Final COMMON BARRIERS Glen Mendez

COMMON BARRIERS: ITS IMPACT ON DEVELOPING ORAL
COMMUNICATION SKILLS IN ENGLISH OF GRADE 10 STUDENTS
IN J. P. LAUREL HIGH SCHOOL
A RESEARCH SUBMITTED
IN PARTIAL FULFILLMENT OF THE REQUIREMENT
FOR PRACTICAL RESEARCH II (QUANTITATIVE RESEARCH)
J.P. LAUREL HIGH SCHOOL
JONARD C. BON
PRINCESS CLARISSE G. GERNALE
ANJANETH B. LACSA
FELIX B. MANLAPAZ
GLEN H. MENDEZ
NOVEMBER, 2018
ABSTRACT
This study determined the impact of common barriers on developing oral
communication skills in English to the Grade 10 students. The respondent of this
study were one hundred four (104) students of Grade 10 in J. P. Laurel High
School. The descriptive method of research was used to gathered data on the
impact of common barriers on developing oral communication skills in English.
The data obtained were statistically treated by means of average, Pearson’s
product-moment correlation coefficient and T-test.
The study conclude that the most common barriers met by the students in
Grade 10 on developing oral communication skills in English in terms of attitude
was the language anxiety (feel shy and embarrass to make mistake and feel
bored. In terms of dialect, availability of dialect (easier to use that’s why students
preferred to use their dialect instead of English) while in terms of profile/personal
concern was personal problem. The major effect of these common barriers on
developing oral communication skills in English was low self-esteem while the
minor effect was hard to get job in abroad. The common barriers and oral
communication skills in English of Grade 10 students of J. P. Laurel High School
has no significant relationship. A proposed project proposal to develop oral
communication skills in English of students.
The recommendation are: (1) Student should try to change their attitude
and perceptions towards oral communication skills in English as it could affect
the development of this skills; (2) Students should handle well their different
concern in life like personal problem as it could also affect the development of
this skills; (3) English teachers should motivate students to read newspaper and
books having English language as it is a best practice to enhance the students’
vocabulary or teachers should incorporating educational video clips during
discussion using also English language as it could enhance the oral
communication skills of students; (4) Teachers should encourage students by
inculcating in their minds that studying in English is very integral. The teachers
can set a good example to the students to lift up their motivation and interest to
learn English language and to break the barriers on learning on it; (5) Student
should be encourage to use English as much as possible in their communication
at school especially during English subject; (6) Teachers should inculcate to the
mind of the student the roles of English in educations and futures career so it
could help them to develop positive attitude in learning English; (7) A program of
activities which aims to enhance the oral communication skills in English of
student shall be identified and developed; (8) Research may conduct another
parallel to the present study in other school in a broader scope: (9) A similar
study may be undertaken which shall aim to identify the set of variables of having
some significant relationships of common barriers and oral communication skills
in English.
APPROVAL SHEET
This research proposal, entitled “COMMON BARRIERS: ITS IMPACT ON
DEVELOPING ORAL COMMUNICATION SKILLS IN ENGLISH OF GRADE 10
STUDENTS IN J. P. LAUREL HIGH SCHOOL”, prepared by JONARD C. BON,
PRINCESS CLARISSE G. GERNALE, ANJANETH B. LACSA, FELIX B.
MANLAPAZ, and GLEN H. MENDEZ in partial fulfillment of the requirements for
the degree in senior high school, has been examined and is recommended for
acceptance and approval for oral examination.
MARIO D. ESCARDA
Adviser
Approved by the committee on oral examination with a grade of ________
on November 29, 2018.
SALVACION G. GRACILLA
Chairman
RISSA G. BONITA CHRISTINE ANN N DALUZ CHEREL G.CORRO

Member Member Member
Accepted in partial fulfillment of the requirement for the degree of senior
high school.
RAQUEL H. MACABUHAY JEFF HOWELL I. MAPE

