Difficulties experience by Grade 11 students during English class in Paracale National

High school

In Partial Fulfillment

Of the Requirements for the subject

Practical research 1

Researcher:

Kyla Marie Roque

Dave Solis

Jennilyn Palado

Trisha Cornelio

APRIL, 2020
Chapter 1: Introduction

Background of the study

Language is a cognition that separate us from other species where we are

determined as humans. Whereas other species do communicate with an innate ability to

produce a limited number of meaningful vocalizations or even with partially learned

systems, there is no other species known to date that can express infinite ideas with a

limited set of symbols other than humans.

English language is really considered as a significant language since it has

been used for communicating worldwide. According to Intakhab Alhamkam(2011), About

20 percent of the world's population speaks English as a first or secondary language,

about 1.5 billion people. If you include people who use it, that brings the estimate up to

more than one-fourth of the world, or more than 2 billion of the world's 7.7 billion people,

as of 2019. Only about 360 million people speak it as their first language, though.Many

people choose to learn the language simply to communicate more effectively with more

people from different parts of the world. The 21st century demands people to know

how to adapt to the changes in the world (Aquino et al., 2016), and how to survive

with the demands and trends of the society. It was also mentioned in the article of

Chambers (2010) that the 21st century demands a people with a global perspective and

who can handle problems from simple to more difficult ones. In this specific vein, a

recent joint study by the British Council and The University of Oxford asserts that “there

is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to

English being the medium of instruction for academic subjects” (Dearden, 2014, p. 2).

However,English language become unavoidable in our Education System. The

researchers were interested in digging out the problems that grade 11 students

encountered during english classes. There are many challenges students face when

learning English and if you are aware of these beforehand you stand a much greater

chance of mastering the language.

Almost all of grade 11 students,when mentioning of subjects that required skills in

understanding and speaking in english language is met with downcast eyes. Fear of

that particular subject exists. In our school,they do what they have to do to get through

the English class everyday afterwards , when barging into their homes they use their

mobile phones and social networking activities to message their peers but use all kinds

of misspelled words and don't have any idea of wrong grammar or punctuation.This one

is threatening to be the downfall of the English language for the new generation to come.

It has been resulted in dismal performance in the subject .The problems developed by

the students are at times carried on to the next level of education.

Despite efforts to push English language learning for its citizens, the Chinese

government is trading quantity for quality. The ‘Gaokao System’ of English training in

China focuses solely on preparing students for test taking, which does not prepare

students for real applications of the language in communications (Li, 2012; Wong, 2015).

Zhao (2014) argues that the authoritarian nature of Chinese education is responsible for

a majority of issues with students’ lack of applicable knowledge. “Such an education

system, while being an effective machine to instill what the government wants students

to learn, is incapable of supporting individual strengths, cultivating a diversity of talents,

and fostering the capacity and confidence to create” (Zhao, 2014, p. 9).

In addition, Rababa’h (2005) pointed out that there are many factors that cause

difficulties in speaking English among EFL learners. Some of these factors are related to

the learners themselves, the teaching strategies, the curriculum, and the environment.

For example, many learners lack the necessary vocabulary to get their meaning across,
and consequently, they cannot keep the interaction going. Inadequate strategic

competence and communication competence can be another reason as well for not

being able to keep the interaction going. Some learners also lack the motivation to speak

English. They do not see a real need to learn or speak English. Actually ―motivation is

the crucial force which determines whether a learner embarks in a task at all, how much

energy he devotes to it, and how long he preservers‖ (Littlewood, 1984, p.53). The

development of communicative skills can only take place if learners have the motivation

and opportunity to express their own identity and relate with the people around them

(Littlewood, 1981). Teaching strategies also contribute to this problem as they are

inadequate, and they do not put emphasis on speaking, which results in a meagre

development of this skill. Besides, vocabulary items are taught in isolation, and listening

materials are not used by the majority of schoolteachers because of the large number of

teachers compared with the number of cassettes available. Teacher-training programs

were found to be not very successful in changing the teachers’ methodology

(Rababa’ah,2005). Furthermore, all the other subjects are in Arabic, and English is seen

as an academic subject only, which means exposure to the English language is

insufficient. The lack of a target language environment can be considered another

problem, which of course results in a lack of involvement in real-life situations. Not

allowing learners to participate in discourse can be another reason for speaking

difficulties. ―Children need both to participate in discourse and to build up knowledge

and skills for participation‖ in order to learn discourse skills (Cameron, 2001, p.36).

