Thesis For Binding Talaga

Golden Gate Colleges
College of Education & Business Administration

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CHAPTER 1
THE PROBLEM
Introduction
Speaking is an act of conveying information or expressing
one’s thoughts or feelings. Through speaking, one does not only
communicate information but also explore and come to understand
ideas and concepts; identify and solve problems; organize
experience and knowledge; and express thoughts, feelings and
emotions. Hence, having a good speaking skill is both necessary
and desirable. (Dictionary.com)
World expansion of English language has increased the
demand to acquire good communication skills in English. It is the
gateway to a world knowledge, commerce, and culture, a lingua
franca that gives a student access to the world in a way what other
languages do not. It has reached high status world-wide because
of several factors; as the mother tongue of millions of people all over
the world, as the language that millions of children learn at school
and the language that is used in international relations, for global
communication and as the major media language.

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In the study conducted by Adame (2015) at present, speaking
a foreign language represents one of the essential requirements of
today’s society. Besides other skills and knowledge, it is considered
as one of the most influencing factors while applying for a job or
sustaining in a particular work position under the condition of
advancing the language level.
On the other hand in the academic world, good morality is
seen as a necessary positive personal characteristic. Educators
worldwide are the source of learning thus a good speaking skill is
needed to transmit information and knowledge.
However, ESL students find learning to speak English difficult
and embarrassing. ESL students show anxiety and lack of self-
confidence in learning English that is why they seldom speak
English.
The same is true in the Philippines, Filipinos being a non-
native speakers of English, have been introduced to the university of
the English language. As a support, the curriculum in the Philippines
included English as a course of study and for the further acquisition
of the second language.

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One of the best ways of helping learners to activate their
knowledge is to put them in “safe” situation in class where they are
inspired and encouraged to try to speak English language. Teachers
should try to create such activities in which learners feel less worried
about speaking and less under pressure.
Student’s personalities also play an important role in
determining how quickly and correctly they will manage a speaking
task. Those students who are risk-takers, unafraid of making
mistakes, are generally more talkative but usually make many errors.
Those are shy may take a long time to speak confidently, but when
they finally manage it, their English contains fewer errors. The aim of
both types of students is the same, indeed- to use the language
correctly and fluently.
To achieve this goal, the teachers should try as much as they
can to break the silence in the classroom and get the students speak
no matter how many mistakes they make or how long it takes them
to produce sentences. In order to decrease shyness while speaking
in front of the whole class, students may be offered the opportunity
to work in groups or pairs, which is a suitable approach for

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enhancing the active language use.
https://digilib.uns.ac.id/dokumen/detail/3428/Improving-students-
speaking-skill-using-video-a-collaborative-action-research-with-
vocational-school-teacher-at-the-second-grade-of-SMK-Mikael-
Varied tasks are also suggested for a successful and efficient
speaking lesson as well as using visuals to enhance students’
motivation to speak.
To satisfy students’ expectations, teachers should be supplied
with efficient amount of authentic materials, such as newspaper and
magazines. The speaking task could be based on describing the
photos to each other and guessing the place in the world where the
action has happened. Connection between the picture and reality
makes it even more tempting for students to express their points of
view to a particular event and, at the same time, the teachers’ goal is
achieved as well- getting students to speak and communicate with
each other. https://digilib.uns.ac.id/dokumen/detail/3428/Improving-
students-speaking-skill-using-video-a-collaborative-action-research-
with-vocational-school-teacher-at-the-second-grade-of-SMK-Mikael-
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Teachers should be aware of whether their main goal in a
speaking activity is accuracy or fluency and adapt their role in class
eligibly. If the main aim is to get students to speak, then one way to
achieve that would be reducing teacher’s contribution. It is supposed
that the less he or she speaks the more time and space it will allow
the students to. If the main aim is accuracy, the teacher should
concentrate on student’s mistakes and devote time to their
correction.
Communicative approach focuses on a balance between
fluency and accuracy and is the most suitable for those students
whose aim to gain confidence in speaking and conversational
abilities. Nevertheless, speaking in a foreign language has often
been viewed as the most demanding of the four skills.
www.dictionary/communicativeapproach.
On the other hand, in the academic and professional context,
the nature of work in the Philippines is changing vis-a-vis the
expectations of the academic world. Future teachers have to cope
with the trends to fit with the demands of the post academic world.
One of this is the ability to convey an idea in the form of English

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speech. Surakartahttps://effortlessenglishclub.com/improve-english-
speaking-skills
The K-12 curriculum, indeed aims to develop the 21 st century
learners as a fluent English speaker. That’s why English language is
well entrenched in Philippine formal education using English
language as medium of instruction states that Filipino will become
globally competitive.
But actually there are new ways a 21st century teacher must
teach to the students. Here are some of them: Surround Yourself
with the English Language this is to improve your English speaking
skills is to immerse yourself in English as much as possible. Watch
movies or TV in English, with subtitles if you need them, and watch
the same programs over and over can help you a lot. Using video in
teaching speaking creates the teaching learning process more living
than before. Another simplest way is just about talking to yourself
this can be a very effective way to practice spoken English. By
talking to yourself, you can become more fluent in translating your
thoughts into spoken words.

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In this regard, the researchers have the intention to determine
speaking difficulties of Grade 9 Students in Golden Gate Colleges
and seeking out materials and activities that can minimize speaking
difficulties.Promote speaking strategies that can enhance students
speaking skills particularly in Grade 9 learners. It also intends to
make the learners realize that English language, thought it may be
complicated, may be learned and used well in a more enjoyable and
meaningful way. And English is also a language to be really learned,
for us to be able to be competent learners and products of the
twenty first century.
Statement of the Problem
This study aims to determinee the difficulties in speaking of
Grade-9 students in Golden Gate Colleges.
Specifically, it sought answer to the following question:
1. What are the common speaking difficulties of G-9 students?
2. How may speaking difficulties of students be described in terms
of :
2.1. Language Use

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2.2. Psychological Factor
2.3. Environmental Factor
3. What are the effects of speaking difficulties in student’s:
3.1. Academic Performance
3.2. Social Interaction
3.3. Behavior
4. Based from the findings of the study, what supplementary
activities maybe proposed to minimize difficulties in speaking?
5. What are the new ways to improve the speaking skills of the
students?
Hypothesis
That there is a need for the teachers to figure out difficulties
that affect student’s performance.
Theoretical/Conceptual Framework
The conceptual paradigm used in the study purpose to know
the speaking difficulties of Grade-9 student in Golden Gate Colleges.

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As shown in the figure first box represents the common
difficulties in speaking and its description like Language use,
psychological factor and environmental factor as well as the effects
of speaking difficulties in the student’s academic performance, social
interaction and behavior. These were determined through
distributing questionnaire that showcased the common difficulties in
speaking and its description as well as the effects. This led to the
output of the study which is the proposed supplementary actions and
speaking strategies regarding the use of technologies.
INPUT PROCESS OUTPUT
Common Speaking
difficulties
Factors affecting
Student’s Speaking
English;
 Language Use
 Psychological  Proposed  Documentary
Factor intervention in analysis
 Environmental speaking  Survey
Factor  Data
interpretation
Effects of Speaking
Difficulties in
Student’s:
 Academic
Performance
 Social
Interaction
 Behavior
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Figure 1.1
Conceptual Paradigm for Difficulties in Speaking of Grade 9 Student

in Golden Gate Colleges
Significance of the Study
This study will beneficial to the following:
To the School Administrator, being the leader of the
educational institutions they will have to assist and to motivate
teachers to device solution and problems met and to deliver the best
quality of education deserved by the students.
To the Teachers, being catalyst of learning the output of the
study will serve as guide for the teachers in choosing the speaking
strategies that can minimize factors that contribute to the speaking
difficulties of the students.
To the students, the result of this study will provide
information for the learners regarding to the factors contribute to
speaking difficulties and also provide supplementary actions on how
to eliminate the problems.

