Difficulties in English
Difficulties in English
1.1 Introduction
vital role in an individual's development in coping up with the growing society. English
being the universal language, should be a student’s fundamental skill. Students use
English more frequent only inside the class while less frequently outside
(Hetrakul,1995). Whereas, students might be learning English inside the class but is not
individuals through a common system. Having it done through verbal and written is easy
In Senior high school, Humanities and Social Sciences (HUMSS) students have to
communication skills, especially English is one major need in this field of study.
In this research, the researchers aim to know the reasons behind the difficulties of
HUMSS students in English communication. The research also aims to know the factors
The research will help the students to be aware of their own difficulties. It will also
be more helpful to the teachers discover these difficulties encountered by their students,
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and consequently, help them grow and develop to be more effective and productive when
Legend:
The researchers wanted to know the difficulties faced by students in St. Anthony’s
School of Matain, Inc. so the study was conducted at the specified school which is
The respondents are the Academic Strand-Humanities and Social Sciences students
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1.3 Framework of the Study
and Social Studies student but English communication has been a difficulty for the
because of its complex rules, preferred and accepted words and grammars.
The focus of this study was undertaken by the following conceptual framework
shown in figure 2 below which has three parts process: input, process, and output.
Input. This includes the profile of the student respondents including their age,
gender, and grade level so we can be able to identify their answers. Students in Senior
High School have different strengths according to their and sense of maturity in
processing with their own thinking and perception. The researchers have identified the
connection between their profile and the difficulties in English Communication they
face; their ability to communicate in English as well as the exercises in the past and
Process. The research process includes distributing the questionnaires to the students of
the specified track and strand, tallying the data gathered and using the statistical tools:
frequency count and percentage. The questionnaire aims to know the level of self-
awareness of the students themselves to these difficulties they currently face.
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Output. This study will be able to provide awareness to English Communication
Anthony’s School of Matain. Inc. This can be used as a basis for teachers, especially of
English subject to counter the problem with these students. The students themselves will
also be aware that students of the same strand encounter the same difficulties.
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1.4 Statement of the Problem
The study aimed to find out the reasons behind the difficulties in English
Matain, Inc.
1. What are are the reasons behind the difficulties in English communication of
the students?
2. How does the relationship between the student’s origin affect this difficulty as a
factor?
3. How does the relationship between the student’s current education affect this
difficulty as a factor?
4. How do previous and current teachers motivate the students as a factor affecting
5. How do previous and current teachers practice the students as a factor affecting
6. How do students respond in the practices given by the previous and current
English teacher?
7. How does the way of motivation and educating of previous and current teachers
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1.5 Hypotheses and Assumption
The researches formulated the following hypotheses in attempt to solve the problem:
4. These English communication difficulties of the students are affected by how the
The study focused on the factors affecting the difficulties in English communication
of the Humanities and Social Sciences students of St. Anthony’s School of Matain, Inc.
with respect to the student’s profile which includes name, grade level, age, gender,
address and family background: mother and father’s name, age, occupation, educational
attainment, and number of siblings. The study was conducted during the first semester of
the school.
The researchers viewed that the following benefits may be derived from the study:
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To the students, the result of the study will be helpful in particularly for those who
are having the same difficulties. They will learn more about their weaknesses and as a
response, learn to overcome these weaknesses. The students will be able to adjust in
To the English teachers, the output of the study will help them to determine which
lessons require more focus. It will help them to seek more helpful strategies as counter
measurements. The result of the study could serve as baseline information to further the
knowledge of the teachers in the factor that could possibly be affecting the development
of the learners.
To the school, the result of the study will help to achieve higher quality education as
a result of aware and well-trained teachers and better performance of the students.
To the community, the study results can help stabilize the condition of the society
To the other researchers, it can be used as future guide and basis in knowing the
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Consequently. It means as a result.
between individuals.
Humanities and Social Studies. In this research, it is used as a strand in senior high
school.