Furthermore, ―language is best learned when the learners’ attention is focused on

understanding, saying and doing something with language, and not when their attention

is focused explicitly on linguistic features‖(Kumaravadivelu,2003,p.27)

In our generation, many students in our school encountered difficulties in participating

every english classes. Although speaking is considered a main language skill that
students should improve, it has been widely noticed that they face many difficulties in

speaking English.

Statement of the problem

Based on the background study of the researcher's papers above, the researcher

would like to state the problem " Difficulties experienced by Grade 11 students during

English subjects in Paracale National High school in School year 2019-2020".

This study aims to find out what difficulties grade 11 students of PNHS encountered

during their English classes. It also aims to find out the main factors that contribute to

the existence of these difficulties. This study is for all the Grade 11 students who

experience challenges or difficulties in English subjects

(A). What are the difficulties you encounter in your english subjects?.

(B). How do the difficulties affect your academic performances?.

(C). What are the factors that contribute to this difficulties?.

Purpose of the study

The purpose of this qualitative phenomenology study was to explore the difficulties

experienced in English subjects of grade 11 students in Paracale National Highschool.

At this stage in the research, this study will focus on determining the challenges they

encountered during those times.

Significance of the study

In this research, the researchers hope that it can give the contribution of knowledge and

reference especially for difficulties experienced by students in their English subjects.

Therefore, by knowing the difficulties experience by the students will be solved by the

students themselves. Moreover the significance of this study is to know, improved and

overcome the difficulties. The results of this study can help the students and English

teachers to be aware of the reasons why some students don't participate well in that

particular English subjects.

The result of this study will be of great benefit to the following:

Students- The results will provide students with more knowledge about little by little

overcoming the difficulties they encountered during their English subjects. It will give the

student’s a realization about their behavior towards that particular subject.

Teachers- The given data would guide the teachers on what to do with those people or

students who experienced difficulties in the English Subjects. The teacher would be able

to understand why some students don't participate well in their English classes.

Parents- Like the teachers, the parents too will understand why their children received

low grades in their English Subjects. The given data will help them formulate some

preventive measures to help their children understand the English language and

participate more in that particular subject. The findings would also help them learn the

actions of their children.

Chapter 2

Review of Related Literature/ Studies

This chapter presents the related literature and studies after the thorough and in depth

search done by the researchers. This chapter includes both local from foreign and local

sources.

Foreign Literature/ Study

 This article aims to know about the “Problems Faced by Students in Speaking the

English Language”( Muhammad Adil 2019).That what are actually the problems by

which the students are unable to speak the English language fluently. Being the English

language as an international language. It is a demand of today’s world. For surviving in

society, people have to understand and speak the English language. In this world, you

go everywhere the people can speak the English language or even understand the

English language. The English language plays a greater role for the people in a society.

The English language is an important subject for the people to learn, understand and

speak. For communicating and sharing thoughts with the people belong to other regions

who speak different languages, the English language is a common language to

communicate with them. The English language is studying and learning all over the

world. In every country, the students are compelled to study and learn the English

language. The students need to understand and speak the English language. But

after16 years of education and learning and the English language the students are not

able to speak the English language fluently. This is a very serious issue I am targeting

that what is the reasons behind it that after the 16 years of learning the students are

unable to speak and understand the English language.Problems Faced by the Students

in Speaking the English Language:

The problems faced by students are given below:

Common Grammar Mistakes While Speaking the English Language:

Common grammatical mistakes mostly the students faced. Learning English

grammar is very difficult for students. In speaking the English language mostly, the

students make mistakes. The students make mistakes in tenses during speaking the

English language. They used the wrong tenses sometimes they want to speak in the

past tense but they used to speak in a present tense instead of past tense. They cannot
easily differentiate between the difference and how to use the past, present and future

tense.

Lack of Confidence in Speaking the English Language:

Lack of confidence is also one of the reasons by which the students cannot speak

the English language. They are not confident about themselves to speak the English

language in front of people. This is usually caused by the teacher giving insufficient

encouragement. Usually, the teachers didn’t encourage them to speak English in the

classroom or in front of people. They learn the English language but they didn’t learn

how to speak it. This one of the problems that mostly the students faced in the

classroom or in front of people.