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To the Education Students, this study will serve as their
guide for their future. And as a student facing different kinds of
speaking difficulties it will great help for them to minimize the
problems and it can develop their knowledge and mind.
To the Present Researchers that can relate more learning
that they may get in pursuing this study and may apply it in the
actual performance of work in near future.
To the Future Researchers, this study will serve as guide
and give additional information to their future studies. This could also
help them provide necessary information needed to their present
study.
Scope and Limitation
The study focuses in the difficulties of Grade-9 students in
speaking English in Golden Gate Colleges. This investigation covers
Grade-9 students enrolled in Golden Gate Colleges school year
2017-2018.
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However, the study is delimited to Grades’ 7, 8, 10 and the
Senior High School students as well the Grade 9 students who are
not enrolled in Golden Gate Colleges.
Definition of Terms
For purposes of this study, the following terms were
conceptually and operationally defined for better understanding of
the readers.
Communication. This is the exchange of information through
speaking, signaling, or writing. This exchange involves the elements
such as sender, message, transmission, receiver, and feedback
(Brantley and Miller, 2009). The key progress and advancement and
in continuing to learn things more accurately and effectively. In this
study, it refers to the art and technique of using words effectively to
impart information or ideas.

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Communication Skills- This term includes many things- the way an
individual response, body gestures including the facial ones, pitch,
and tone of voice (Mohapatra, 2013). In this study, it refers to the
four skills which the respondents need to work on: listening,
speaking, reading and writing.
Curriculum. It refers to the means and materials with which
students will interact for the purpose of achieving identified
educational outcomes (Ebert and Bentley, 2013). In this study, it
refers to the list of communication skills courses that should be
matched with the needs of the students.
Communicative approach. Communicative language teaching
(CLT), or the communicative approach, is an approach to language
teaching that emphasizes interaction as both the means and the
ultimate goal of study. In this study, emphasizes the use of language
above the level of sentence. Structural analysis, on the other hand is
concerned with the production of grammatically accurate sentences.
https://www.google.com.ph/search?
q=COMMUnication+APPROACH&oq=co&aqs=chrome.0.69i59l3j69i
60l3.2694j0j4&sourceid=chrome&ie=UTF-8
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Foreign language. A foreign language is a language originally from
another country. It is also a language not spoken in the native
country of the person referred to. In this study foreign language is
pertaining to the English language. www.foriegn.com/wikepidea
Language. The method of human communication, either spoken or
written, consisting of the use of words in a structured and
conventional way. The system of words or signs that people use to
express thoughts and feelings to each other (Merriam
Webster,2016).
Speaking. The action of conveying information or expressing one's
thoughts and feelings in spoken language.
https://www.google.com.ph/search+speaking+english+langauge
Traditional approach. The traditional approach of dealing with
bullying is to apply sanctions to students who have engaged in such
behaviour. This approach typically involves the development and
communication of clear rules about acceptable and unacceptable
behavior, and reasonable consequences for breaking the rule.

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https://www.google.com.ph/search?
q=COMMUnication+APPROACH&oq=co&aqs=chrome.0.69i59l3j69i
60l3.2694j0j4&sourceid=chrome&ie=UTF-
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter includes the summary of studies conducted by both
local and foreign researchers which the writer considered to the
present study. This study embraced several important areas of
educational inquiry, and the many citations and research reports
reviewed in this document place the study into an integrated
perspective.
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Conceptual Literature
Nowadays, the ability to communicate well either in oral or
written form using the correct language that is understandable by the
norms of behavior in the target language becomes the basis of
social acceptability. This means that the learners must not only be
linguistically and grammatically competent but also communicatively
competent, having the knowledge of both the linguistic, structure,
grammar and related communicative conventions that speakers
must have to create and sustain conversational tone even in written
form.
Speaking
Speaking is fundamental to human communication just think
of all the different conversations you have in one day and compare
that with how much written communication you do in one day. Which
do you do more of? In our daily lives most of us speak more than we
write, yet many English teachers still spend the majority of class time
on reading and writing practice almost ignoring speaking and
listening skills. Do you think this is a good balance? If the goal of
your language course is truly to enable your students to

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communicate in English, then speaking skills should be taught and
practiced in the language classroom. Speaking is probably the
language skill that most language learners wish to perfect as soon
as possible. It used to be the only language skill that was difficult to
practice online. This is no longer the case. English learners can
practice speaking online using voice or video chat. They can also
record and upload their voice for other people to listen to.
problemshttps://www.researchgate.net/profile/Samira_Al_Hosni/publ
ication/270340628_Speaking
Significance of Speaking
Teaching and Learning English for Junior High School
The goal of the English class, through the use of beautiful
texts, is to gain an understanding of human nature. This knowledge
acquired through good literature will be a powerful help for our
spiritual life. It also helps us become accustomed to express
beautifully, orally or in writing, ideas and sentiments which are
accurate and personal. The goal of the English class is not to form
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scholars or specialists, but to acquire some mastery of our own
tongue. As a consequence, spelling and grammar do not come first
in teaching English. They have to be understood as tools, never
disconnected from the expression of ideas. Language is an
instrument to communicate thought. (EDOCERE, Resource of
Catholic Education)
Most of the times, being an English teacher is really great.
Obviously, there is summer break to consider- a very, very
necessary break for those who spend the year attempting to get
dozens of unmotivated students through four major essays a year so
that they can cross the stage and get a diploma someday.
There are certain joys and certain pains that are reserved
strictly for us teachers of the English Language/Communication
Arts/Language Arts/Whatever they're calling it this year. English
teachers really have a lot more than other people may think. (Kelsie,
2015)
English has a significant role in the world as an international
language. English is like a window to the world because by English
you can learn about the world and you can get more information
from the world. If you want to be a knowledgeable person, English is

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important to be learned. Also, having the ability to use this language
effectively will help the students in their studies because what he or
she learned is not limited to the one in their country but also in the
world.
As we ponder on the benefits of learning this lingua franca, we
will also know when the right time to learn and master this medium
of communication is. Learning this language starts in elementary
and such is a good foundation to prepare for junior high school and
to face the globalization era.
Students need a long time to understand the second
language. So, if they learn English in junior high school for the first
time, it will be difficult for them. For example, a student needs a long
time to comprehend the grammatical structures because he or she
still does not have a basic ability related to those structures.
The second prominent thing is patience. Students need to
practice English everyday so they can master it well.
The last precious thing is that students must have is the strong
will to learn English. It is because the students who have a strong
will will not give up easily.

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The third advantage is preparation to face the globalization
era. In this globalization era everyone is supposed to be competent
and improve his or her quality in order to face the challenges of life.
Learning English since elementary school has many good effects for
the globalization era, one effect is they will be easy get a job
because one of the requirements of every good job is have a skill in
English.
Another effect is they will not become outdated because as
the time goes by, science and technology will evolve and of course
need English to learn. They will be readier to compete with others in
the world as English is an international language. As we all know,
the competition to have a better life in this world is not easy so we
need a special ability just like having the good command of the
English language.
Consequently, English is important in an elementary school
education because the better time to learn a second language is at
the age of elementary school. We can get the advantages of
learning English since in an elementary school to get the better and
easier life because English has become a crucial tool for continuing
education, employment and social status. (Nahawati, 2012)

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The Philippines is recognized globally as one of the largest
English-speaking nations with majority of its population having at
least some degree of fluency in the language. English has always
been one of the official languages of the Philippines and is spoken
by more than 14 million Filipinos. It is the language of commerce
and law, as well as the primary medium of instruction in education.
Proficiency in the language is also one of the country’s
strengths that has helped drive the economy and even made the
Philippines 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 (ESL) programs being offered
locally.
However, in a recent roundtable discussion organized by the
British Council, key stakeholders from the government, academe,
private, and non-government sectors acknowledged that even if the
Philippines is doing fine in terms of English competency, concerns
on how much of a competitive advantage it still is for the country
were raised. The stakeholders agreed that the country needs to step
up its efforts in improving the teaching and learning of English,