Mother Tongue. This is the language which a person has grown up speaking from early
childhood.
Society. The community of people living in a particular country or region and having
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CHAPTER II
methodologies and others. Those that were included in this chapter help in familiarizing
2.1 Local
nations, with the majority of its population having at least some degree of fluency in the
language. English has always been one of the country’s official languages, and is spoken
by more than 14 million Filipinos. It is the language of commerce and law, as well as the
Proficiency in the language is also one of the Philippines’ strengths, which has
helped drive the economy and even made it the top voice outsourcing destination in the
world, surpassing India in 2012. The influx of foreign learners of English is also on the
rise due to the relatively more affordable but quality English as a Second Language
Linguists and language specialists have concluded that there is nothing wrong with
code-switching, i.e., using English and Filipino, when discussing difficult concepts in
subjects like Science and Math. Moreover, they found out that students in their early
years (Grades 1 to 2) learn concepts better when they are taught in their native languages.
In short, one’s first tongue – or the language one has imbibed like mother’s milk – is best
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But this doesn’t indicate the uselessness of English. Learning in English can be
introduced in Grade 3 for those whose first language is not English, and we are talking
here of a majority of Filipinos. The foundations having been prepared, the students can
now navigate the shoals of concepts and arrive at insights using another, borrowed
tongue. How so? It is because they would already have the confidence to form concepts
and insights without translating them in their minds three times, i.e., from Ilocano to
Tagalog to English.
The Philippines has a long relationship with the English language, beginning at the
turn of the 20th century with the American occupation of the country, following the
Spanish-American War and the subsequent Philippine-American War. More than 100
years later, the Philippines is officially a bilingual nation under the country's constitution,
which distinguishes Filipino as the national language with both Filipino and English as
fundamental changes in Filipino society. These changes have made the country more
is booming. In the years from 2004 to 2014, the annual number of foreign tourists
visiting the Philippines more than doubled from 2.3 million to over 4.8 million.
In 2017, the total number of visitors to the nation was 6.6 million, a 50% increase
from just three years prior. Four of the top 10 nationalities visiting the Philippines were
from English-speaking countries: the United States, Canada, the United Kingdom and
Australia.
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Bachelor of Secondary Education and Master of Arts in Education graduate, Donita
one of the most important factors that impact on learning language. Hence, this study
attitude towards speaking in English. It also ascertained the relationship between the
students’ attitude towards speaking in English and their profile variables and the
difference of their attitude when grouped by sex and strand. The data were collected
from Grade 12 Senior High School Academic Track students with the use of the English-
Speaking Attitude Questionnaire (ESAQ). Results show that both HumSS and ABM
strand students have positive attitude towards speaking in English and that speaking in
that they do not speak English well and thus they are worried about making mistakes
when they speak English and they are afraid of being laughed at when they make
mistakes in speaking. The students also believe that they need to learn speaking in
English because they might need it in their future job and that practicing it will make
them better speakers of English. The study found no significant relationship between the
attitude of the respondents towards speaking in English and their profile variables.
speaking in English when grouped according to sex and strand. The implication of these
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Pardon the irony, but if there’s one trait Filipinos are proud of as a people, it is their
capacity to speak a foreign language. Speaking fluent English is our country’s strategic
edge that has attracted foreign investors to set up companies and outsource labor.
Some pertinent questions arise from the incident: what does it mean when Juana
dela Cruz uses a foreign language to belittle her fellow Filipina? Why do we use English
to intimidate our countrymen who cannot speak it fluently? How did we come to this
It all starts in our schools. For one, our curriculum and subjects are severely
disjointed. We may be teaching English well, but there is a lack of integration with other
subjects. Take Values Education. Wouldn’t it be worthwhile if English classes could also
discuss the ethical considerations of being fluent in a foreign language because of the
privilege of being enrolled in a renowned private school? The class could discuss how
people abuse this entitlement to make it to the top echelon of companies simply because
More importantly, we detach the teaching of English from our country’s history.
