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Chapter I

INTRODUCTION

Background of the Study

In this modern age, English has been widely used especially for educational

purposes. One of the major skills that a student must have is to speak in English. It is

essential on expressing ourselves and sharing our opinions. This also allows us to

actively participate at school including presentations, recitations, and debates. However,

various studies suggested that a lot of students are having a hard time in speaking

English.

According to the research conducted by Nurcahyo, Romadlon, and Tantri (2022),

the proficiency in spoken English among eight- semester students major in Indonesian

language and literature education at the Universitas Muria Kudus is reported to be at a

low level, indicating the necessity for improvement. The study also highlighted that a

significant number of students encounter various challenges when attempting to

communicate in English. Furthermore, a separate study by Riskiya and Pratolo (2023)

revealed that students studying English education at Universitas Ahmad Dahlan

Yogyakarta expressed feelings of apprehension towards speaking English due to

difficulties in engaging with professors and peers in the language. These findings

underscore the global struggle faced by non-native English speakers when it comes to

speaking the language. It demonstrates the importance of addressing this issue in

educational institutions to enhance students’ English-speaking capabilities and

confidence. Efforts to improve English communication skills among non-native speakers

are crucial for academic and professional success in an increasingly interconnected

world.
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Moreover, the study Rajendran et al. (2024) at Rift Valley University identified

that there are five major sources of students’ difficulties in speaking English which are

the teacher related problem (the way of teaching, the management of classroom and

English proficiency), the students’ related problems (refers to lack of interest, using it as

a second language) overcrowded classrooms, poor course material design and absence

of internet access. It also showed that most students consider English-speaking as the

most difficult task to face throughout studying and find it hard to communicate using this

language.

In the Philippines, the challenges encountered with achieving fluency in English

as a second language stem from a lack of daily exposure to the language, which hinders

the development of essential vocabulary and the natural flow of grammatical structures

(Separa, Generales & Medina et al., 2020).Furthermore, individuals often face additional

pressure when it comes to grammar proficiency and verbal communication, especially

when speaking in public or in front of a group of people. The linguistic landscape in the

Philippines, characterized by a diverse range of regional languages and dialects, can

also present obstacles to the mastery of English as a second language. This multi-

lingual environment may contribute to a preference for using local languages in daily

interactions, further diminishing opportunities for English language practice and

proficiency. To address these challenges effectively, targeted language learning

strategies and opportunities for immersive English language experiences can be

implemented. By fostering a supportive learning environment and providing resources

for continuous language development, individuals can overcome these barriers and

enhance their English language skills with confidence and competence.

Furthermore, the study of in the Philippines showed that there are some

instances students would skip classes just to avoid the classes in English because of the
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lack of confidence when using the language. Students also have a hard time on

speaking English under the pressure of time they are given to process their thoughts

which results to weaken the ability of a student to think accordingly. Some learners face

pressure when communicating with someone especially if that person is fluent in English

and since it is normalized for a Filipino to have knowledge on the language, they are

brought down by pressure to have at least basic knowledge in communicating using

English which leads to fear of people due to humiliation. It also showed how second

language learners can have a difficult time in learning due to not being used is using the

language in everyday aspects in their life and the lack of practice.

In addition, the study conducted in Binan City Senior High School – Timbao

Campus by Romero, Cortezano, Manaig, Yazon and Tesoro(2023), when asked in

English, students tend to be intimidated and overthink that they might make mistakes in

English. It also stated that they are afraid to express themselves. This means that

students even at Senior High School have a hard time in speaking English resulting to

failure of sharing their ideas.

Based on the initial interview on a Senior High School English teacher in Alugan

National School of Craftsmanship and Home Industries, the performance rate of

students when it comes to speaking English is at low level. They experience difficulties

on sharing what’s on their mind which proves that it is an existing problem.

There are no studies recorded in the locale that focuses on the abilities and

difficulties of students in speaking English. The purpose of the researchers is to identify

the opportunities, challenges and coping mechanisms of grade 11 students in speaking

English. There is a need to conduct this study due to increasing difficulties of students in
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using English and to seek opportunities and coping mechanisms for students to

overcome their fear in speaking that they may use for their future.

Statement of the Problem

This study aims to explore the opportunities, challenges, and coping mechanisms

of Grade-11 students in speaking English in Alugan National School of Craftsmanship

and Home Industries. The result of the study will serve as a basis for English teachers in

proposing an intervention program for struggling students.