SHS Coordinator Secondary School Principal I
ACKNOWLEDGEMENT
We wish to express our sincere thanks and gratitude to the following
person who contributed much to make this work possible:
Jeff Howell I. Mape, School Principal, who give us an overflowing support
on making this study.
The board of panel, Salvacion Gracilla, chairman of the panelist; Rissa G.
Bonita, Cherel G. Corro, Christine Ann N. Daluz, for their valuable comment and
suggestions in our study.
Norabel G. Garalde, English Teacher of Grade 10, for her special
cooperation and participation in providing the necessary data for this study.
Rissa G. Bonita, our statistician, for giving her time and effort to share
her knowledge for the statistical treatment used to interpret the data gathered by
the researchers.
Christine Ann N. Daluz, our editor, who spent her precious time in editing
the manuscripts.
Ricky Albert Juab and Jushua Jee Godilo, for lending us their computer
unit and laptop to us.
The respondent, Grade 10 students, for their effort and cooperation on
answering our questionnaire checklist.

To our parents, who support us by providing our financial needs on
making this study.
Mostly, to our Almighty, the provider of everything, we thank Him
immeasurable grace.
The Researchers
DEDICATION
We are deeply thankful to our families, relatives, and friends for their
patient, understanding, and unending moral and financial support. This piece of
work is dedicated to them.
The Researchers
TABLE OF CONTENTS
Page
TITLE PAGE ……………………………………………………….………….. i
ABSTRACT ………………………………………………….……………....... ii
APPROVAL SHEET ………………………………………………................ iv
ACKNOWLEGEMENT …………………………………………................ v
DEDICATION …………………………………………………………............ vii
TABLE OF CONTENTS ………………………………………………………. viii
LIST OF TABLES ……………………………………………………………… xi
LIST OF FIGURES ……………………………………………………………… xii
CHAPTER I THE PROBLEM
Introduction …………………………………………………….. 1
Statement of the Problem …………………………………….. 5
Scope and Delimitation ……………………………………….. 6
Significance of the Study………………………………………. 6
Notes ……………………………………………………………. 8
CHAPTER II THEORITICAL FRAMEWORK
Review of Related Literature …………………………………. 10

Review of Related Studies ……………………………………. 15
Conceptual Framework ………………………………………... 18
Assumptions ……………………………………………………. 20
Hypothesis …………………………………………….............. 20
Definition of Terms …………………………………………….. 20
Notes…………………………………………………………….. 22
CHAPTER III RESEARCH DESIGN AND METHODOLOGY
Research Design………………………………………………. 25
The Sample ……………………………………………………. 25
The Instrument ………………………………………………… 26
Statistical Treatment ………………………………………….. 26
Notes …………………………………………………………... 29
CHAPTER IV COMMON BARRIERS: ITS IMPACT ON DEVELOPING ORAL
COMMUNICATION SKILLS IN ENGLISH
Presentation, Analysis and
Interpretation of Data ………………………………………… 30
Project Proposal ………………………………………........... 40

Notes …………………………………………………………… 44
CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Findings ………………………………………………………… 46
Conclusions ……………………………………….................. 47
Recommendations …………………………………………… 48
Notes ………………………………………………………….. 50
BIBLIOGRAPHY …………………………………………………………….. 51
APPENDICES
A Letter of Permission ……………………………………… 57
B Letter of Request ………………………………………… 59
C Questionnaires ……………………………………………. 60
D Survey Form …………………………………………….. 64
CURRICULUM VITAE ……………………………………………………… 67

LISTS OF TABLES
1. COMMON BARRIERS
1A. Attitude …………………………………………………… 31
1B. Dialect ……………………………………………………. 32
1C. Profile/Personal Concern ……………………………… 34
2. Effects of Common Barriers on
Developing Oral Communication Skills of Grade 10 Students in
J. P. Laurel High School……………………………………. 35
3. Computed value and Critical or
Tabular value of Common Barriers and Oral Communication
Skills in English………………………………………………. 37
4. Schedule of Speech Lab…………………………………………….. 42