Shyness in Speaking the English Language:

Shyness is also one of the factors by which the students cannot speak the English

language. It’s a kind of feeling which students feel while in speaking the English

language. They are unwilling in front of their teachers and their friends. By shyness, they

are unable to speak what they are thinking and what they want to speak. In shyness,

they are unable to remember the grammar rules and correct vocabulary in speaking the

English language. This is one of the problems that mostly the students faced.

Fear of Making Mistakes When Speaking the English Langauge:

Fear of making mistakes in peaking the English language is also one of the big

problems that usually the students faced. Learning the English language is a mean of

learning how to communicate with other people in speaking the English language. The

students are afraid of making mistakes in speaking the English language that their mates

laugh on them or looking silly in front of their mates, or even criticize in the classroom.

The fear of making mistakes has resulted in failure in speaking the English language

with other people.

Lack of Motivation in Students in Speaking the English Language:

Lack of motivation is also one of the reasons students cannot speak the English

language. Motivation plays a very important role in speaking the English language.

Motivation can be driven by the teachers and also form the students. But the teachers

didn’t motivate them very well to speak the English language. By the lack of motivation in

speaking the English language then they didn’t take interest in speaking the English

language.

Nervous Speaking the English Language in Public:

Nervousness and anxiety are also one of the reasons behind the students who

cannot speak the English language in public or in Infront of people. By nervousness the

students uncomfortable and confuse in speaking the English language and

communicating in the English language in public.

Henna Paakki (2013) a study entitled "Difficulties in Speaking English and

Perceptions of Accents A Comparative Study of Finnish and Japanese Adult Learners of

English". The English language has an important standing in global communication,

hence both oral and written English skills are essential around the world. However, to

many, speaking English seems to be a very challenging task. Since the aim of English

education is not only to develop knowledge of grammar and written skills but also to

teach oral English skills, this problem needs to be studied in order to remedy the

situation. The aim of this study was to discover if adult learners of English experience

problems in speaking English, and if so, what types of problems and why. In addition,

especially in Finland, the interest in English language media has become stronger,

hence it was an additional aim to learn if this has created pressure for English studies

and for what type of accent the learner should have. The problems experienced in

studying English as a foreign or second language have been studied somewhat, but the
problems that Finnish and Japanese learners, in particular, experience in speaking

English should be studied more. In this study, these problems were analysed according

to second language acquisition theory, and the factors affecting them were categorised

in line with Moyer's (2004) classification. Previous research on attitudes towards

speaking English and English accents, for example Leppänen et al. (2009), was a

background for comparison in discussing the results, as was Garant's (2008) study that

compared Finnish and Japanese English educational systems. The data consists of

interviews of Finnish and Japanese adult learners of English. A comparison of Finland

and Japan was seen as useful because of their differences in education systems and

contacts with the English language. The interviews were conducted with qualitative a

methodology, and the questions touched upon previous and current English studies,

problems experienced in speaking English, and attitudes towards English accents. In the

analysis mainly qualitative methods were used, but quantitative methods were also used

in the presentation of data. Both Finns and Japanese saw speaking English as difficult.

Reasons for this were, for example, their previous education that had been too grammar

oriented and theoretical, a late onset of learning, a fear of errors, a lack of practice and

experience, and social pressure. Overall, the factors that create problems were

instruction and input related, social and neurological. Accent was also an affecting

factor: the standard models of English had a strong standing in the attitudes of the

informants, and the Finnish and the Japanese accents of English were disliked. The

informants with a higher education had stricter attitudes towards English accents. The

difference between the two countries was that Finns were more aware of English

accents and wanted to speak in a British accent more often. The Japanese had

considerable difficulty with listening comprehension, which also affected speech. The

reasons were e.g. a lack of overall study of foreign languages and the current education

system. Recognising the problems benefits both the students and the teachers, and,
based on the results, more practical and functional communication skills should be

emphasised in English education in order to attain better active oral skills. In addition,

accents should be discussed more in the classroom in order to make the attitudes more

lenient.