Ambeth Ocampo quoted a historical document from 1918 that contains then US
Secretary of Education Charles Yeater proudly reporting how English has been taught
successfully in the Philippines. Through Ocampo’s research, we find that Yeater wrote,
“The English language will not only be the common medium of exchange among people
but will be the language which will practically be exclusively used in the government
and legislative service ... The native dialects will continue to be used for home purposes
for many years, possibly for one or two generations. They cannot afford a medium of
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intellectual exchange because of the poverty of their vocabularies and because those
Considering this historical context of how English was taught to replace and
displace our own “dialects,” it is evident then how English can have the capacity to
divide the nation between the westernized haves and the aboriginal have-nots. By
detaching our teaching of English from History, we have taught our students to wield a
double-edged sword highlighting only its advantages but cowering away from discussing
the wounds it has wrought and inflicted on our sense of nationalism as Filipinos.
Fluency in English will continue to be a most useful skill set of every educated
Filipino. It is already part of our culture and global identity as a bilingual nation. For this,
we should be proud. But languages, because of their capacity for communication, must
only be used to unite people and never to divide us by distinguishing the educated from
the underprivileged.
how they should use the skills learned in school, then we would continue to perpetuate
the practice of some people who use their education to advance self at the expense of the
makes us clever devils.” Are Filipino teachers content with producing English-speaking
ones?
To say that our students’ knowledge of the English language has deteriorated is a
gross understatement.
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The first, and the most crucial, reason for their bad English is their negative attitude
today toward the language. Students often say, “Mag-Filipino tayo, Pilipino tayo eh.”
These statements give the impression that they consider it unpatriotic to be talking
in English, but do they really? Aren’t these words that they have picked up from their
parents and their non-English teachers? It is disappointing that students who are taught
Saying “Makabayan ako, magpi-Filipino ako” is, in many cases, just an excuse not
But even when they do not say anything, you can sense there is something wrong about
Whenever you ask someone to speak in front of the class, some of the students give
one another meaningful looks, or make faces at their classmate who is speaking. Others
They do not realize that whenever they sneer by words or facial expressions—“Pa-
language for fear of being ostracized. (I hope my students are reading this.)
to find some high school students who cannot even construct a sentence. What happened
It seems that English is not taught clearly and adequately in grade school,
particularly the parts of speech. If students acquire the necessary knowledge and skills in
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the language in their formative years (teachers, you know this), they will not have a hard
As we know, the older a student gets, the harder it is for a student to learn a new
language.
A second problem is that many Filipinos feel intimidated by someone who speaks
No language should be viewed as superior to others. We teach and learn English not
because it is a better language than the others but because, for now at least, it is the
global language for business, media, science and many more human activities.
We need to actively teach our students the value of English as a second language
and the benefits they can derive from being able to write and speak it fluently.
English is not only for intelligent people, but for everyone who is educated.
Lack of practice is another problem. Students have so little time to speak and write
English.
In school, they spend an hour in English class where they are supposed to learn to
be conversant in the language. But that is not often the case because English teachers
At home, many students spend hours playing computer games and logging on to
Facebook and other social networking sites. The games are hardly verbal and the
language in social media is often faulty. Where is the opportunity for the young to learn
correct English?
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If there is lack of practice, there is also malpractice.
(Kindergarten to Grade 12). The errors can be corrected, but what is beyond our control
is the students’ choice of reading materials when they are on their own.
It may surprise and worry you that the trending books are not those with superb
literary value, written by William Shakespeare, Edgar Allan Poe and other literary giants.
Inside the books that our students are reading these days are comma-spliced and
run-on phrases, instances of incorrect subject-verb agreement and sentences that end not
It is disturbing that anyone can publish books in the Philippines without having
them checked by good editors, and even sell them through reputable bookstores.