LIST OF FIGURES
1. Conceptual Paradigm ………………………………………………… 19

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the different essential elements: the introduction
which contains the rationale (an explanation of the reasons for the conduct of
research), the views of literature and statistical foundation; the statement of
general and specific problems; the scope and delimitation which identifies the
major variables, sub-variables and the indicators; the significance of the study
which enumerates the beneficiaries of the study and corresponding benefits each
will receive; and lastly, the notations.
INTRODUCTION
Human can never live in isolation, they share in one planet so they need
to communicate from each other to exchange message, information, and
knowledge.in Merriam Webster Dictionary Online defines communication as “an
act of instance of transmitting” and Cambrige Dictionary Online indicates that’ the
word communication derived from the Latin word commuis, which furthermore
explain by Patridge (2006) tells that commuis give birth to new French words,
such as the verb communiquer which means to convey and the adjectives
communicable which means transmissible. On the other hand, Kocanun (2006)
tells that communication is a crucial aspect so as to communicate with other
people in an effective way and it is also the important and indispensable tool for
people to understand, convey opinions or message. It is really prove that
communication is everywhere, in different scenarios in life communication could
arise, it is up to us on how everyone will response as feedback for it. According

to Tassoni (2006) communication classified into four types: verbal, non-verbal,
written, and visual. It is clearly emphasize that human being have various way to
exchange the message that they need to convey to other. And among these
classification, verbal communication or more simply called by other as oral
communication which will be done through speaking is the most fundamental to
human communication as cited by Riyaz (2016) which further explain by Ur
(2000) that speaking is the most important one that is very necessary for
effective communication.
According to the Study.com, oral communication is the process of verbally
transmitting information and ideas from one individual or group to another. On
the other hand, Management Study Guide.com, define oral communication as
implies communication through mouth, it is generally recommended when the
communication matter is required, Stanford.com added also idea by telling that
oral communication is the process of expressing ideas through the medium of
speech and this play a crucial role in the life of students. From the ideas mention
it’s derived from the fact that aside from the goal of education which lead
everyone to learn from the different things in the world another goal also was to
improve the students oral communication skills from their dialect use, official
language and of course from their second language which is the English
Language. English is the second language for many people in the world today
mentioned by Nordurd (2004): And most of the country considered it as their
international language, in the Philippines Filipino citizen really accept it as their
second language, so students spend most of their time to learn this language
and soon as a good speaker of it. Even though it is clearly cited from the 1987
constitution of the Philippines that Filipino is the official language of all Filipino
citizen, but it is quite complicated to think how each Filipino people will
communicate for those people having also their own languages or background in
life, that’s why we have now this second languages as a mediator for them to
have mutual understanding to each other. Telling more the benefits of English
Language, Baker and Wistrup (2013) says that learners who speak English well
can have a greater chance for better education, finding jobs, and getting
promotion. But according to Riyaz (2016) although English is might be a popular
language to learn, bit this doesn’t means it is simple to master, there are many
challenges people face when learning English, and this might be called as
barriers. In Merriam Webster Dictionary online (2015) barriers pertain to
something that makes it difficult for people to (the factor that breakdown effective
Oral) understand each other. In this study, the barriers was pertaining to the
factor that breakdown effective oral or verbal communication in English
language. This barriers is the serious problem that students face nowadays, it is
considered to be a root why most of them has experiencing a low performance
during English subject. According to Pakbaz et.al (2014) tells that Barriers in
communication are divided in to four categories: process barriers, physical
barriers, semantic barriers, and psychosocial barriers. Giving the following
barriers it is really conveyed that the ideas about the barriers of communication
was a broader concept that covered, and its take too much of time to be study,
that’s why researcher delimited these barriers by categorizing its specifically
base on what the students mostly encountered from their daily studying during
English subject. The researcher came up with three barriers: Attitude, Dialect and
Profile/Personal Concern of the students.