Specifically, this study seeks to answer the following questions:

1. What are the opportunities experienced by the Grade 11 students in speaking

English?

2. What are the challenges encountered by Grade 11 students in speaking English?

3. What are the coping mechanisms of Grade 11 students on their struggles in

speaking English?

4. What intervention program will be proposed based on the results of the study?

Scope and Delimitation

This qualitative research aims to explore the opportunities, challenges, and

coping mechanisms of 10 grade 11 students in speaking English in Alugan National

School of Craftsmanship and Home Industries during the school year 2023-2024. As a

phenomenological study, it examines the opportunities, challenges, and coping

mechanisms of the said students on their experiences in speaking English. The

participants will be selected using snowball method.

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According to Bryman (2008), qualitative research is rooted in the social sciences

with people and their social realities. In addition, phenomenology is a research design

that describes the common meaning of the lived experiences of several individuals about

a particular phenomenon (Webb and Welsh, 2019). Moreover, snowball method relies or

referrals from initially sampled respondents to other persons believed to have the

characteristics of interest (Johnson, 2014).

Significance of the Study

The results of the study will be significant in knowing the opportunities,

challenges, and coping mechanisms of Grade 11 students in speaking English in

different aspects in their academic lives.

The following recipients will benefit from the study:

Students. They will benefit from this as a basis to assess themselves about the

struggles they face and determine the different ways in improving their skills in speaking

English. It will also help them realize the importance of using English in expressing

themselves.

English Teachers. This will serve as a basis for them in developing teaching

strategies to improve the performance of their students.

School. This will help the school in developing programs in enhancing the

English speaking skills of students.

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Definition of Terms

To comprehend the study better, the following terms are operationally defined.

Alugan National School of Craftsmanship and Home Industries (ANSCHI). This

refers to the place where the study will be conducted.

Challenges. The struggles experienced by Grade 11 students in using English a

way of communication and expressing themselves.

Coping Mechanism. This refers to the different ways of Grade 11 students in

dealing with their difficulties in speaking English.

Opportunities. This refers to the different chances taken by Grade 11 on

improving their skills in speaking English.

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Chapter II

REVIEW OF RELATED LITERATURES

This part of the study presents the relevant literature and studies that are

connected with the opportunities, challenges, and coping mechanisms of students in

Alugan National School of Craftsmanship and Home Industries. It also presents the

synthesis of the art to fully understand and gain further insights in the research for better

comprehension of the study.

English Speaking Skills

According to Nayakam and Aksharagovind (2022), English is widely used on

different countries. It is a way to communicate with other nations and is considered to be

the universal language that connects different people. Communicating enables people to

share ideas, views and opinion on certain topics. People use this to ask and clarify

questions and solve possible misunderstandings. Through this language, people are

able to talk regarding the nationality and region that you live in. This study shows the

significance of utilizing the English language as a medium of communication. It serves

as a uniform language that fosters dialogues and interactions among individuals of

diverse cultural backgrounds. Despite the variety of languages spoken worldwide,

English stands out as a common thread that enables meaningful exchanges and

facilitates understanding across various linguistic boundaries.

Speaking is one of the crucial skills that is important to acquire in the global

world. English plays an important role in our communication so students need to

enhance their speaking skills in the language to excel their performances in school.

Classrooms are considered to be the source of these skills so teachers need to provide

strategies in order to further develop their English speaking abilities further explaining
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the importance of speaking English in classrooms and the role of it as students. It also

said that enhancing speaking skill is a must as it considered an international language

that enable us to communicate with other countries providing a more possibility of

success in their studies (Rao 2019). This shows the importance of speaking English of

students in their classroom environment as it is one of the languages that needs to be

used when participating in activities and sharing ideas. It also tells its account and how

huge it can make an impact on their future.

Silalahi, Tanabara and Wene (2023) further explains that communicating in

English is very important for students as it not just to improve their vocabulary but serves

as a training ground for their future. Having this skill will open more opportunities for the

students as English is the language used in different field of works. By enriching the

skills of students in speaking English, they can gain two things which is to increase

personal branding and opening up better opportunities. This study suggested that

students need to acquire these skills as early as possible as English is getting wider and

more useful in this globalization era. It has a major role for preparing students as it is the

language used on different field of works and it is urgent to prepare students for this.