We learn to write by reading. So, let us not expect our students to write well if the
What students hear also affects how they learn English. What we hear most of the
time, we tend to say unconsciously. This is why you find yourself singing a song that you
students still put the stress on the second syllable because other teachers keep
If there is one English teacher who uses the right pronunciation but there are seven
or eight others who do not, there will be no transfer of learning in a one-hour English
class.
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The truth is, all of us using the language in school are indirectly teaching English.
So let us follow this simple guide: If you cannot teach the students proper English, do not
All teachers, even those who do not teach English, have to participate in the task of
changing our students’ attitude toward the language. We should give them more
language.
2.2 Foreign
Communication difficulties and developed strategies” states that the purpose of the
students who spoke English as a second language and were undertaking undergraduate
setting. Their preferred strategies to overcome such difficulties were in conflict with
Speaking That Encounter English Language Students at Al Quds Open University” aims
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Quds Open University. The study more over aims at exploring the causes of such
difficulties. The researcher used the experimental method so as to show and measure the
study. Such interview will be applied for each student to investigate speaking difficulties
and the causes of such difficulties. The results showed and indicated there some
difficulties in the speaking of the students due to some reasons such as fear of mistake,
shyness, anxiety and lack of confidence. The researcher adopted some recommendations
the most important one is to establish an environment support and encourage the students
to speak English frequently, and he suggested carrying out more researches and studies
problems and the aim of this research is to find out the most dominant problem in
speaking performance faced by the third semester students of English Education Study
research method used in this research is the descriptive method. The writer uses
questionnaire and video recording as the tools of data collection. From the questionnaire
findings, psychological problems is the most dominant problem faced by the third
Pontianak with mean percentage 20.70%; lack of self-confidence 20.11% and anxiety
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21.27%. It is followed by linguistic problems with mean percentage 19.53%; grammar
problems is the most dominant problem faced by the third semester students of English
English has achieved prime status by becoming the most widely spoken language in
the world – if one disregards proficiency – ahead of Mandarin Chinese and Spanish.
English is spoken in 101 countries, while Arabic is spoken in 60, French in 51, Chinese
in 33, and Spanish in 31. From one small island, English has gone on to acquire lingua
comes with a hefty price, in terms of vulnerability. Problems arise when English is a
second language to either speakers, listeners, or both. No matter how proficient they are,
their own understanding of English, and their first (or “native”) language can change
When someone uses their second language, they seem to operate slightly differently
than when they function in their native language. This phenomenon has been referred to
as the “foreign language effect”. Research from our group has shown that native speakers
of Chinese, for example, tended to take more risks in a gambling game when they
received positive feedback in their native language (wins), when compared to negative
feedback (losses). But this trend disappeared – that is, they became less impulsive –
when the same positive feedback was given to them in English. It was as if they are more
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While reduced impulsiveness when dealing in a second language can be seen as a
positive thing, the picture is potentially much darker when it comes to human
interactions. In a second language, research has found that speakers are also likely to be
less emotional and show less empathy and consideration for the emotional state of others.
in English unconsciously filtered out the mental impact of these words. And Polish-
English bilinguals who are normally affected by sad statements in their native Polish
In another recent study by our group, we found that second language use can even
affect one’s inclination to believe the truth. Especially when conversations touch on
Since second language speakers of English are a huge majority in the world today,
native English speakers will frequently interact with non-native speakers in English,
more so than any other language. And in an exchange between a native and a foreign
speaker, the research suggests that the foreign speaker is more likely to be emotionally
And there is more. While English provides a phenomenal opportunity for global
communication, its prominence means that native speakers of English have low
awareness of language diversity. This is a problem because there is good evidence that
In 2009, we were able to show that native speakers of Greek, who have two words
for dark blue and light blue in their language, see the contrast between light and dark
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blue as more salient than native speakers of English. This effect was not simply due to
the different environment in which people are brought up in either, because the native
speakers of English showed similar sensitivity to blue contrasts and green contrasts, the
On the one hand, operating in a second language is not the same as operating in a
native language. But, on the other, language diversity has a big impact on perception and
is interpreted, and how it is used by second language speakers when they interact with
others.