Peter Williams and Lilia Baron (2016) a study entitled "English Language Learning

Difficulties Of Korean Students".This qualitative study analyzed the English language

learning difficulties of 13 purposively chosen Korean students relative to their

sociolinguistic competence, motivation in using the English language, and cultural

factors. Interview responses were transcribed, categorized and thematised according to

saliency, meaning and homogeneity. The findings of the study disclosed that, on the

whole, while the subjects never had the opportunity to use the English language in

Korea, they use it almost everywhere in the Philippines. Their difficulties exist both in

daily conversation and in the academic setting. Such difficulties are attributable to both

the subjects’ and the Filipinos’ different entry points in the learning and use of English.

Despite cultural barriers in communication, however, the Koreans studying in the

Philippines are instrumentally motivated to learn the English language.

A paper entitled " Problems With Oral English Skills of ESL Students"(Zhengdong Gan

2012). This paper reports the result of a study that aimed to identify the problems with

oral English skills of ESL (English as a second language) students at a tertiary teacher

training institution in Hong Kong. The study, by way of semi-structured interview,

addresses the gap in our understanding of the difficulties ESL students encountered in

their oral English development in the context of a Bachelor of Education (English

Language) program. Insufficient opportunities to speak English in lectures and tutorials,

lack of a focus on language improvement in the curriculum, and the input-poor

environment for spoken communication in English outside class apparently contributed

to a range of problems that closely related to the sociocultural, institutional and

interpersonal contexts in which individual ESL students found themselves. The results of

the study lead us to question the effectiveness of the knowledge- and pedagogy-based

ESL teacher training curriculum. They also point to a need to incorporate a sufficiently

intensive language improvement component in the current teacher preparation program.

Abugohar,Mohammed Abdulgahill,Yunus Kamariah (2018), a study entitled, "Difficulties

experienced by Arab students in pronouncing english correctly. Since spoken language

is the most important channel of communication, it is supposed to be the first skill to

master when learning a language. However, in English as a Foreign Language (EFL)

context, learners encounter various problems limiting their abilities. One of the

remarkable phenomena in English as a foreign language (EFL) learning is the inability of

most students to utter English correctly and fluently. The present study investigates the

difficulties that hamper high school students from pronouncing English vocabulary and

simple sentences correctly and fluently. This research was carried out in an attempt to

assess the English course outcomes that were reflected in learners disabilities of correct

and fluent English pronunciation. The data were collected through surveying second-

year high school students' responses to two instruments. A questionnaire was

addressed to a sample of 100 Saudi male students from 4 secondary schools, and semi-

structured interviews with 5 students from the population were conducted to provide

deeper diagnosis regarding problems of English pronunciation. In order to provide

further details about the subject studied, analyses of the syllabi are presented. The study
recommends remedial pronunciation activities, practice of confusing words, and phonics

practices throughout the course.

Difficulties That English Teachers Encounter while Teaching Listening Comprehension

and Their Attitudes towards Then Ayah Isam Alrawashdeh1 & Norma Nawaf Al-zayed2

(2016). this study is aimed at investigating the difficulties that English teachers

encountered while teaching listening comprehension and their attitudes towards the

subjectin Karak schools. To achieve the objectives of the study, the researcher used two

instruments: a teacher’s questionnaire and informal interviews. In order to answer the

questions of the study: 1) What are the difficulties that teachers encounter while teaching

listening comprehension? 2) What are the teachers’ attitudes towards English listening

comprehension? A questionnaire was designed to explore the difficulties that teachers

encountered in teaching listening comprehension. Another convenience sample was

used with informal interviews. It consisted of seven teachers of English and they

answered three questions. The results revealed regarding the questionnaire covered

three domains. Ratios ranged between low for problems related to teacher’s proficiency

with a mean up to2.81, and medium for problems related to teaching environment with

mean up to 3.32 and availability of sources and teaching aids with a mean up to 3.04.

SPEAKING PROBLEMS FACED BY THE ENGLISH DEPARTMENT STUDENTS OF

SYIAH KUALA UNIVERSITY by hendria heriansyah (2012). This paper discusses the

difficulties and causes perceived by English Department students of Syiah Kuala

University in learning speaking and the efforts made by them to overcome their

difficulties. From both observation and interview, this study reveals that all students

encountered various difficulties in English speaking ability. The prevalent problem faced

by the students was ‘lack of vocabulary’, while ‘being afraid of making mistakes’ was the
prime cause of problem which hindered them to speak. The students had striven to cope

with their problems in learning speaking, but their attempts had not been yet ample and

successful.