Opportunities in Speaking English

It is a challenge for students to learn and enhance their skills in speaking English.

However, different opportunities can be seen in the school environment to enrich the

students’ skills in speaking. These include joining different English clubs and engage in

public speaking such as giving speeches, hosting, group discussions and reading aloud

different literatures. Students’ ability to to write and speak in English is important to

achieve better performance in school and society (Wilson, Fang, Rollins & Valadez,

2016). The study enables students to have a closer look on the different opportunities
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offered in school. They can find it in different events and activities conducted by the

school as well as joining and socializing with different groups to enhance the skills of

students.

According to Sarsebanya and Avasi (2018), there is already a great possibility of

cultivating the English speaking skills of Kazakh and Russian through language policies

but there are still a lot of ways to improve the whole population. The researchers also

said that adults are having a hard time in English but there is a chance in improving the

skills in younger generation by developing different strategies and opening opportunities

by pursuing their studies abroad and using English books and media outlets. This

explains that developing the skills of younger generation is a must to further enhance

and widen the knowledge for English. Through different ways such as reading English

books and even study outside the country.

Meanwhile, teachers also have a huge role in motivating their students by

providing consistent support in their learning efforts in English. The teachers need to

ensure that their students have a comfortable learning environment to reduce the anxiety

of students in speaking English (Ihsan, 2016). In the same study, it said that using media

can be taken as an opportunity for students to share their ideas in English. The teachers

can also think of strategies such as giving prices and appreciating the ideas of students

to encourage students to comfortably share their ideas. This study provided different

techniques and ways to improve the skills of students. Teachers have a big role in

offering ways to improve the students’ speaking skills, let them enjoy the process of

practicing it, and giving them a healthy environment to learn. This can give a lot of

motivation and a sense of achievement for students.

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Furthermore, the extracurricular activities also give way in enhancing the

students’ skills in speaking English. This helps on practicing their knowledge and by

making it an enjoyable experience for them. This can be competitions and different

participations that involve debates, speeches and the four main language skills

(listening, writing, reading, and speaking) (Yeni, Syafrizal. Ridhwan. Cholid & Herawati,

2022). The result indicated that there are two programs that help students to improve

their speaking skills. First is the exercises held in school like English clubs and the

second one is competitions like debates. This study stated that a school can offer

different opportunities that a student can take. The different activities and clubs is a big

help in developing the confidence of students in speaking. It also serves as a fun

experience for students and is highly recommended for schools to further focus on

organizing such activities.

On the other hand, Sun et al. (2017), stated that studying English in schools

formally does not give enough opportunities for students to enhance their skills in

speaking English. Classes and lessons are limited to a few hours and this does not

ensure that it will be enriched by students in their vacant time. And as a second

language, students do not apply this in real life as a way of communicating failing to

enrich their skills. They do not have a chance to practice these skills in their environment

as it is just their second language. Sometimes opportunities are not taken seriously

resulting on it being a challenge for both students and teachers. This means that a

student needs to give effort and time in enhancing their skills. Providing opportunities is

not sufficient enough if the student itself will not apply it in a normal conversation and not

applying extra effort for the language.

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Challenges in Speaking English

According to Hanapi, Islam and Ferdiyanto (2023), students face many struggles

in speaking English. Many students do not have the mastery in English that results on

affecting their performance in school. They often have difficulties in expressing

themselves because of several factors. This includes, “insecure, fair speaking of English,

afraid of making mistakes, lack of vocabulary, and an environment that discourages

learning”. Due to these factors, speaking in front of people is a big challenge especially

using the English language. This study found the reasons of the students’ struggles in

speaking English. The fear of failing and being judged is one of the major concerns for

students that adds up to the pressure and difficulty of students.

Additionally, the study of Duy Anh and Huyn Nga (2023) stated that despite

English being the international language, it is still one of the hardest languages to learn

and understand. Students struggle with developing “macro-English skills (listening and

speaking) and micro-English skills (pronunciation, vocabulary, and grammar)”. The

students’ struggles due to not having enough confidence to speak and the lack of

vocabulary that results on being afraid of speaking up. It also stated that one of the main

reasons why it is a challenge is the lack of exposure towards English literatures. Some

words are difficult to remember because of the spelling and the lack of knowledge about

the meaning of a specific word. This study shows the struggle of students in

remembering the meaning and construction of words and sentences that makes it even

hard to talk in English.