consideration for others’ emotional states and beliefs, requires a proficient knowledge of
each other’s native language. In other words, we need truly bilingual exchanges, in
which all involved know the language of the other. So, it is just as important for English
The US and the UK could do much more to engage in rectifying the world’s
language balance, and foster mass learning of foreign languages. Unfortunately, the best
visiting other countries and interacting with local speakers of the language. Doing so
might also have the effect of bridging some current political divides.
even less easy. Particularly if you are learning English outside of an English-speaking
country. For instance, English language learners in African countries like Nigeria,
Ghana, Liberia, Zambia, Malawi, and some other African countries face a lot of
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challenges because English is not the native language of these countries. Just as there are
Unqualified teachers-this is the most significant and the most overlooked problem.
What makes this problem so difficult to solve is that, since many communities are
English language learners, they cannot determine who is a good English teacher and who
isn't. Whatever the teacher says, whether correct or incorrect, will be taken as correct by
the learner.
This has led to a lot of confusion among learners because different teachers tell
them different things. One of the main causes of this problem is the difficulty teachers
have translating from their native languages. For instance, the word ‘cup’ is pronounced
by different teachers as either [kap], [kop], or with a vowel sound that does not exist in
English. For instance, the sound /Λ/ does not exist in the sound systems of many African
I'm not referring to the weather, the availability of furniture in the classrooms, or the
location of the school. While all of these factors can affect learning, in learning English,
what happens outside of class matters most. In most cases, students only make an effort
to speak proper English in the classroom when they are under supervision. Moreover,
students don’t always hear people around them speaking proper English. As a result, it
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Learning materials refer to items that aid in the learning process. Books may be a
necessary material, but books are not enough by themselves. Audio tools are also needed.
As observed above, if a student sees a sound symbol in a book, how does he/she know
how to pronounce it? The fact is, students of English Language graduate into teachers of
the English language without ever getting to hear the correct pronunciation by a native
speaker.
Students also study haphazardly. They have books to read but they can’t tell how
certain words are said. How would a student know how to pronounce the word ‘ewe’?
He/she must hear the right pronunciation from his/her teacher or from a native speaker of
English. Students tend to learn from movies they watch but they often learn the wrong
things because movies contain slang and dialects that are not appropriate in many forms
of communication.
In this case, students often think that the same English they speak at home or on the
street is the same they will write in their exams. However, because communication
always abide by the rules they learned in school and therefore do not get fully educated
It is also the case that students don’t study English as much as they study other
subjects. In most cases, students study English only in the classroom when the teacher is
teaching. After the class, they drop their books and wait for the next class. They don’t
study pronunciation, they don’t study essay writing, and they don’t make an effort to
learn new words. They bring every little problem to the teacher during classes, even
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things they could just look it up in the dictionary. When learners make mistakes and are
corrected, they often say “It is not my language after all.” This greatly affects their
Other problems can also be considered. Even with qualified teachers, adequate
materials, and exposure to native English speakers, there are still a number of problems
Students learn another language best when they're forced to use it. Teachers must be
they're just talking to each other. If you know the students' native language, pretend in
the classroom that you don't—as that will force them to make requests and respond to
questions in English. This problem comes from the cultural demands of the family and
society.
Part of learning anything means figuring out how to solve problems on your own. If
a student goes to the teacher with every little problem s/he runs into, then the student will
never be able to learn the language on their own. If students insist that they don't know
how to say or do something on their own, they need to be reassured that they actually can
No matter how well students are sorted, there will still be differences in how much
students know and how quickly they can learn. Setting the pace of the class to to keep up
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with the strongest students will leave the weaker ones behind. Weaker students shouldn't
CHAPTER III
RESEARCH METHODOLOGY
As it is indicated in the title, this chapter includes the research methodology of the
study. In more details, in this part, the author outlines the research method or design, the
the selection of the sample, the research process, the type of data analysis, the ethical
Humanities and Social Sciences students of St. Anthony’s School of Matain, Inc. utilized
twelve questions is used for survey. For this purpose, students were given survey forms
individually. The data collected by this survey was analyzed to present figures and
graphical explanation. The questionnaires were distributed one by one and get back at the
same time after they finished. The research is designed to address the two following
questions:
What are the reasons why Humanities and Social Sciences students of St. Anthony’s
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What are the factors that contribute to the existence of these communication
difficulties?