Difficulties Faced by College Student in Speaking English by Rasheeda Banu(2017).

English as a second language becomes inseparable and unavoidable in Indian

Education system. To learn a second language, a physical, intellectual and emotional

involvement is needed to successfully send and interpret linguistic messages. This

article analyzed the causes that make the students difficult to communicate in English

and suggest some solutions that can overcome the difficulties. In this background,

Descriptive nature of this present paper highlights the difficulties faced by college

student in speaking English – a sociological reflection. Result revealed that student use

English more frequent only inside the class and less frequent outside the class.

Whereas, students‟ have limited time to learn English in class, and they still do not have

enough encouragement to practice English outside the class in order to get familiar with

English. Next the Environment was the leading cause for the problems in learning

English. Another major finding was that rural students perceived more problems than

urban students. Lack of reading habit and listening tends to challenge several problems

in learning English. Recommendations in the light of findings are also discussed in this

article.

According to Michael Shelby (2016),Students can have various difficulties and problems

in learning English. They can make different mistakes in English pronunciation,

grammar, orthography and vocabulary usage. There is a connection between the native

language of a learner and the particular difficulties in learning and using English, and the

kind of mistakes a learner typically makes in English pronunciation, grammar and

vocabulary as there is native language interference in learning and using English.

Listening comprehension and speaking in English are the skills generally more
frequently used than reading and writing in daily living in an English speaking country.

Listening comprehension and speaking in English are more difficult and more important

for learners to master than reading and writing. When reading and writing a text a

learner has more time for thinking and pauses than when listening and speaking in

English in daily living. An ESL/EFL learner can also look up unknown vocabulary in

English dictionaries and use other English reference books when reading and writing a

text in English, which is impossible when listening and speaking in English. Therefore,

listening comprehension and speaking in English are more difficult than reading and

writing. English vocabulary for daily living requires more time and is more difficult to

master by foreign learners than English grammar. Vocabulary is one of the most

comprehensive and difficult aspects of English for foreign learners to master thoroughly.

They should first concentrate on learning the most frequently used and therefore most

important English vocabulary for their practical real life needs. Multiple sense English

words and synonyms (words with a similar meaning) present special difficulty for foreign

learners. Other difficulties in learning and using English vocabulary include fixed word

collocations, phrasal verbs, idioms, proverbs and regional differences in vocabulary

usage. There are differences in English usage in English-speaking countries in terms of

spelling, pronunciation,...

Local Literature/ Studies

Language learning difficulties of selected foreign students in National University,

Philippines by jeffrey rosario ancheta and cristopherson arce perez (2016).This paper

determined and analyzed the difficulties faced by the foreign students of National

University in learning the Filipino language. Data gathered from ten (10) selected foreign
students through interview were analyzed to find out the difficulties faced by the

participants. An evaluation of the responses yielded the following difficulties: (1) difficulty

of learning two languages at the same time, i.e., the English and Filipino (they

recognized it as Tagalog) languages which are used as media of instruction; (2)

reluctance of other students to communicate with them; (3) lack of any professor to

provide enough time to teach them Filipino; (4) absence of any friend to assist them in

translating Filipino sentences to English; (5) non-existence of a Filipino course to

specifically address their language needs; (6) semantical and interpretational differences

between Filipino and English; (7) lack of knowledge on the structure of Filipino language;

(8) inadequacy of language learning materials such as books, modules, etc.; (9)

embarrassment in speaking in Filipino; and (10) cultural differences. In line with the

foregoing, a quadratic model of language learning has been specifically developed for

the difficulties faced by the participants. Notwithstanding the difficulties, foreign students

in National University are still eager to learn more about the Filipino language to keep up

with the flow of conversation among campus students.