In Indonesia, the English language is not often used and is considered English as

a Foreign Language (EFL). Due to this, they experience struggles especially those who

wish to study abroad. This might cause as a barrier in communication specifically

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students who identify themselves as an international student. (Winnie, Leong,

Badiozaman,& Yap, 2023). This study tells the difficulty faced when transition happens

from EFL to English as a second language (ESL). This also indicates how hard it is to

adapt for students and the different factors affecting the English learning of students.

Moreover, Apsari, Wachyudi, and Mobit (2022) said that students already have

an English subject at early school. They tackle lessons and try English speaking

activities. However, students are still having a really hard time despite being in high

school. They find it challenging to encounter this language especially in the aspect of

speaking skills. One of this is the lack of vocabulary that enables people to understand

the words that they are saying. It is even more difficult if it is a foreign language for

students that are not used in communicating daily. Students also need to consider the

internal and external factors affecting this. Internal is a factor where you are learning it

as a foreign language whereas, the external factor is the lack of practice and right

knowledge. This study shows that for those students who is learning it as a foreign

language just like in the Philippines have a hard time in using and being fluent in it.

Students do not have enough vocabulary to clearly speak in English and construct their

ideas on their mind.

Coping Mechanisms of Students

In this study of Nurahman, Hidayat, and Rosyid (2023), the students of second

semester English Education Study Program Faculty of Teacher Training and Education

Pakuan University used five strategies namely, “preparation, relaxation, positive

thingking, peer seeking, and resignation”. Using these different strategies, students try to

comfort themselves and see the positive side behind their struggles and fear of

speaking. Through this, they can feel they are in control of their emotions and are deeply
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prepared to reduce their anxiety of speaking in English. It can boost their confidence and

relax themselves while they are speaking. This strategy is highly suggested for students

in order to help them in coping with their fear in speaking English.

Similarly, the students of University in Karachi also use different strategies for

them to get through the obstacles they face in speaking English. The strategies

mentioned were, “students do regular practice, they ask the instructors for guidance,

they stop for a moment and they take deep breath, they recover their senses by the

name of the Almighty Allah, they switch to Li that is Urdu and also they watch YouTube

videos to increase their knowledge”. This will be a big help for students to fight their fear

in speaking (Kalwar, Yasmeen, Manzoor, & Khan, 2022). The study highlighted that

many students face challenges in speaking English, underscoring the significance of

implementing these strategies to facilitate fluency. By embracing these approaches,

students can effectively navigate their fears and communicate more confidently in the

English language, thus improving their overall language proficiency and academic

performance.

In Philippines, the study of Maquindato (2021), involved 55 students participation

and five of them were interviewed for data collection who has the highest fear of all the

students. It showed how students really fear the use of English when speaking. To be

able to get through with that, they come up with coping strategies in order to share their

ideas despite having fears. It is clear that students are really having a hard time that

even cause them to not utter a single word that make them doubt themselves. However,

though the help of the different techniques such as evaluating their minds, focusing and

putting on confidence, they are able to cope up with their fear of speaking in English.

This reveals the different coping mechanisms of students where they set their mind and

focus of what they are about to say.

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It was shown in the aforementioned review of literatures that it really is a

challenge for students to fluently and confidently speak in English may it be international

or local. It is because of the different factors affecting a student’s skills in speaking

English. However, the literature also showed opportunities that can be offered in school

to further enhance their skills. It also presented the different coping mechanisms of

students in dealing with their fear and struggles in speaking English. There is a need to

conduct this study to know the different ways that a student can do and what are the

reasons why they struggle in speaking English.

Theoretical Framework

This research is anchored on the Interactionist theory of Chomsky (1957) and

Socio-cultural Theory of Vygotsky (1978). Interactionist Theory of Chomsky (1957)

states that children’s brain contains a Language Acquisition Device which holds the

grammatical universals. This explains that a individual cannot learn how to speak by just

simply reading books or watching educational videos. They need to be involved with

social interactions. The people in the society plays a big role as a support learners.

This theory is anchored to the study as it underscores the crucial role of

interaction in enhancing the English language proficiency of students. It suggests that

students can effectively learn and enhance their language skills by engaging with their

peers and educators. The individuals comprising a student’s social circle and the school

activities organized within the school are instrumental in fostering linguistic development.