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developing it as a vital skill of the workforce. This is an initiative that
could potentially strengthen the Philippines' distinct advantage in this
part of the world, particularly with the upcoming ASEAN economic
integration. (Cabigon, 2015).
4 Ways Language Disorders Can Affect Your Child’s Social Life
Language disorders can make it hard for children to engage in
the normal give-and-take of conversation. Depending on your child’s
particular language issue, different social skills may be affected.
Here are some common social challenges—and ways to help. 1.
Your child monopolizes conversation. It’s hard for the kids to
understand the rules of polite conversation. 2. Your child is quiet
around friends. They find hard to put thoughts into words. 3. Your
child doesn’t understand jokes or sarcasm. The child can be very
literal-minded and have trouble interpreting tone of voice. 4. Your
child gets tongue-tied. Kids when expressive and receptive language
issues can have trouble finding the right words.
https://www.understood.org/en/learning-attention-issues/child-
learning-disabilities/communication-disorders/4-ways-language-
disorders-can-affect-your-childs-social-life
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Related Literature
Speaking is the delivery of language through the mouth. To
speak, we create sounds using many parts of our body, including the
lungs, vocal tract, vocal chords, tongue, teeth and lips. Speaking is
the second of the four, which are: 1-Listening2-Speaking 3-Reading
4-skill that we learn. This vocalized form of language usually
requires at least one listener. When two or more people speak or
talk to each other, the conversation is called a "dialogue". Speech
can flow naturally from one person to another in the form of
dialogue. It can also be planned and rehearsed, as in the delivery of
a speech or presentation. Of course, some people talk to
themselves! https://www.teachingenglish.org.uk/article/teaching-
speaking-skills-2-overcoming-classroom-
One way to tackle this problem is to find the root of the problem
and start from there. If the problem is cultural, that is in your culture it
is unusual for students to talk out loud in class, or if students feel
really shy about talking in front of other students then one way to go
about breaking this cultural barrier is to create and establish your

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own classroom culture where speaking out loud in English is the
norm.
One way to do this is to distinguish your classroom from other
classrooms in your school by arranging the classroom desks
differently, in groups instead of lines etc. or by decorating the walls
in English language and culture posters. From day one teach your
students classroom language and keep on teaching it and
encourage your students to ask for things and to ask questions in
English.
Giving positive feedback also helps to encourage and relax
shy students to speak more. Another way to get students motivated
to speak more is to allocate a percentage of their final grade to
speaking skills and let the students know they are being assessed
continually on their speaking practice in class throughout the term.
According to Samira Al Hosni (2014) speaking is the active
use of language to express meaning, and for young learners, the
spoken language is the medium through which a new language is
encountered, understood, practiced, and learnt. Rather than oral
skills being simply one aspect of learning language, the spoken form
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in the young learner’s classroom acts as the prime source of
language learning. However, speaking problems can be major
challenges to effective foreign language learning and
communication. English as foreign language (EFL) learners, no
matter how much they know about the English language, still face
many speaking difficulties.
Many studies have indicated that oral language development has
largely been neglected in the classroom, and most of the time, oral
language in the classroom is used more by teachers than by
students. However, oral language, even as used by the teacher,
hardly ever functions as a means for students to gain knowledge
and explore ideas. To develop the knowledge to deal with oral
communication problems in an EFL context, researchers first need
to know the real nature of those problems and the circumstances in
which ‘problems’ are constructed.
Former President and current Pampanga Representative
Gloria Macapagal-Arroyo introduced House Bill No. 5091, “An Act to
Strengthen and Enhance the Use of English as the Medium of
Instruction in the Educational System.”

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The main objective of the bill is to improve students’
proficiency in English so as “to maintain and improve their
competitive edge in emerging and fast-growing local and
international industries, particularly in the Information and
Communication Technology (ICT).”
The proposed measure has, yet again escalated the
unceasing debate of the official language of instruction. HB 5091
was introduced as a result of the supposed shortcomings of the
Philippine Bilingual Education Policy (BEP), which seeks to achieve
national competence in both Filipino and English.
The BEP also attempts to promote the intellectualization of
Filipino as a language that boasts of literacy even in scholarly
discourse, while maintaining English as a “non-exclusive language
of science and technology.”
Due to the BEP, Arroyo believes that the use of the English
language “suffered a setback” through language interference in the
process of accomplishing the policy’s objectives. The bill states that
Filipino students, especially early learners, find it taxing to have to
learn more than one language all at the same time; as it alleged, the
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bilingual policy on education hinders the efficient and progressive
learning of the students. (Philippines Graphic p.44 Vol.28 No.12)
Related Studies
The proponents primarily choose the topic because of the
abundant resources around us, and resources are one of the most
important factors to consider before conducting a research or study.
The proponents were able to found out that there are a lot of studies
before that is related to the one presented now.
Local Studies
Go, Lucas, and Miraflores (2014) conducted a study to
determine the causes of anxiety in difficulties of student speaking
English during class discussion in the Philippines. Findings suggest
that these type of learners used vocabulary strategy to efficiency
learn the English language and to cope with their speaking English
during their class discussion or to cope with their English class
anxiety. Two hundred fifty foreign students were the respondents of
this study. The target participants were high school students taking
any course during time of the administration of the questionnaires. It

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has been found that the learners to take charge of their own learning
as this serves as their basic aid to learn other macro skills in the
target language.
Cao (2011) compared the two models of foreign language
classroom anxiety scale (FLCAS). FLCAS was constructed where
items reflect the characteristics of foreign language anxiety. There
showed two models of FLCAS which are three factor model and four
factor model. The three factor model has three domains which are
communication apprehension, test anxiety, fear of negative
evaluation, and fear of speaking English during class discussion.
The FLCAS was administered to a sample (N=300) and the factors
were confirm using Confirmative Factor analysis (CFA). The results
showed that the three factor model of FLCAS has the better fit.
Pulon (2011) indicated in her study that the most influential
factors affecting to the speaking skills of students during discussion
were nuances ( eg. Ahm, so, hmm, and etc)in terms of language
use, confidence in psychological factor and both presence of teacher
and students in terms of environmental factor.

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According to Bogador (2010) student’s lack of confidence may
impede their trust themselves their knowledge, interest in learning
and their ability to speak.
Cequena and Gustillo (2010) investigated on the connection
between writing anxiety and writing performance. The respondents
of the study composed of 17 freshman highschool students,
majoring in speaking English studies. Results of the quantitative
analysis of writing anxiety revealed that there is a positive correlation
between essay scores (argumentative and definition essays) and
writing anxiety.
Balili (2011) studied level of language or speaking English
anxiety and its effect on oral performance in English of Teachers
highschool freshmen of the Mindanao State University. Employing
the descriptive correlation method, with the difficulties of third year
students speaking English during discussion. It was found out that
there was no significant relationship between the two variables since
Picture Talk their speaking anxiety. The result suggested that a
similar study be conducted but using evaluation tools that would

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clearly gauge that speaking English during class discussion and the
oral performance of the students.
Foreign Studies
There are some studies regarding the problems, difficulties
and challenges that are related to teaching and learning spoken
English in Bangladesh. Some studies have been conducted for the
urban perspective, some are from rural and again some are on both.
Like, Hammid (2011) has conducted a research on the overall
English proficiency a plural Bangladeshi School learners.
On the other hand, Farooqui (2009) has conducted a study on
the problems and solution in the spoken English of the urban
students and found out that the lack of vocabulary, learner shyness
and unfamiliar topics create problems in practicing spoken.
Martin Matějček (2013) the thesis deals with the topic of
difficulties in teaching speaking skills to adult learners. In the
background chapter, the characteristics of adult learners together
with differences in teaching them in comparison to the young are
explained as well as the theory necessary for further research. The

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most important part is dedicated to the role of adult learners'
experiences and language learning expectations together with the
difficulties they may meet while learning English.
The theoretical part deals also with the communicative
approach and especially with the teachers' and learners' roles in the
process of teaching and learning the English language focusing on
the differences between young and adult learners. The conducted
research in language schools is described in the second part of this
thesis. The data collected via questionnaires describe adult learners'
attitudes towards language learning and especially towards
difficulties they consider significant and influential.
Based on the results, it is concluded that the respondents as a
sample representing adult learners meet theoretical assumptions
about attitude to language learning, their expectations from the
teachers or difficulties they meet while learning English, described in
various literal sources but their opinions differ in some points.
Cristobal and Lasaten (2018) studied oral communication
apprehension and academic performance of G7 students. The study
revealed that the students’ level of oral communication