3.2 Population/Respondent
by 19 Humanities and Social Sciences Students of St. Anthony School of Matain, Inc.
To ensure the validation of instrument, the survey questionnaire was submitted to the
Research teacher for corrections, comments, and suggestions. The questionnaire was
approached with the Humanities and Social Sciences students of St. Anthony’s School of
Matain, Inc. receiving the permission to conduct the survey. After data was gathered
from the survey, frequency and percentage were computed to interpret the data. Since the
researchers were students of the same track-strand, the researchers were able to easily
acquire the data needed for the study. Given the fact that they were of the same track-
strand of the same school, the opinion and personal insights of the researchers became of
All gathered by the instrument were tallied, calculated, analyzed, and interpreted.
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The data was treated by the following:
Formula:
% = F ÷ N × 100
Where:
% = Percentage
F = Frequency
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CHAPTER IV
In this chapter, the frequency and percentage of the survey results will be shown
including the first part which is the profile of the respondent; grade level, gender, and
age, and the second part which includes questions finding the factors affecting the
The profile of the respondents in terms of grade level, gender, and age are
11 10 52.63%
12 9 47.37%
Total 19 100%
Figure 1: Table showing the Frequency and Percentage Distribution of the Respondent
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4.1.2 Gender
Male 7 36.84%
Female 12 63.16%
Total 19 100%
4.1.3 Age
16 3 15.79%
17 6 31.58%
18 6 31.58%
19 4 21.05%
Total 19 100%
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Figure 3: Table Showing Frequency and Percentage Distribution of the Respondent
According to Age
4.2 How does relationship between the students’ grade level, age, and gender affect
Figures 1, 2, and 3 shows the frequency and percentage of the students grade level,
age and gender. These can be factors affecting the development of a student’s learning
4.3 What are the possible factors affecting the difficulties in English
Figures 4 and 5 below shows the frequency and percentage of part 2 survey results
4.4 What are the solutions that the respondents can imply to deal with their
Since Figure 4 and 5 shows the possible factors affecting the difficulties in English
communication, the respondents must understand the analysis of data in order to deal
4.5 Presentation
The survey conducted to find out the reasons behind why Humanities and Social
Sciences (HUMSS) students in St. Anthony’s School of Matain, Inc. (SASMI) find it
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QUESTIONS FREQUENCY
YES NO
10 9
15 4
3. Are you aware of the basic knowledge
in English?
19 0
17 2
18 1
13 6
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Percentage
100%
95%
90% 89% 89%
79%
68%
53%
47%
32%
21%
The survey conducted shows that 10 (52.63%) are sure to speak English at home,
while 9 (47.37%) says they do not. Aside from that, when asked if they speak English at
school, 15 (78.95%) says they do, and 4 (21.05%) says no. This shows that most of the
The awareness of the students about the basic knowledge in English raises to 19
(100%) which is the total population of HUMSS students in SASMI. 17 (89.47%) out of
19 respondents say that can speak in English while the other 2 (10.53%) say they do not.
In addition, 18 (94.74%) say that they can write a letter in English and only 1 (5.26%)
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English but 13 (68.42%) can. Although students can speak and write in English, we must
not ignore the fact that there are students who cannot freely express themselves in the
Most students, 17 (89.47%) agrees to have learned from the activities in their
English class to improve their communication skills while only 2 (10.53%) says no.