By promoting collaborative learning experiences and creating a supportive

communicative atmosphere, students are offered many opportunities to practice and

refine their English proficiency through real-life interactions.

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The Socio-cultural Theory of Vygotsky (1978) asserts that a child’s cognitive

development and learning ability can be guided and mediated by their social

interactions. This says that learning is a social activity and cannot be done easily

independently. This emphasizes that intellectual development includes socializing with

other people as to where society plays a big role. The ways which people interact with

other people and their environment shapes and teaches them.

The current study is anchored to this theory because a student’s proficiency in

English speaking is greatly influenced by the environment and societal factors that

surrounds them. It focuses into the interconnectedness between a student’s linguistic

development and the external elements that shape their learning experiences. The

school holds an important responsibility in fostering a supportive and enriching

atmosphere that enables the enhancement of their skills.

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Conceptual Framework

Opportunities in Challenges and Coping Mechanism

Speaking English Difficulties in

Speaking English

Lived Experiences of Grade 11

Students in Speaking English

Figure 1.

In this conceptual framework, it shows the opportunities, challenges, and coping

mechanisms of grade-11 students in speaking English. This method is essential to

determine by the students. This aims to convey the opportunities, challenges, and

coping mechanisms of the students in speaking English

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Chapter III

METHODOLOGY

This chapter presents the procedures and techniques that are going to be used

by the researcher in completing the study. It will include research design, population and

sampling, sources of data, data gathering procedures, and data analysis.

Research Design

Qualitative research is rooted in the social sciences with people and their social

realities. This study used a phenomenological research through qualitative approach that

aims to explore the experiences of students in speaking English. Phenomenology is a

form of qualitative research that has a goal of understanding the lived experiences of a

person or a group of people (Neubauer, Witkop & Varpio, 2019).

Locale of the Study

The researchers selected Alugan National School of Craftsmanship and Home

Industries as the locale of the study. The number of Grade 11 students in the school has

a total of 115.

Participants of the Study

The study sample was comprised of 10 Grade 11 students who experience

different opportunities, challenges and coping mechanisms in speaking English in

Alugan National School of Craftsmanship and Home Industries. The researchers

selected a student who experience struggles in speaking English and ask another

possible participant. Sample is selected using the snowball sampling method.

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The snowball method gathers date where it captures different characteristics and

same experience of people (Johnson, 2014). Thus, the researchers seek for students

who have been recommended is anchored to the study.

Research Instruments

To understand the variety of students who experienced difficulties in speaking

English, interview was conducted from April to May 2024. This study aims to build

students confident in speaking English and to share their opinions. The researchers

used a semi-structured interview. The interview was conducted with 10 participants and

began in an exploratory way and developed into questioning. Topics will be addressed in

the interviews are 1) opportunities 2) challenges 3) coping mechanism in speaking

English.

Data Gathering Procedure

The researchers primarily choose a person to answer some question and ask for

another person who possibly experience struggles in speaking English. But before doing

that, the availability of the student’s schedule was checked. On the day of the interview,

the researchers asked for permission from the principal and teachers. After the

interview, the answers were written in a paper and analysed.

Data Analysis

The researchers collected possible answer and guide the results of the interview.

The data was analyzed through five processes: (1) all the answers from the participants

were analyzed; (2) the answers were clustered according to the similarities of the

response; (3) all the important answers were reviewed (4) the answers was interpreted
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(5) the whole understanding was generalized. The qualitative study included textual

description such as: 1.) Use of the categories mentioned by each participant to

summarize the results; 2.) Interview results; 3.) Use of varied results from each

participant; 4.) Narrative or strong; 5.) Established keywords found based on the

interpretation of the researcher and the participant.

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Chapter IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the data gathered from the semi-structured interview

following the key informants’ description of the opportunities, challenges and coping

mechanisms experienced students in speaking English. These were presented in

manner by which questions were presented in the statement of the problem.

1.What are the opportunities experienced by the Grade 11 students in speaking

English?

Opportunities

This theme emerged from categories namely: Teaching Strategies, Participation

in class and School activities:

Teaching Strategies

The teaching strategies of teachers have a big influence in improving the skills of

students. It encourages students to engage more and offer chances for students to learn

and improve their English skills. Teachers have a big part in shaping the student’s skills

through their way of teaching.