According to Brown (2000) attitudes refers to the set of beliefs that the
learners holds toward is an important] concept because it plays a key role in
language. It is also considered to be one of the barriers of having effective oral
communication skills. According to Wallance and Robertson (2000) that
emotional barriers mostly result from personality of the person and the most
difficult ones to change attitude. The learners maybe too shy to communicate or
maybe afraid of interlocutor especially speaking anxiety is very common EFL
Learners may not like the topic and it leads to the lack of motivation and getting
bored.
Another barriers on developing oral communication is the presence of the
dialect, in Merriam Webster (2018) dialect is a form of language that is spoken in
particular area and that uses some of its own words, grammar, and
pronunciation. It is by Riyaz and Mullick (2016) that the problem noticed was the
students tend to translate a word directly from Kashmiri/Urdu to English, because
learners find it easier or more natural to express themselves in their native
language. And according to Azizan (2016) that most students preferred to talk in
their mother tongue rather than English.
Another barriers also that emphasize of this study was the profile or
personal concern of students. In Merriam Webster (2018) profile or personal
concern pertain to a belief description that provides information about (someone
or something).It could be another barriers on developing oral communication
skills of students since the profile or personal concern might greatly influence for
them to learn this second language. Mentioned by Lunenburg (2010) that
background, life experience, gender, age, and so many thing can be effective to
create a perception in humans mind. In a relation with the current study, that
profile or personal concern of students can be effective to create perception on
learning this second language so that having a bad profile or personal concern
could affect the students in learning this second language.
On the ideas mentioned, it was a motivation for the researchers to come
up with this kind of study. The researchers dealt with this study since they want
to explore the depth reason why these barriers on oral communication skills
English arise in life of students. Researcher also want to determine the impact of
common barriers on developing oral communication skills in English to students
specifically to grade 10 students. By this it could lead them to have awareness in
life that having a problem in oral communication skills in English could result a
serious impact in life so they can formulate an urgent technique or strategies to
make this barriers on developing oral communication skills in English will no
longer be a barriers for them to learn this second language that we have as an
individual.
Statement of the Problem
This study determines the Impact of Common Barriers on Developing Oral
Communication Skills in English to the Grade 10 students of J.P. Laurel High
School for the school year 2018 - 2019.
Specifically, the study attempt to answer the following question.
1. What are the common barriers on Developing Oral Communication Skills
in English of Grade 10 Students in J. P. Laurel High School in terms of:
a. Attitudes
b. Dialect
c. Profile/Personal Concern
2. What is the impact of Common Barriers on Developing Oral
Communication Skills in English of Grade 10 students in J. P. Laurel High
School?
3. Is there a significant relationship between the Common Barriers and Oral
Communication Skills of the students?
4. What can be proposed based from the result of the study?
Scope and Delimitation
The study determines the Impact of Common Barriers on Developing Oral
Communication Skills in English in Grade 10 students of J.P. Laurel High School
for the school year 2018 - 2019. This research also includes reason over the
existing of these barriers and how it will affect to the development of oral
communication skills of student in English.
The respondent of this study are Grade 10 students in J.P. Laurel High
School. The numbers of students are delimited to one hundred four (104)
students. The students among Grade 7, 8, 9, 11, and 12 of J. P. Laurel High
School and Grade 10 students in other secondary schools are excluded from this
study.
Significance of the Study
The main purpose of this study is to provide information that may further
enhance the Oral Communication Skills in English to the Grade 10 students, the
result of this study may offer great help and serve as ready reference to the
following:
Students. The students are direct beneficiary of this research. The
outcome of this study would be of great help to them on developing their oral
communication skills in English that could improve in their activities and
performance in the school through the use of English Language.
Teachers. Findings of this study may help teachers to innovate good
teaching strategies and formulate techniques in motivating and enhancing the
oral communication skills of the students through English Language.
Administrators. This study may give administrators some insights and
suggestions on what strategies and techniques to be use by the teachers in
improving the oral communication skills in English of the students.
Department of Education. This study may be beneficial to the
Department of Education for this may give more precise information about the
outcome of the study.
Future Researchers. The study may serves as of a future reference and
serve as a guide to conduct related studies.