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apprehension significantly influence their level of academic
performance in English, Mathematics and Science. Thus, the study
concludes that the oral communication apprehension could be
predictors in the students’ academic performance in English,
Mathematics and Science. High School teachers should continue
exposing their learners to varied oral communication activities to
reduce oral communication apprehensions.
International Journal of Trend in Research and Development,
Volume 4(3), ISSN: 2394-9333 www.ijtrd.com IJTRD | May-Jun 2017
Available [email protected] 435
Based on the study conducted by Banu and Nishanthi (2017)
the college students faced grammatical problems as correct use
of verb, surface problems, content problems, sentence structure,
process (desire to write), problems use of conditional sentences,
lack of vocabulary, use of past tense and spelling difficulties,
punctuation marks in speaking English. Major reasons of these
problems are less skilled teachers, poorness of education system
and assessment system, school environment, attitude to writing,
strength of class, less qualified teachers, use of Tamil language

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as well as mother tongue in classroom and less practice of
grammar.
ZhengdongGan (2012) this paper reported 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

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intensive language improvement component in the current teacher
preparation program.
Leong and Ahmadi (2016), the factors make learners less
self-confident and less comfortable in their speaking classes. The
findings of this paper indicated that learners with a low self-esteem,
higher anxiety, and low motivation have serious difficulties in
speaking skill in spite of having acceptable linguistic skills. The
paper showed that students who have higher motivation and lower
anxiety can speak easily and effectively.
Doan Linh Chi (2011) this study deals with Guidance for
Learners' Improvement of Speaking Skills. Practice is considered an
important part of language learning. Students are always
encouraged to practice as much and as often as possible. However,
some students do not know how to practice well and feel
disappointed as practice does not always help them make much
progress in their studies.
Thus, as teachers, we should give them guidance on effective
practice. This paper reports what and how guidance for practice
should be provided for effective improvement of students’ speaking

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35
skills. Encouraging preliminary results show that a set of appropriate
activities to practice speaking and good management of group work
can enhance students’ speaking skills and increase their autonomy.
Common difficulties of Dina A. Al-Jamal & Ghadeer A. Al-
Jamal (2014) since speaking well in English is crucial for English
language literature undergraduates, the present study aimed at
describing difficulties that may be encountered at an EFL setting.
The sample was stratified random as drawn from six Jordanian
public universities. Survey questionnaires as well as semi-structured
interviews we reconstructed. 64 students were interviewed out of
566 students who responded to a survey questionnaire.
The findings of the study exposed a perceived failure of EFL
students’ speaking skill in English was reported together with
reasons that explain such perceived difficulty. The results of the
study showed a ‘low’ speaking proficiency level among EFL
undergraduates along with negligible instruction of the speaking skill
at university courses’ level. More highlighted difficulties by this study
were as these of: communication in L1, large classes, and lack of
time.
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36
To sum it up, research regarding language attitudes has
yielded information that is valuable and determining the language to
be use as a medium of instruction. It would benefit the teacher’s and
the policy makers to identify the attitudes of teacher towards the
language they used in their fields of specialization.
As mentioned by Adams (2015) that a teacher who builds
positive relationships with students decreases the affective filter, or
level of discomfort, in the classroom and students perform better.
Teachers who make connections between old and new knowledge
and tie both into the real world also have students who perform
better.
Magdalena Aleksandrzak (2011) the study deal with the
problems of teaching and learning speaking, in particular those
which are most relevant in the context of developing oral skills at the
advanced level of foreign language proficiency. The complex nature
of spoken discourse must be taken into account and reflected at
each stage of the learning process. Thus, the study examined the
difficulties connected with choosing the appropriate framework and
approach and discusses the typical patterns of interaction in the

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37
foreign language classroom. It also examines forms of control and
evaluation and suggests some speaking activities which seem most
suitable for advanced language learners in the light of the above
theoretical considerations.
Bashir (2011) investigated the factors effecting students’
speaking skills. The respondents were students and teachers. The
students are disagreed that speaking of English with fellow students.
It may explore that students are shy in speaking English. This
implied that the students choose to withdraw from interaction rather
than to speak the English language. For the enhancement of
speaking skill in school environment, teacher should cultivate
English communication culture within schools and students may be
speaking English with fellow students and encouraged to respond in
English.
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38
CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the research methods used in the
study. It includes research design, respondents of the study,
research instrument, and its development validation, data gathering
procedures and statistical tools of data.
Research Design
This study utilized a survey method used to determine
difficulties of Grade 9 students in speaking English of Golden Gate
Colleges.
Descriptive research is a purposive process of data gathering,
analyzing, classifying, and tabulating data about prevailing
conditions, processes trends, and cause effect relationships and
then adequate and accurate interpretation about such data with or
without aid of statistical treatment.
https://www.coursehero.com/file/7233733/Descriptive-research/
Furthermore, a descriptive design of the study make us of a
thorough analysis of different narrative which is related to the subject

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39
being studied. Survey questionnaire was the main data gathering
tool used in the study. For the purpose, the researchers used
questionnaire for the survey to gather information and get clear and
easy responses from the respondents. Through this the researchers
were able to know every important details, which can be very useful
to accomplish this study.
Respondent of the Study
The respondents of the study were Grade-9 students enrolled
Golden Gate Colleges with total number of 68 students within two
sections. The researchers choose the Grade 9 students as the
respondents because they believed that they can provide needed
information to complete the study whole-heartedly participate into it.
Data Gathering Instrument
To be able to gather pertinent information in identifying the
Difficulties in speaking of Grade 9 students of Golden Gate
Colleges, the researchers prepared a self-constructed questionnaire.
The first part of the questionnaire composed of common
difficulties in speaking English. Their answer was represented

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40
through the use of scale 4- always, 3- sometimes, 2- rarely and 1-
never. However, the second part of the questionnaire comprised of
three elements namely: language use, psychological and
environmental factors.
Language use was composed of items that includes word
pronunciation, subject-verb agreement, tense of the verb, proper
stress of the word and nuances. Psychological aspect comprised
pressure, confidence, high expectation, interest towards learning
English and necessity of learning English. The last element, the
environmental factor includes the presence of the teacher and
classmates, air-conditioned classroom and time-limit. And the last
part of survey instrument was the effects of the speaking difficulties
in student’s academic performance, social interaction and behavior.
The respondents asked to check the box corresponding to their
assessment. Their answer was represented through the use of scale
4- strongly agree, 3- agree, 2- disagree and 1-strongly disagree.
Scoring of Responses
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41
The assessment of the respondent on each item was
interpreted through scaling. Furthermore, the following equivalents
for each verbal interpretation used:
Scale Range Verbal Interpretation
4 3.5 - 4.0 Always/ Strongly Agree
3 2.5 - 3.49 Sometimes/ Agree
2 1.5 - 2.49 Rarely / Disagree
1 1.0 - 1.49 Never/Strongly Disagree
Data Gathering Procedure
Data gathering procedure describes the manner of collecting
the data need for the completion of this research. This was one of
the essential parts of a research because it served as a basis of the
desired output. It used some instruments in order to obtain
necessary information for the development of the study. The
researchers visited to their school library to research some facts
which support their study.