Participants 1, 4, 6, 7, stated that their teachers help a lot in improving their

skills.

P1 said, ‘’ My teacher always encourage us to answer in recitations and practice us a lot

by giving activities using the English language’’

P4 said, ‘’ Our English teacher let us read in front of the whole class and answer some

questions in English’’
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P6 said, ‘’ Our teacher always encourages us to speak in English and gives a lot of

activities’’

P7 said, ‘’ Our English teacher always gives activities and performance tasks and I also

notice that she always find ways to make us recite in every lessons’’

According to Makipaa, Hahl, Manni and Lahti (2024), language learning focused on a

system of learning grammatical competence and mechanical habits taught by a teacher.

Participation in Class

Participating in class serves as a practice ground for students to improve their

skills. They are able to engage themselves with their classmates and also do well in their

activities. It encourages students to use vocabulary and grammar actively, builds

confidence in communication, and fosters a deeper understanding of language nuances

through interaction with peers and the teacher.

Participants 2, 3, 5, 9, 10 said that it is a big help whenever there’s a need to

participate in class’’

P2 said, ‘’ We always write essays and deliver it in front of the whole class and we also

do reporting in class’’

P3 said, ‘’ I consider reportings and speaking in front of the class as a huge opportunity

given to us’’

P5 said, ‘’ Whenever there’s a time for recitations and reportings using the English

language’’

P9 said, ‘’ There are many opportunities especially in classrooms where we car

communicate and participate using the English language’’

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P10 said, ‘’ I experience many opportunities just like when doing speeches or

declamations in our class’’

School Activities

Participating in school activities also offers various opportunities in enhancing

students’ skills. This enables students to engage in English-speaking environments

outside the classroom, enhancing fluency, vocabulary acquisition and communication

skills in various contexts.

Participant 8 said that their experiences in this activities gives them more

enhances in improving their skills.

P8 said, ‘’ There are instances that our school would held programs using the English

language as to where students can join to boost our confidence and enhance our skills’’

2.What are the challenges encountered by grade 11 students in speaking English?

Challenges

This theme emerged from categories namely: lack of vocabulary and lack of

confidence.

Lack of Vocabulary

It’s always a barrier for students to express themselves especially when

communicating in English especially for students who don’t have enough practice where

they can us English as part of their daily conversations. They sometimes fail to deliver

the things inside their mind due to being out of words.

Participants 1, 2, 3, 9 experience this whenever they try to speak in English.

P1 said, ‘’ I always mispronounce the words and I can’t understand some of the words.
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P2 said, ‘’ I can’t speak the words through English’’

P3 said, ‘’ It’s hard for me to pronounce and I can’t even understand them’’

P9 said, ‘’ I stutter because I don’t know how to pronounce the words.’’

Similarly, Tantri, Romadlon, and Nurcahyo (2023) stated that linguistic problems that are

often found are lack of grammar, poor pronunciation, and lack of vocabulary.

Lack of Confidence

Based on the interviews, students tend to fail to express themselves because of

embarrassment. They have a huge fear in committing mistakes that keeps them from

talking. This results to some students completely giving up on even trying to speak

loudly of what’s on their mind.

Participants 4, 5, 6, 7, 8, 10 states that they lack of confidence in speaking.

P4 said, ‘’ There are times where I can’t find the words to say because of nervousness’’

P5 said, ‘’ I’m always shaking whenever my teacher calls me’’

P6 said, ‘’ I have a fear of speaking up because my classmates might laugh at me’’

P7 said, ‘’ I don’t even bother trying because I know that it’s wrong’’

P8 said, ‘’ I always get anxiety in front of my classmates due to fear of committing

mistakes’’

P10 said, ‘’ I feel nervous because of the possibility that I might stutter’’

3.What are the coping mechanisms of grade 11 students on their struggles in

speaking English?

Coping Mechanism
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This theme emerged from categories namely: Expanding Vocabulary, Practice, and

Focus

Expanding Vocabulary

Expanding a students’ vocabulary is one of the most effective ways in overcoming their

difficulty in speaking English. They can us their time in surrounding themselves with

different textbooks or even videos to help hone their skills in English.

Participants 1, 2, 3, 5, 10 see this as a coping strategy whenever they encounter

difficult words.

