest and engaging in self-supporting activities.
While in social includes communication is approach toward work.
Below are the following description of the sub-themes of both the coping mechanisms and challenges of
the senior high school students:
Challenges
4.1 Personal (Major theme)
4.1.1 Academic Stress
Most of the student participants find face to face learning are stressful. It widely affects their
mental and emotional health and their everyday behavior mood. Factors that affect their stress level are
deadlines and the different challenges they are experiencing in general. As the participant,” most likely
the student is aware they are struggling in class compared to the others feeling some pressure which
result is getting distracted easily and giving up “
4.1.2 Student’s Abilities
The student abilities were also a challenge in this face to face learning modality. As one
participant stated “ based on my observation other student are being shy type don’t have confidence
and always scared every word that he/she saying.
4.2 Social (Major theme)
4.2.1 Social Challenges
Social challenges were encountered by the participant in this face to face learning set-up,
student were forced to be independent and not rely on other people. However the participant
encountered a lack of connection among student and teacher for they were not used to being
independent. One of the student stated, “ ang problema kopo sa social challenges ay yung kukuha po
ako ng sagot sa google hindi kopo maintindihan dahil po English” lack pf communication, cooperation,
24
and unavailability of the students in a using internet to get a information was one of the challenges that
were observed in this new system, most student in a using internet to get information for there activity
to do her tasks.
4.3 Technical (major theme)
4.3.1 Lack of technical resources
The lack of technical resources has built a barrier and obstacle to students. “ang pinaka
ginagawa kopo para mas maiimprove kopapo yung sarili ko ay nanonood po ako ng mga English movies
at nagbabasa rin po ako ng wattpad English story at kapag po hindi ko maintindihan yung word at
tinatranslate kopo sa google” the participant stated. Having a dictionary, books, google, translator and
other resources is one of the most significant equipment in face to face learning. Some of the
participants faced issues in technical resources because not everyone has not privilege to buy or provide
themselves with essentials for the face to face class. We all know that these technical resources will
make students school life not easier but better.
Coping mechanisms
4.4 Social (Major theme)
4.4.1 Communication
Sometimes, group activities are given to the participants. The participants find this task often
challenging, especially in terms of communication, like the unavailability of the members during a class.
According to the data gathered the participant way of coping mechanism with this challenge is by and I
quote exactly, “give her task everyday” they resort to give good communication each other.
4.5 personal (major theme)
4.5.1 Mindset
The participants’ one way of coping is through coping with their challenges by themselves,
student ‘s approach challenges with positive mindset where some of them motivate themselves. In the
data gathered, one of the participants stated, “ ang ginagawa kopo kapag hindi ko talaga maintindihan
yung accent ng teacher ko ay sinasabi po naming na hindi po naming naiintindihan yung salita o hindi po
naming maunawaan yung sinasabi nila”
4.5.2 Emotional Management
Student have this part in schooling where they overthink and feel the challenges student
recognize and validate their feelings. And with the data going stated, and with the data going stated “my
coping mechanism are accepting and feeling it”
4.5.3 Understanding
25
According to most the student participants in the study, understanding one another is a must.
“ ginagawa ko na lng ay pinagpapasensyahan ko na lng talaga sila at nagiging strict din ako lalo nat subra
yung kanilang ginagawang mali kisa nman saktan ko” the participant stated, with the people sorrunding
them they try their best to undersand and be patient with one another knowing this face to face can be
tough each one of us.
4.5.4 Rest
The participant have stated that being new normal is natural for we did have to transit from
going to school to conducting face to face classes. One of the participants mentioned “don’t overwork”
according to them, since we are new to this, we do get tired, especially when we focus more on our
gadgets. Resting is one of the coping mechanism the participant have for this challenge. Taking a break
from a lon period of doing work needed for the students.
26
CHAPTER V
CONCLUSIONS & RECOMMENDATIONS
The findings of the study found varying degrees of challenges that teachers experienced
in implementing printed self-learning modules. Learning about the result of this study will help
teachers to overcome problems arising regarding the ongoing shift in education. Teaching can be
challenging at times especially in these trying times, but just like how these teachers addressed
the challenges they faced, all is possible. Teachers dealt with these difficulties by employing
their own coping techniques. Even though they have experienced such obstacles, the good news
is that as educators, they still looked for possible solutions to solve the issues. Based on the
findings and conclusions, the researchers suggest that teachers should always bear in
mind the safety and health protocols. Teachers should devise strategies to address the issue of
material scarcity. Teachers should design instructional activities that are tailored to the
requirements of their students. The school should have reliable and consistent internet access.
Teachers should connect with their students or parents and give feedback on their performance.
Teachers should constantly evaluate their students’ growth. Lastly, teachers
must be prepared for any eventuality that may develop. This situation will not soon return to
normal, but rather it is more like teachers are in need to adjust and accept the circumstance. This
necessitates the presence of extension projects from state universities and colleges
(Pentang, 2021a; Pentang et al., 2020; Pizaña et al., 2021) as well as non-government higher
education institutions, where they play an important role in extension activities and outreaches
by conducting series of tutorials and distributing learning materials to the students to
supplement the instruction provided by teachers. A home-school link program (Kintanar et al.,
2021) may be established to teach parents about effective modular distance learning at home.
LIMITATIONS
We considered the study’s small sample size of only ten participants to be a disadvantage. The
researchers recommend that future studies increase the number of participants and widen the
scope of the locale in order to validate the results. With the use of narratives as an
innovative way to obtain data during the pandemic, the researchers strongly recommend
adopting such a method for researchers who have difficulty in conducting online or
face-to-face interviews or focused group discussions.
ACKNOWLEDGEMENTS
The researchers are grateful to the schools and teachers who participated in the study, as well as
the guidance from the Department of Education - Quezon province
27
CONFLICT OF INTEREST AND FUNDING
The researchers do not have any contending interest. The study was personally funded by the
researchers.
28