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42
Likewise, the researchers utilized internet for some facts that can
help them in their study. They also visited external library like
Batangas State University Main Campus Library to further explore
and gather more data that required in the study.
The researchers constructed questionnaire that used as devise
to gather data that are needed. Some parts of the questionnaires
were standardized questionnaires. It was passed, checked and
some questions were revised to make this appropriate for this study
and for the respondents to easily understand the items.
After construction, the researchers’ adviser validated the
instrument. When the questionnaire was approved, the researchers
administered the questionnaires through personal visit to the
respondents and with the help of the adviser. The questionnaires
were distributed to the G-9 students of Golden Gate Colleges. The
researchers used random sampling method in the distribution of
questionnaires method. The retrieval of questionnaires was followed
and the researchers retrieved one hundred percent of
questionnaires on the same day.
Statistical Treatment
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43
This section contains the statistical tools used corresponding
to the research questions in the statement of the problem. There is
no need to define or explain the statistical tools. There is also no
need to state the formula if using statistical software. Just state the
statistical tool and its particular use.
Rank. In this study, this was used to describe the positional
importance of an item in the relation to other terms. This employed
to determine the order of decreasing and increasing magnitude of
variable presented.
Weighted Mean. In this study, this was used to determine the
frequencies of the variable. It takes into account some other factor
like variance.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of data
regarding the performance among the Grade 9 student which were
gathered through a survey questionnaire.
1. Common Difficulties in Speaking
Variable Weighted Interpretation Rank

Mean
1. Stuttering in 5
pronouncing words; 2.94 Sometimes
2. Stopping for a long 3
time thinking of the
3.54 Always
next
word/sentence;
3. Hesitant using 2
English and 3.55 Always
preferring to use
Filipino;
4. Unable talking 4
straight English to
3.29 Sometimes
explain
concept/idea
5. Improper usage of 3.61 Always 1
grammar;
6. Speaking without 6
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45
intelligent pausing
or thought phrasing 2.73 Sometimes
General Weighted 3.27 Sometimes
Mean
TABLE 1. COMMON DIFFICULTIES IN SPEAKING
The table shows how often the students encountered common
speaking difficulties. Most of the learners are encountered improper
usage of grammar with the weighted mean 3.61 followed by hesitant
using English and preferring to use Filipino with weighted mean 3.55
and stopping for a long time thinking of the next word/sentence with
3.54 interpreted as always encountered. Unable talking straight
English to explain concept/idea ranked fourth interpreted as
sometimes encountered it was followed by stuttering in pronouncing
words with 2.94 and speaking without intelligent pausing or thought
phrasing ranked sixth with 2.73 interpreted as sometimes. This
means that the respondents have lack of the knowledge on the rules
suggested in grammar composition.
According to the study of Banu and Nishanthi (2017) the
difficulties faced by college student in speaking English were
grammatical problems as correct use of verb, surface problems,
content problems, sentence structure, process (desire to write),

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46
problems use of conditional sentences, lack of vocabulary, use of
past tense and spelling difficulties, punctuation marks.
Major reasons of these problems are less skilled teachers,
poorness of education system and assessment system, school
environment, attitude to writing, strength of class, less qualified
teachers, use of Tamil language as well as mother tongue in
classroom and less practice of grammar.
1. Description of Speaking Difficulties
TABLE 2.1. LANGUAGE USE
Variables Weighted Interpretation Rank

Mean
1. Word Pronunciation 2.91 Agree 3
2. Subject-Verb 3.5 Strongly Agree 2
Agreement
3. Tense of Verb 2.83 Agree 5
4. Proper stress of the 2.85 Agree 4
word
5. Lack of Vocabulary 2.72 Agree 6
Knowledge
6. Nuances 3.76 Strongly Agree 1
(eg.ahm,so)
General Weighted 2.80 Agree
Mean
Table 2.1 presents the variables which were believed to be the
factors affecting speaking difficulties in terms of language use. It

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47
shown that nuances with the weighted mean of 3.76 ranked first.
Subject-verb agreement and word pronunciation ranked second and
third with the mean of 3.5 and 2.91 respectively. This was followed
by proper stress of the word with mean of 2.85, tense of the verb
2.83 and lack of vocabulary knowledge ranked sixth with mean of
2.72.
It can be gleaned that nuances ( eg. Ahm,so,hmm ) is the top
most factor affecting speaking difficulties of the students. Students
were observed to use expressions like ahm, so or hmm while
speaking. The utterance of these words is a sign of nervousness,
lack of mastery and even lack of self-confidence. Hence, resulting to
poor speaking skill.
These findings were supported by Pulon ( 2011) , nuances,
subject-verb agreement and word pronunciation contribute to the
speaking diffciulties of the learners.
TABLE 2.2. PSYCHOLOGICAL FACTORS

Mean
1. Pressure 3.14 Agree 3
2. Confidence 3.55 Strongly Agree 1
3. Interest in 3.11 Agree 4
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48
Learning English
4. High Expectation 3.05 Agree 5
5. Necessity of learning 3.54 Strongly 2
English Agree
Mean
As shown in Table 2.2 with a weighted mean of 3.27 with
Agree as its corresponding verbal interpretation. It shows that
confidence with the mean value of 3.55 ranked first. Necessity
interest of learning English and pressure ranked second and third
with a mean value of 3.54 and 3.14 respectively. The interest in
learning English and high expectation with a mean value of 3.11 and
3.05 ranked fourth and fifth respectively.
It can be gleaned that lack of self-confidence ranked
first because esteem. Confidence is speaking is the perception of
how well one can speak in English. Those students who are
optimistic and positive towards speaking may bring satisfaction of
their abilities to speak.
On the contrary, students who are pessimistic and negative
about speaking will find it difficult to speak because they themselves
doubt in their speaking skill. Students’ lack of self-confidence may

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hinder them to trust their skill as a result they tend to have poor
speaking skill.
These finding were supported by to Leong and Ahmadi
(2016), the factors make learners less self-confident and less
comfortable in their speaking classes. The findings of this paper
indicated that learners with a low self-esteem, higher anxiety, and
low motivation have serious difficulties in speaking skill in spite of
having acceptable linguistic skills. The paper showed that students
who have higher motivation and lower anxiety can speak easily and
effectively.

Mean
1. Presence of 3.13 Agree 2
classmates
2. Presence of 3.14 Agree 1
teacher
3. Air-Conditioned 2.85 Agree 4
classroom
4. Time-Limit 3.08 Agree 3
Mean
TABLE 2.3. ENVIRONMENTAL FACTOR
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50
Table 2.3 shows items which were believed to be the factors
affecting the poor speaking skill during reporting in terms of
environment. It presents that the presence of the teacher is a factor
that greatly affects speaking skill due to the fact that it create an
atmosphere that makes the students very conscious and nervous
when speaking. The fear or anxiety of being embarrassed because
of wrong grammar is at par. The atmosphere and the classroom
should be friendly and congenial. Teachers should make it a point
that they are friendly, considerate and most of all tolerate certain
mistakes.
According to the study of Pulon (2011) both presence of
teachers and students are factors affect speaking skill of the
students. Although it can be inferred that compare to other two
factors, the environment ranks the lowest does not justify that it is no
big deal. We must always remember that environment place a key
role both in the development of student’s language and behavior.
As mentioned by Adams (2015) that a teacher who builds
positive relationships with students decreases the affective filter, or
level of discomfort, in the classroom and students perform better.

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51
Teachers who make connections between old and new knowledge
and tie both into the real world also have students who perform
better.
2. Effects of Speaking Difficulties to the Students
TABLE 3.1. ACADEMIC PERFORMANCE

Mean
1. Reluctance to 3.54 Strongly 2
contribute to Agree
discussion
2. Difficulty organiing 3.61 Strongly 1
ideas Agree
3. Difficulty recognizing 2.95 Agree 4.5
phonemes
4. Difficulty producing 2.95 Agree 4.5
sounds
5. Failure to follow 2.89 Agree 5
directions
6. Difficulty finding the 2.88 Agree 6
bright word for things
7. Inattentiveness/slow 3 Agree 3
responding
General Weighted Mean 3.11 Agree
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It can be gleaned from the above table the effects of speaking
difficulties in academic performance of the students. Most of the
variables are interpreted as agree by students. These are
inattentiveness/slow responding with weighted mean of 3.0 which is
interpreted as agree, difficulty recognizing phonemes and difficulty
producing sounds with weighted mean of 2.95 which are interpreted
as agree, failure to follow directions with weighted mean of 2.89
which is interpreted as agree difficulty finding the bright word for
things with weighted mean of 2.88 which is interpreted as agree, and
there are other academic performances that are interpreted as
strongly agree. These are difficulty organizing ideas with a weighted
mean of 3.61 which is interpreted as strongly agree and got a
highest rank of 1 and got the rank 2 is reluctance to contribute to
discussion with a weighted mean of 3.54 which is interpreted as
strongly agree. It can be inferred that learners experiencing
speaking difficulty may lead to low academic performance. When
they find difficult to cope up to the lesson specially in English
subject, they lost interest in learning.