P1 said, ‘’ I read a lot of books’’

P2 said, ‘’ I will search the unfamiliar words that I encounter’’

P3 said, ‘’ I always watch anime with English subtitles’’

P5 said, ‘’ I read different book on my vacant time’’

P10 said, ‘’ I watch tutorial videos’’

Practice

Building up your confidence in speaking English require a lot of effort and time so it is a

big help when a student practice their skills whenever they have their free time. It helps

on improving yourself by identifying your mistakes and also find things where you are

good at.

Participant 9 said that it helps a lot especially on improving pronunciations.

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P9 said, ‘’ I always practice speaking and reading about English books. I sometimes

make conversations with myself and practice using English in communicating with my

friends’’

Focus

Relaxing their minds and focusing on what their thinking is one of the techniques

used by students in overcoming their difficulties. It takes a lot of focus to make your mind

come up with different ideas so this is a good strategy whenever you’re having

difficulties speaking.

Participants 1, 6, 7 use this to cope up whenever they get nervous in speaking

P1 said, ‘’ I just relax my mind and focus on what to say next’’

P6 said, ‘’ I just relax and sometimes think of positive things’’

P7 said, ‘’ I always think wisely of what I’M about to say, then just inhale and exhale’’

4.What intervention program will be proposed based on the results of the study?

Program

Enrichment is the only category that can be proposed based on the result

Enrichment

The researchers have proposed an intervention program to improve the skills of

students. This can include the extracurricular activities focusing on the English language

and the different ways that a teacher can do to challenge and showcase the real abilities

of students in using the English language.

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According to Makipaa, Hahl, Manni and Lahti (2024), language learning focused

on a system of learning grammatical competence and mechanical habits taught by a

teacher. The emphasis is placed on developing a solid foundation in grammar, syntax,

vocabulary, and pronunciation to ensure a comprehensive understanding of the

language roles and conventions.

Tantri, Romadlon, and Nurcahyo (2023) stated that linguistic problems that are

often found are lack of grammar, poor pronunciation, and lack of vocabulary. The

intricacies of grammar, including sentence structure, verb tenses, and word order, can

pose difficulties for individuals to express themselves accurately and coherently.

Moreover, Nurahman, Hidayat and Rosyid (2023) said that students carried out

strategies like preparation, relaxation, positive thinking and resignation. By doing these

strategies, students can effectively decrease the anxiety that they feel when speaking in

in English, enhance their readiness to converse in English, and maintain a sense of

composure during English conversations. In addition, they can be more confident in

speaking English and their ability to speak English can increase.

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Chapter V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter examines the data and information collected in the study, discuss

the important aspect, and summarize the findings. Furthermore, this chapter also

provides conclusions and recommendations based on the findings.

SUMMARY OF FINDINGS

From a thorough analysis of the data collected and result obtained. The following

significant findings are summarized:

1. The student participants experience different opportunities in their school. Some

students answered that they find opportunities in their classrooms through

different activities that they participate in. Teacher strategies also have a big

influence in shaping their English-speaking skills as well as the school activities

that they join in.

2. The participants also face multiple challenges when they try to speak in English.

They fail to express themselves due to lack of vocabulary. Some students do not

have enough confidence to successfully deliver what they want to say in English.

3. Students find ways to overcome their struggle using different coping strategies

through expanding their vocabulary, practice speaking, and focus.

4. The researchers made a recommendation to implement enrichment program to

further enhance the skills of students.

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CONCLUSION

Based from the findings of the study, the following conclusions were drawn:

1. Students experiences opportunities mainly through participations in class and

teaching strategies.

2. Students face several challenges when speaking in English.

3. Students cope up with their challenges mainly through expanding their

vocabulary.

4. The researchers suggest a program which is an enrichment program.

RECOMMENDATIONS

Based from the findings of the study, the following recommendations are offered to

improve the skills of students:

1. There are several opportunities given inside the classrooms so the researchers

recommend students to participate more on classes. The teachers are also

recommended to make various teaching strategies to make students more

involved.

2. There’s a big challenge experienced by students due to lack of vocabulary and

lack of confidence so it is recommended for students to spend their free time on

learning the English language and build up their confidence.

3. Students are encouraged to expand their vocabulary through reading different

English books and understanding the unfamiliar words they encounter.

4. The enrichment program has a huge potential in helping the student’s develop

their skills in speaking English. It is recommended that educators will consider

implementing this program to focus on the students’ abilities.

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