NOTES
Ashour Jehan Mahmoud (2014). The effect of using a Videoconferencing

based strategy on UNRWA 9th grades’ English speaking skills and their attitudes
towards speaking. Retrieved on August, 2018, from the websites:
http://library.iugaza.edu.ps/thesis/113286.paf
Asmari, Abdul Rahman Al (2015). A comparative determinative of barriers

of oral English learning faced by preparatory year students. European Scientific
Journal. Retrieved on August, 2018, from the website:
https://eujounal.org/index.php/esj/article/viewFile/6782/6508
Cambridge Dictionary Online (2018). Cambridge University Press.

Retrieved on August, 2018, from the website: http://dictionary-
cambridge.org/dictionary/english/communication
Haidara, Youssouff (2016). Psychological factor affecting English

speaking performance for the English learners in Indonesia. Universal Journal
Educational Research. Retrieved on August, 2018, from the website:
http://www.hrpub.com
Imura, Taeko (2014). The effect of anxiety on oral communication skills.

Retrieved on August, 2018, from the website:
https://www.researchgate.net/publication/29453285
Kocaman, Orhan (2016). Communication barriers that junior and senior

ELT student experience in the process of learning a foreign
language.Retrieved on August, 2018, from the website:
http://dergipark.gov.tr/download/article-file/291931.
Management Study Guide.com (2018). Retrieved on August, 2018, from

the website: https://www.managementstudyguide.com/oral-communication.htm
Martirosyan, Nara M. et.al. (2015). Impact of English proficiency on

academic performance of international students. Journal of International
Students. Retrieved on August, 2018, from the website: http://jistudents.org/
Merriam Webster Dictionary Online (2018). Merriam Webster,

Incorporated. Retrieved on August, 2018, from the website:
https://www.merriam.Webster.com/dictionary/communication
Mosha, Mary Atanas (2014). Factor affecting students’ performance in
English language in Zamzibar rural and urban secondary school. Retrieved on
August, 2018, from the website: http://www.iiste.org
Mullik, Aban Parvaz et.al. (2016). Problems in learning English speaking

skill: A study of higher secondary students in Srinagar, India. International
Journal of Interdisciplinary and Multidisciplinary studies. Retrieved on August,
2018, from the website: http://ijims.com.
Nordlud, Erika (2014). Oral Communication in English classes at Senior

High School. Retrieved on August, 2018, from the website: http://www.diva-
portal.org/smash/get/diva2:1020180/FULLTEXT101.pdf
Stanford.com (2018). Retrieved on August, 2018, from the website:

http://undergrad.stanfrod.edu/search/node/oral%20communication%20meaning.
101.pdf
The 1987 constitution of the republic of the Philippines (1987) article XIV ,
article XIV education, science, and technology, arts, culture and sports. Section
6. Retrieved on August, 2018, from the website:
http:www.officialgazette.gov.ph/constitutions/the-1987-constitution-of -the-
republic-of-the-philippines/the-1987-constitution-of-the-republic-the-philippines-
article-XIV/
Tornavist, Anna (2008). Oral communication in the English language