If you know the feeling of rage turning into tears that do not fall, you can guess how I felt

when one of my students answered “boys” upon being asked what the verb was in the

sentence “The boys go to school every day.” To say that our students’ knowledge of the

English language has deteriorated is a gross understatement. 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.” Or: “Pa-English-English

pa!”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

critical thinking in school mimic the words of fools. Saying “Makabayan ako, magpi-
Filipino ako” is, in many cases, just an excuse not to learn English, a way to cover up

insecurities about speaking the language. But even when they do not say anything, you

can sense there is something wrong about how students regard English. Whenever I 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 simply do

not listen. They don’t realize that whenever they sneer by words or facial expressions

—“Pa-Ingles-Ingles pa!” “Nosebleed!”—they discourage their classmates from using the

language for fear of being ostracized. (I hope my students are reading this.) English is

taught as early as Kindergarten in most schools, so it is shocking for me to find some

high school students who cannot even construct a sentence. What happened during

their six years of elementary school education?

I think English is not taught clearly and adequately in grade school, particularly the parts

of speech. If students acquire the necessary knowledge and skills in the language in

their formative years (teachers, you know this), they will not have a hard time in high

school.

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 fluent English. This should not be the case. 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. I always tell my students that English is not only for

intelligent people, but for everyone who is educated. If we are fluent in the language,

there will be no feeling of intimidation. English does not make one better; it makes one

equal to others.
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 have to make time for other language macro-skills. 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?. Malpractice

If there is lack of practice, there is also malpractice. News reports tell us of errors in

textbooks, especially those to be used in K-12(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 just with one but a whole set of punctuation

marks (!?!?!…?!).

I find it 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 books

they are reading are full of errors.

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 hear

constantly although you don’t particularly like it.

Even if I say “se-re-MOW-nee” (stress on the third syllable, mow) in class, my students

still put the stress on the second syllable because other teachers keep pronouncing

“ceremony” that way (“se-RE-moh-ni”).

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.

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

confuse them with your English.

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

opportunities to use English, to correct improper usage and to be proficient in the

language. Remember, whatever we do before our students is what we teach them. The

author, whose good English helped him achieve a lot of things in college—from giving

outstanding reports in class to winning essay-writing contests to graduating with flying

colors—now teaches Grades 8, 9 and 10 English at St. John Academy of Bayanihan.

According to Jose Charo (2012), 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. These past few months, we received recognition from

the Global English Corporation as the world’s best in Business English proficiency. We

have also been branded as the world’s most affordable English teacher, according to

BBC. Finally, schools like Ateneo, UP, and La Salle have made it to research and ratings

firm Quacquarelli Symonds’ top 50 English-teaching schools worldwide.

All this needs deeper reflection, however, owing to the latest viral video of a young

Filipina berating a security guard using her colegiala English. However, let us go beyond

the personalities involved, especially since there was already an apology issued

regarding the incident. Truth be told, we should admit that her recourse to win an

argument is not at all surprising. Many of us, in fact, use it quite well. Perhaps, the only

difference is we do not sound like soap opera antagonists and that we were never

caught on camera. But as the incident may characterize many of us, we could gather

insights about ourselves as English-speaking Filipinos.

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 point

where we use English as a tool for division in our nation?I believe 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 other employees

could not afford steep tuition fees.

More importantly, we detach the teaching of English from our country’s history. My

college teacher 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 intellectual exchange because of the poverty of their vocabularies and

because those speaking the various dialects are unable to understand each other.”

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.

If teachers continue to be negligent in encouraging students to rethink and reflect on

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 disadvantaged other. Christian writer CS Lewis counseled, “Education without values

makes us clever devils.” Are Filipino teachers content with producing English-speaking

ones?
Chapter 3

Methodology

This chapter presents the research design, population, sample of the study, research

instrument, data gathering procedures and statistical treatment of data.

Research Design

This study used a phenomenology approach to tackle or to know the difficulties

encountered by students of Grade 11 in their English subjects in Paracale National High

school. The involvement of our chosen design will help us to understand the experience

of our study. This study concerns the students of PNHS to know their reasons why they

have that kind of behavior during their English subjects.

Population

The respondents of this study came from Paracale National High school. Random

sampling is used to select the respondents, the researchers selected a total of ten (10)

students from Grade 11 Gas 2 . The samples was chosen due to accessibility and

location as well as grade level which was grade eleven (11).

Research Instrument

The researchers used a open-ended questions in an interview that suits our study and

questionnaire. The researchers used only one research instrument. We gathered data
through individual interview which reflects on the preference of grade eleven (11)

students.