Mean
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53
1. Reluctance to 3.07 Agree 1

interact with other
children
2. Exclusion or rejection 3.04 Agree 2
by other children
3. Difficulty carrying on 3.02 Agree 3
a conversation
4. Problems negotiating 3.01 Agree 4
rules for games
Mean
TABLE 3.2. SOCIAL INTERACTION
According to the article entitled 4 Ways Language Disorders
Can Affect Your Child’s Social Life (2014) the child who has
language disorder find hard to put thoughts into words; gets tongue-
tied in finding the right words.
Table 3.2 presents the students’ difficulty in speaking in one of
the factors which is social interaction. Most of the pupils have
difficulties in reluctance to interact with other children with weighted
mean of 3.07 which is interpreted as agree. This was followed by
exclusion or rejection by other children with 3.04 weighted mean
described as agree, difficulty carrying on a conversation with 3.02
weighted mean described as agree and lastly, problems negotiating

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rules for games with 3.01 weighted mean interpreted as agree by
the students. This implies that because of these difficulties it really
affects the learner’s social interaction. Students might feel ashamed
because of the difficulties that they encounter.
The findings were supported by an article in the website
(https://www.understood.org/en/learning-attention-issues/child-
learning-disabilities/communication-disorders/4-ways-language-
disorders-can-affect-your-childs-social-life) which explained how
language disorder affect child’s social life. The article mentioned that
children monopolized converstation because they find hard to
negotiate and understand the rules of conversation; gets toungue-
tied and quiet around friends.
TABLE 3.3.BEHAVIOR

Mean
1. High Level of 3.05 Agree 1
frustration
2. Frequent arguments 2.47 Disagree 4
3. Fighting with peers 3 Agree 2
4. Withdrawing from 2.10 Disagree 3
interaction
Mean
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The table above reflects the effects of speaking difficulties in
the behavior of Grade 9 students with the general mean of 2.65
interpreted as Agree. Among the four effects, students agreed that
high level of frustration with 3.05 and fighting with peers with
weighted mean of 3. However students disagreed that frequent
arguments with the mean of 2.47 and withdrawing interactions with
2.10 weighted mean affect their behavior. This implies that the
learners having speaking difficulties can lead to high level of
frustration whenever they have to speak the language and they find
hard to use English as a medium of conversation.
As eloquently stated by Bashir (2011) in her study entitled
factors effecting students’ speaking skills that students disagreed
speaking English with fellow students and choose to withdraw from
interaction rather than to speak the English language.
TABLE 4. SUMMARY TABLE OF THE THREE MAJOR

DESCRIPTIONS OF SPEAKING DIFFICULTIES
THREE MAJOR GENERAL VERBAL

FACTORS WEIGHTED INTERPRETATION
MEAN
1. Language Use 3.09 Agree
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56
2. Psychological 3.27 Agree

3. Environmental 3.05 Agree
Table 4 shows the three major difficulties affecting the speaking
skill namely: language use, psychological and environmental. It
presents that psychological factor with the weighted mean of 3.27
ranked first as the top factor contributing to the poor speaking skills
of students. Language use with a weighted mean of 3.09 and
environmental factor with the weighted of 3.05 ranked second and
third respectively. It can be inferred that the psychological factor is
the top most contributor to the poor speaking skill.
TABLE 5. SUMMARY TABLE OF THE THREE MAJOR EFFECTS

OF SPEAKING DIFFICULTIES
THREE MAJOR GENERAL VERBAL

EFFECTS WEIGHTED INTERPRETATION
MEAN
1. Academic 3.11 Agree
Performance
2. Social 3.03 Agree
Interaction
3. Behavior 2.65 Agree
Table 5 shows the three major effects of speaking skill namely:
academic performance, social interaction and behavior. It presents

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that academic performance with the weighted mean of 3.11 ranked
first as the top major effects contributing to the poor speaking skills
of students. Social Interaction with a weighted mean of 3.03 and
behavior with the weighted of 2.65 ranked second and third
respectively. It implies that speaking difficulties really has a great
impact that causes the academic performance to decrease.
The findings were supported by the study of Cristobal and
Lasaten (2018). The study revealed that the students’ level of oral
communication apprehension significantly influence their level of
academic performance in English, Mathematics and Science. Thus,
the study concludes that the oral communication apprehension could
be predictors in the students’ academic performance in English,
Mathematics and Science.
TABLE 6. PROPOSED SUPPLEMENTARY ACTIVITIES TO

MINIMIZE SPEAKING DIFFICULTIES
Proposed Supplementary Descriptions

Actions
1. Role Play One other way of getting
students to speak is role-

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playing. In role-play activities,
the teacher gives information
to the learners such as who
they are and what they think or
feel.
2. Simulations Simulations are very similar to
role-plays but what makes
simulations different than role
plays is that they are more
elaborate. In simulations,
students can bring items to the
class to create a realistic
environment. As Harmer
(1984) suggests, they increase
the self-confidence of hesitant
students, because in role play
and simulation activities, they
will have a different role and
do not have to speak for
themselves, which means they

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59
do not have to take the same
responsibility.
3. Information Gap In this activity, students are
supposed to be working in
pairs. One student will have
the information that other
partner does not have and the
partners will share their
information. Information gap
activities serve many purposes
such as solving a problem or
collecting information. These
activities are effective because
everybody has the opportunity
to talk extensively in the target
language.
4. Brainstorming On a given topic, students can
produce ideas in a limited time.
Depending on the context,
either individual or group

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brainstorming is effective and
learners generate ideas
quickly and freely. The good
characteristics of
brainstorming is that the
students are not criticized for
their ideas so students will be
open to sharing new ideas.
5. Storytelling Students can briefly
summarize a tale or story they
heard from somebody
beforehand, or they may
create their own stories to tell
their classmates. It also helps
students’ express ideas in the
format of beginning,
development, and ending,
including the characters and
setting a story has to have. In
this way, not only will the

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61
teacher address students’
speaking ability, but also get
the attention of the class.
6. Interviews Students can conduct
interviews on selected topics
with various people. It is a
good idea that the teacher
provides a rubric to students
so that they know what type of
questions they can ask or what
path to follow, but students
should prepare their own
interview questions.
Conducting interviews with
people gives students a
chance to practice their
speaking ability not only in
class but also outside and
helps them becoming

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socialized.
7. Story Completion This is a very enjoyable,
whole-class, free-speaking
activity for which students sit in
a circle. For this activity, a
teacher starts to tell a story,
but after a few sentences he or
she stops narrating. Then,
each student starts to narrate
from the point where the
previous one stopped. Each
student is supposed to add
from four to ten sentences.
Students can add new
characters, events,
descriptions and so on.
8. Picture Narrating This activity is based on
several sequential pictures.
Students are asked to tell the
story taking place in the

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sequential pictures by paying
attention to the criteria
provided by the teacher as a
rubric. Rubrics can include the
vocabulary or structures they
need to use while narrating.
9. Picture Describing Another way to make use of
pictures in a speaking activity
is to give students just one
picture and having them
describe what it is in the
picture. For this activity
students can form groups and
each group is given a different
picture. Students discuss the
picture with their groups, then
a spokesperson for each group
describes the picture to the
whole class. This activity

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64
fosters the creativity and
imagination of the learners as
well as their public speaking
skills.
10. Think-Pair-Share This activity is a great way for
students to be able to pause
and process what they have
just learned. Ask the class a
question that they must first
consider by themselves then
give them the opportunity to
discuss it with their neighbor.
Once they’ve discussed the
question, students are then
invited to share their answers
with the class. By giving them
this time, you are enabling
them to be more engaged in