Moreover, the same percentage is shown when asked if the exercise their English
communication skills through the activities from their English class: 17 (89.47%) says
yes and 2 (10.53%) says no. This proves that the students have learned from the English
class they attended and the teachers had adequately taught the students in the field they
teach.
The survey question includes “How does yourr strand help you in improving your
English communication skills?”. Most of the students answered that the strand focuses
on communication itself. Interacting with people, reporting through verbal and written
which is very helpful to improve their communication skills. However, English verbal
communication is less practiced because students or even people they interact with are
used to speak in their most comfortable language which is, their Mother tongue.
Although the strand helps them in improving their communication skills, it deteriorates
The reasons behind why these students have difficulties in English are found out
having grammatical errors, and lack of knowledge and practice. These students are not
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confident enough to step up and express themselves in English because of these reasons
Chapter V
This chapter states the deduction from the findings. This presents the conclusion
due to the findings of the researcher and recommendations prior to the findings and
conclusion of the study. It presents the significance of the study, and tells how the
situation described in the beginning of the thesis has changed because of the research.
The study aims to determine the difficulties faced by the Humanities and Social
1.3 Age;
1.4 Gender;
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2. How does relationship between the students’ grade level, age, and gender affect their
3. What are the possible factors affecting the difficulties in English Communication of
HUMSS students?
HUMSS students from grades 11 and 12 answered the survey questionnaire to identify
the difficulties in English Communication and factors affecting it. The data collected was
5.2 Findings
Humanities and Social Sciences students, the researchers were able to identify the
The profile of the respondents is in terms of grade level, age, gender, and
family background.
The grade level of the student affects the learning of the student in terms
of English Subject. As we know, the higher the grade level, the higher the level of
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1.2 Gender
especially casual once. This affects the English communication skills of a student
in terms of gender. The survey shows that majority of the students are female, 12
1.3 Age
The age of an individual affects the development of his mind due to the
ability to adapt with what it learns. Around 17 and 18 years old students dominate
the respondents which are both 6 (31.58%) out of 19 students. Hence, there are 3
(15.79%) students who are 16 years old and 4 (21.05%) are 19 years old.
2. How does relationship between the students’ grade level, age, and gender
Grade level, age, and gender affect the individual abilities of one student.
These are minor factors affecting the English communication skills of a learner.
5.3 Conclusion
By using the data gathered by the researchers, the following conclusions were
formulated:
1. There are 10 (52.63%) grade 11 Humanities and Social Sciences students while the
other nine (47.37%) are grade 12 and majority are female which is 12 (63.16%) out
of 19. Around 17 and 18 year old students dominate the respondents with both six
and/or community which can be identified as his origin to the difficulties the student
experiences.
practices, and performances during the previous and current English class he attends.
5.4 Recommendation
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Based from the conclusions identified by the researchers, the following
1. The students themselves must understand that English communication is a vital skill
they must learn if they plan on pursuing the work in line with their track-strand.
Moreover, they should try their best to interact more through English in order to exercise
this skill.
2. The teachers must assess the individual ability of students and place them accordingly
to deal with the difficulties that will be identified individually. They must also be
monitored even outside of the English class and require them to express themselves in
English.
implemented inside the school at least for HUMSS students and they must only speak in
home to exercise the ability of the student to speak in English in order to improve this
vital skill.
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Abstract:
The study focuses on the student’s English communication problems and the aim of
this research is to find out the dominant factors affecting the problem in speaking
performance faced by the Humanities and Social Sciences students of St. Anthony’s
School of Matain, Inc. in their speaking performance. The research design used in this
research is the causal-comparative design. The writer uses questionnaires in survey form
as the tools of data collection. After data was gathered from the survey, frequency and
percentage were computed to interpret the data. From the questionnaire findings, it is
found out that all of the students face difficulty in English Communication and it is
affected by several factors. The motivation, practices, and way of educating of previous
and current teachers are one of these factors. It is also found out that the development
judgment, and other mental-related factors affect the English Communication ability of
the students.
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