Data collection Procedures

Once we have decided what design our research is going to be based on our chosen

topic, it is imperative that we continue following the systematic procedure and start

working data collection. We also decide on how we are going to collect data, after having

decided what to collect of course. In addition, it is important to mention that we are going

to collect data according to how relevant it can be in the research as well as it's

effectiveness. We have to be aware of all possible difficulties that there may be

throughout the data collection process. Since our research is qualitative we collect data

through open observations and interviews. Then whatever the means by which we will

collect data, we have no assure it is reliable , consistent, and accurate and we can trust

the info. Finally, the instruments to collect data must suit the research goal. However, it

is not always going to fit the letter and when that happens we can use to a ready- made

instrument even though it does not match the research needed.

Data Analysis

After gathering the data that we needed for our study, the researchers analyze the

different answers of the respondents/ sample. Afterwards, we the compare and contrast

the data and it's similarities and difference. The final result of our data analysis or it's

outcome would be used for the further discussion of our study.

Chapter 4

Presentation, Analysis and Interpretation of Data

This chapter presents the data gathered, the results of the statistical analysis done and

Interpretation of findings. These are presented in tables following the sequence of

specific research problem regarding the Difficulties encountered by students during their

English Subjects.

Difficulties experienced by Grade 11 students in their English Subjects.

Interview Results

This chapter will discuss the findings of the study were researchers gathered data. The

following table you will see are the list of response and themes as well as the research

questions.

Table 1

Respondent 1: Debbie Dianne Umerez

Interviewer: Kyla Marie Roque

Area of Focus Verbatim response Themes/ Codes

1). What are the difficulties Mostly, Wrong grammar Grammatical Errors (GE),

you encountered in your and Misspelled words Spelling (S)

English Subjects?
2). How did the difficulties For example, during Grammatical Errors ( GE),

affect your Academic recitation, I don't know the Ashamed (A), Spelling (S)

performances? right grammar , I feel so shy

and then the spelling of

words , I'm so weak at it.

That's why I always doubt

my academic

performances.
3). What are the factors that Whenever I recite in class, I Lack of idea (LOI), Lack of
contribute to this always lack on ideas, as Confidence (LOC),

difficulties? well as I'm lacking of Ashamed (A), Noise ( N),

confidence and then I feel Mental Block ( MB)

so shy with my classmates

and then whenever they

make noise, that thing

makes me mental block, I'm

afraid I might not come up

with answers.

The table above is the table 1. Table 1 represents the response or the answer of our respondent
number 1 named Debbie. As you can see it the table is divided into three; area of focus,
verbatim response and themes or codes.

The table below is table number two (2). Table number number two (2) represents the second
respondent of our interview.

Table 2
Respondent 2: Ellyssa Dasco Senes
Interviewer: Jennilyn Palado

Area of focus Verbatim response Themes/ codes

(1). What are the Uhm.. pronounciations Verbal Pronounciation

difficulties you and variations in english. (VP)

encountered in your

english subject?
2). How did the difficulties Yes some issues like Lack of attention (LA)

affect your Academic learning difficulties or bullying (B) ,learning

performances? disabilities, difficulties (LD).

underachievement, lack

of attention from teachers

 and bullying of other

students that’s why I

don’t participate in

recitation that why my

academic performances

is being affected. My

grade don’t pass in the

passing grade of 75 , I

don’t study again.

3). What are the factors The factors that affect me Socio economic factors

that contribute to this is socio economic factors (SOF) attendance (A),

difficulties? like my attendance in the Money (M)

class, family income or

financial.

Table 3

Respondents: Ryan San Luis

Interviewer: Dave Solis

area of focus Verbatim response Themes / Codes

1). ). What are the Construction of sentences in constructioin of sentence (COS)
difficulties you english language and unfamiliar lack of knowledge (LOK) lack of
encountered in your words. vocabulary (LOV)
english subject?
2). How did the difficulties When it comes to my academic Ashamed (A)
performances even though I
affect your Academic know the answer for some
particular question instead of
performances? answering the question I will stay
silent and sit. That’s why my
academic performances is being
affected.
3). What are the factors The factors that affect is personal Lack of confidence (LOC)
factors and social factors when it
that contribute to this comes to personal factors it
includes your confidence.
difficulties?

The table above is represents table number three (3).

Chapter 5
Summary, recommendation

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