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65
their learning.
Table 5 summarizes the different proposed supplementary
actions to minimize difficulties in speaking of the students. Based
from the above list, teachers may opt to use several activities such
as role playing, simulations, information gap, and brainstorming,
picture narrating, picture describing, think-pair-share, interviews, and
story completion.
TABLE 6. NEW WAYS TO IMPROVE SPEAKING SKILLS
New Ways To Improve Description

Speaking Skills
1. Read Aloud Reading out loud is a great way
to practice speaking when there
are no conversation partners
available. Reading aloud gives
you a chance to focus on

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pronunciation and pacing
without worrying about coming
up with words. Make sure to
practice with material that you
can understand. Some students
find videos online that have
transcripts. Many TED talks, for
example, include word-for word
transcripts of the talk. By
reading aloud from a transcript,
you can check your
pronunciation by listening to how
the speaker says something.
2. Practice With Music Listen to music in English and

and Movies
sing along. Music is one of the
best tools for learning intonation
pronunciation. Listening to and
singing songs might also help
you remember vocabulary and
phrases (if the song is easy to

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67
understand), and it will help you
learn to pronounce English
rhythm in a more natural way.
By unconsciously imitating the
singer, you’ll learn to pronounce
phrases the way native
speakers do. One good song for
ESL or EFL students is “Tom’s
Diner” by Suzanne Vega
because it uses simple language
to describe everyday scenes
and actions. Movies are a much
better choice for learning
English. You’ll learn vocabulary,
idioms, slang, pronunciation,
and listening by watching
movies. Be sure to use my
movie technique when you do
this!
Recording is a great way to get

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3. Record Your the maximum benefit from a

Conversation Practice
conversation with a native
speaker. When you listen again,
you can evaluate your own
pronunciation and notice areas
where you need to improve. You
can also review the content of
the conversation, take notes on
new vocabulary or
misunderstandings, and prepare
questions for the next meeting.
First of all, it’s important to find

4. Find An English-
Speaking Conversation native speakers to practice with.
Partner
Students who are living around
many English speakers may be
able to find informal
opportunities to chat with
neighbors and local business
people. Joining a club or a
volunteer organization can be a

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69
great way to get to know people
informally. If that isn’t an option,
consider hiring a private tutor. A
lot of students find and meet
with tutors online via tools like
Skype or Google Hangouts.
5. Use a online dictionary Online dictionaries often have
audio examples so you can
check your pronunciation and
there are lots of great dictionary
apps that you can take
everywhere with you on your
smartphone. Make sure not to
become too reliant on these
tools, though.
Due to the advent of technology, Table 6 lists the ways of
enhancing speaking through the use of technology. As we all know
students are interested manipulating gadgets. Here are some ways

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we can integrate technology in enhancing speaking skills such as
read aloud, practice with music and movies, record your
conversation, find an English-speaking conversation partner, and
use online dictionary.
CHAPTER V
SUMMARY, FINDINGS, CONCLUSION, AND
RECOMMENDATIONS
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71
This chapter presents the summary of the study as well as
highlights of the findings, conclusion and necessary
recommendations offered by the researcher generations.
Summary
The main objective of this study was to determine students’
difficulties in speaking.
The study attempts to determine the speaking difficulties of
Grade-9 students in Golden Gate Colleges.
1. What are the common speaking difficulties of Grade 9 students?
2. How may speaking difficulties of students be described in terms
of:
2.1 Language Use
2.2 Psychological Factor
2.3 Environmental Factor
3. What are the effects of speaking difficulties in speaking in
students:
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72
3.1 Academic Performance
3.2 Social Interaction
3.3 Behavior
4. Based from the findings of the study, what supplementary
activities mabye be proposed to minimize difficulties in speaking?
5. What are the new ways to improve the speaking skills of the
students?
Findings
The analysis and interpretation of data gathered yield the
following findings:
1. Common Difficulties in Speaking of Grade 9 students
The overall weighted mean for common difficulties in speaking is
3.27 with verbal interpretation of Agree. The researchers revealed
that the students found improper usage of grammar as always
encountered with the highest weighted mean of 3.61. Item 6 which is
speaking without intelligent pausing or thought phrasing yielded the
lowest mean with 2.73 weighted mean.

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2. Description of Speaking Difficulties
It was further revealed that three main factors contributing to
the speaking difficulties of the students are (1) Nuances (2)
Confidence (3) Necessity of Learning English with the mean of 3.76,
3.55, and 3.54 interpreted as Strongly Agree. The least among the
factor is Lack of Vocabulary Knowledge with 2.72 weighted mean
interpreted as Agree.
3. Effects of Speaking Difficulties to the Learners
The overall weighted mean for academic performance is 3.11 with
verbal interpretation of Agree. Item 2 and 1 yielded the highest
means with 3.61 and 3.54 weighted means, respectively. Items
7,3,4,5 and 6 yielded the lowest mean with 3, 2.95, 2.89, 2.88 and 3.
The overall weighted mean for the social interaction is 3.03 with
verbal interpretation of Agree. Items 1,2,3,4, yielded the highest
means with 3.07, 3.04, 3.02, 3.01 weighted means respectively. The
overall weighted mean for the behavior is 2.65 with verbal
interpretation of Agree. Items 1 and 3 yielded the highest means
with 3.05 and 3 weighted means respectively. Items 2 and 4 yielded
the lowest mean with 2.47 and 2.10 weighted means, respectively.
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4. Proposed Activities to Minimize Difficulties in Speaking
Here are nine activities from Reading Horizons Reading
Specialist, Stacy Hurst, which you can use to increase student
engagement in your classroom:
1. Role Play
One other way of getting students to speak is role-playing. In
role-play activities, the teacher gives information to the learners such
as who they are and what they think or feel.
2. Simulations
Simulations are very similar to role-plays but what makes
simulations different than role plays is that they are more elaborate.
In simulations, students can bring items to the class to create a
realistic environment. As Harmer (1984) suggests, they increase the
self-confidence of hesitant students, because in role play and
simulation activities, they will have a different role and do not have to
speak for themselves, which means they do not have to take the
same responsibility.
3. Information Gap
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In this activity, students are supposed to be working in pairs. One
student will have the information that other partner does not have
and the partners will share their information. Information gap
activities serve many purposes such as solving a problem or
collecting information. These activities are effective because
everybody has the opportunity to talk extensively in the target
language.
4. Brainstorming
On a given topic, students can produce ideas in a limited time.
Depending on the context, either individual or group brainstorming is
effective and learners generate ideas quickly and freely. The good
characteristics of brainstorming is that the students are not criticized
for their ideas so students will be open to sharing new ideas.
5. Storytelling
Students can briefly summarize a tale or story they heard from
somebody beforehand, or they may create their own stories to tell
their classmates. It also helps students’ express ideas in the format
of beginning, development, and ending, including the characters and
setting a story has to have. In this way, not only will the teacher
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address students’ speaking ability, but also get the attention of the
class.
6. Interviews
Students can conduct interviews on selected topics with various
people. It is a good idea that the teacher provides a rubric to
students so that they know what type of questions they can ask or
what path to follow, but students should prepare their own interview
questions. Conducting interviews with people gives students a
chance to practice their speaking ability not only in class but also
outside and helps them becoming socialized.
7. Story Completion
This is a very enjoyable, whole-class, free-speaking activity for
which students sit in a circle. For this activity, a teacher starts to tell
a story, but after a few sentences he or she stops narrating. Then,
each student starts to narrate from the point where the previous one
stopped. Each student is supposed to add from four to ten
sentences. Students can add new characters, events, descriptions
and so on.
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8. Picture Narrating
This activity is based on several sequential pictures. Students are
asked to tell the story taking place in the sequential pictures by
paying attention to the criteria provided by the teacher as a rubric.
Rubrics can include the vocabulary or structures they need to use
while narrating.
9. Picture Describing
Another way to make use of pictures in a speaking activity is to
give students just one picture and having them describe what it is in
the picture. For this activity students can form groups and each
group is given a different picture. Students discuss the picture with
their groups, then a spokesperson for each group describes the
picture to the whole class. This activity fosters the creativity and
imagination of the learners as well as their public speaking skills.
10. Think-Pair-Share
This activity is a great way for students to be able to pause and
process what they have just learned. Ask the class a question that
they must first consider by themselves then give them the

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opportunity to discuss it with their neighbor. Once they’ve discussed
the question, students are then invited to share their answers with
the class. By giving them this time, you are enabling them to be
more engaged in their learning.
5. New Way in Enhancing Speaking Skills
Here are five ways to enhance our speaking skills through the
use of technology.
1. Read Aloud
Reading out loud is a great way to practice speaking when
there are no conversation partners available. Reading aloud gives
you a chance to focus on pronunciation and pacing without worrying
about coming up with words. Make sure to practice with material that
you can understand. Some students find videos online that have
transcripts. Many TED talks, for example, include word-for word
transcripts of the talk. By reading aloud from a transcript, you can
check your pronunciation by listening to how the speaker says
something.
2. Practice with Music and Movies

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Listen to music in English and sing along. Music is one of the
best tools for learning intonation pronunciation. Listening to and
singing songs might also help you remember vocabulary and
phrases (if the song is easy to understand), and it will help you learn
to pronounce English rhythm in a more natural way.
By unconsciously imitating the singer, you’ll learn to
pronounce phrases the way native speakers do. One good song for
ESL or EFL students is “Tom’s Diner” by Suzanne Vega because it
uses simple language to describe everyday scenes and actions.
Movies are a much better choice for learning English. You’ll learn
vocabulary, idioms, slang, pronunciation, and listening by watching
movies. Be sure to use my movie technique when you do this!
3. Record Your Conversation Practice
Recording is a great way to get the maximum benefit from a
conversation with a native speaker. When you listen again, you can
evaluate your own pronunciation and notice areas where you need
to improve. You can also review the content of the conversation,
take notes on new vocabulary or misunderstandings, and prepare
questions for the next meeting.

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4. Find an English-Speaking Conversation Partner
First of all, it’s important to find native speakers to practice
with. Students who are living around many English speakers may be
able to find informal opportunities to chat with neighbors and local
business people. Joining a club or a volunteer organization can be a
great way to get to know people informally. If that isn’t an option,
consider hiring a private tutor. A lot of students find and meet with
tutors online via tools like Skype or Google Hangouts.
5. Use a dictionary
Online dictionaries often have audio examples so you can
check your pronunciation and there are lots of great dictionary apps
that you can take everywhere with you on your smartphone. Make
sure not to become too reliant on these tools, though. Have a go at
saying the words first then check afterwards to see if you were right!
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Conclusion
Based on the research findings and discussions, it can be concluded
that:
1. There is a need to figure out the speaking difficulties of Grade-9
students.
2. The most encountered speaking difficulties of the respondents is
improper usage of grammar.
3. Also, the students find difficulties in terms of language use. They
lack of vocabulary knowledge, subject-verb agreement, proper
words, pronunciation, stresses, nuances, tenses of verb that
really affect their speaking.
4. From these problems occurred, we can conclude that it really
affects them in terms of interactions with others in expressing
their thoughts, opinions and ideas.
5. The major factor that we really found out is that it decreases their
confidence in speaking because of these difficulties that they
encountered.
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6. This means that they lack ability to interpret their ideas with
others.
7. In terms of their academic performance, their interaction with the
class really decreases because of confusion with words in
expressing that results to the less interaction inside the
classroom mostly in class recitation and participation.
8. It was also found out that all the skills taught in English needs
much of the attention by teachers since most of the student’s
experience difficulties in speaking.
9. There are varied actions that can minimize students’ speaking
difficulties and improve their academic performance, social
interaction and behavior these are: role playing, simulations,
information gap, and brainstorming, picture narrating, picture
describing, think-pair-share, interviews, and story completion.
10. Technology plays a big role in enhancing speaking skills.
Students find to have experience enjoyable today when
taking classes using aid of new technologies in the class.
Recommendations
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Based on the conclusions and from the statistical test
performed by researchers in the preceding chapters,
recommendations were drawn and directed to immediate parties
concerned. The following are recommended by researchers.
1. Students may enhance the language skill such as grammar,
pronunciation and sentence construction. Reading plenty of books
and answering work sheets/quizzes are some tips to help the
students to build language fluency.
2. To enhance speaking skills, teachers may be encouraged to
speak in actual conversations as pupils will be allowed to converse
freely with thought and meaning.
3. For student’s confidence, teachers may integrate participative
environment where students cooperate with their peers. Maximize
the group activity during discussion.
4. Make every discussion specially in English subject fun and
interesting y choosing various approaches.

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5. Have storytelling activity. Storytelling encourages students to
experiment with voice, tone, eye contact, gestures and facial
expressions.
6. Role plays are also good activities that can be used to help
students develop confidence to speak. Role play can also improve
oral expression and interpretation skills as they use the language to
describe perceptions, emotions and reactions.
7. Technology plays a big role in enhancing speaking skills. By
English watching movies in and pay attention to new vocabulary and
pronunciation. Imitate the actors and have fun with it.
8. Listen to news bulletins and songs in English to listen to the
pronunciation of words. You can also learn new words and
expressions this way. The more you listen, the more you learn! Try
copying what you hear to practice your pronunciation and learn
which words in a sentence are stressed.

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Thesis For Binding Talaga

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Golden Gate Colleges

College of Education & Business Administration

Speaking is an act of conveying information or expressing

one’s thoughts or feelings. Through speaking, one does not only

communicate information but also explore and come to understand

ideas and concepts; identify and solve problems; organize

experience and knowledge; and express thoughts, feelings and

emotions. Hence, having a good speaking skill is both necessary

and desirable. (Dictionary.com)

World expansion of English language has increased the

demand to acquire good communication skills in English. It is the

gateway to a world knowledge, commerce, and culture, a lingua

languages do not. It has reached high status world-wide because

of several factors; as the mother tongue of millions of people all over

the world, as the language that millions of children learn at school

and the language that is used in international relations, for global

communication and as the major media language.

In the study conducted by Adame (2015) at present, speaking

a foreign language represents one of the essential requirements of

today’s society. Besides other skills and knowledge, it is considered

as one of the most influencing factors while applying for a job or

sustaining in a particular work position under the condition of

advancing the language level.

On the other hand in the academic world, good morality is

seen as a necessary positive personal characteristic. Educators

worldwide are the source of learning thus a good speaking skill is

needed to transmit information and knowledge.

However, ESL students find learning to speak English difficult

and embarrassing. ESL students show anxiety and lack of self-

confidence in learning English that is why they seldom speak

The same is true in the Philippines, Filipinos being a non-

native speakers of English, have been introduced to the university of

the English language. As a support, the curriculum in the Philippines

included English as a course of study and for the further acquisition

of the second language.

One of the best ways of helping learners to activate their

knowledge is to put them in “safe” situation in class where they are

inspired and encouraged to try to speak English language. Teachers

about speaking and less under pressure.

Student’s personalities also play an important role in

determining how quickly and correctly they will manage a speaking

task. Those students who are risk-takers, unafraid of making

both types of students is the same, indeed- to use the language

correctly and fluently.

To achieve this goal, the teachers should try as much as they

to produce sentences. In order to decrease shyness while speaking

in front of the whole class, students may be offered the opportunity

to work in groups or pairs, which is a suitable approach for

enhancing the active language use.

Varied tasks are also suggested for a successful and efficient

speaking lesson as well as using visuals to enhance students’

To satisfy students’ expectations, teachers should be supplied

with efficient amount of authentic materials, such as newspaper and

magazines. The speaking task could be based on describing the

action has happened. Connection between the picture and reality

makes it even more tempting for students to express their points of

achieved as well- getting students to speak and communicate with

each other. https://digilib.uns.ac.id/dokumen/detail/3428/Improving-