classroom. Retrieved on August, 2018, from the website: http://www.diva-
portal.org/smash/get/diva2:132912FULLTEXT
CHAPTER II
THEORITICAL FRAMEWORK
This chapter presents a view of related literature and studies that provide
relevant information to the present study. Likewise, the conceptual framework,
definition of terms, assumption, and hypothesis are also discussed.
Review of Related Literature
The researchers came across a number of related literature to present
study. These concepts found by the researchers are useful insights to
conceptualize their present study.
Wijarwadi (2008) states that speaking is a complex skills requiring the
simultaneous use of different ability which often develops at different rates. Five
components are pronunciation, grammar, vocabulary, fluency (the ease and
speed of the flow of the speech) and comprehension (on understanding of what
both tester and the testee are talking about on the ability to respond to speech as
well as to initiate it).
Furthermore, Brown (2007) defines speaking as a product skills that can
be directly and empirically observed, those observation are invariably collared by
the accuracy and fluency while, he also states that speaking is the product of
creative construction of linguistic strings, the speakers make choice of lexicon,
structure and discourse.
On the other point, Scriver (2005) says that speaking is the most important
skill among four skills (listening, speaking, reading, and writing) because people
know a language are referred to as speakers of that languages. This indicates

that using a languages is more important than just knowing about it because
“there is no point knowing.”
According to Efrizal (2012) speaking is great significance for the people
interaction where they speak everywhere and every day. Speaking is way of
communicating ideas and messages orally. If we want to encourage students to
communicate in English, we should use the languages in real communication
and ask them to do the same process.
The above mentioned literatures emphasize the nature and knowledge
about the speaking as the main activity behind the oral communication skills of
the students. As mentioned from the ideas on how this activity which is speaking
relevant to the life of individual specifically on the students, what is the purpose
or role of this skill in once life, and why we should need to improve this skill in
everyday communication.
Nordland (2004) says that English is the second language for many
people in the world today .It has become the international languages of business,
and commerce, science, and technology and international relations and
diplomacy.
In addition, Seidlhoper (2015) mentions that English has acquired the
prestigious status in the modern world because it has become the international
language of communication.
Arizona (2011) says that English language is used in many areas of
human interaction and has become the Modern Lingua Franca. As such, it made
its way into the curriculum of a large number institute all over the world.
Furthermore, Haidara (2016) mentions that English has become the most
widespread languages in the world, used by more people for more purposes than
any other languages on earth .English is now an international languages, spoken
in many countries both as a native and as a second or foreign language. It is
taught in the schools almost every country in the Earth.
On the other hand, Kachru and Smith (2008) presents the three concentric
diffusion of English: The inner circle represent the countries such as the United
Kingdom, the United States, Australia, New Zealand, where English is widely
used as first languages; the outer circle represents countries such as India,
Nigeria, Bangladesh, Singapore, Malaysia, where English plays no historical or
government role, but where it is nevertheless widely used as a medium of
international communication. This includes much of the rest of the world’s
population, most of European, Asian, or African countries such as Mali, Egypt,
China, Russia, Japan, Korea, and Indonesia.
The above mentioned literatures emphasize the nature and knowledge
about the English as our second languages or foreign languages. Mentioned also
there the important of this languages to the life of everyone and why it should
need to be taught and enhance to speak by everyone especially to the students
According to Riyaz (2016) although English is might be a popular to learn,
but this doesn’t mean it is simple to master, there are many challenges people
face when learning English.

Nuraini (2016) says that positive attitude will help the learners to master
speaking skill better, on the contrary, by bad attitude the learners will be more
difficult to reach the speaking class goal.
Furthermore from this bad attitudes Liu and Jackson (2008) mentions that
Lack of Vocabulary was regarded as a main hindrance for spoken
communication by English learners.
On the other hand, Nuraini (2016) says that speaking is a skill that very
needs many exercises. In EFL, the time to do exercises is limited in classroom
when they will use their mother tongue/languages. Furthermore, Ozbert (2007)
tells that when learners used mother tongue rather than the target languages.
The use of native languages is a serious language barriers for learners. EFL
learners always translate their sentences from the native language to the target
language to their minds.
Brown (2000) says also that native language is the most influential factor
affecting a learners speaking. He stated “If you are familiar factor with the second
system to Learners native languages you will be better able to diagnose learner’s
difficulties. Many L1 and L2 carry overs can be overcome through a focused
awareness and effort on learner’s parts. It was Explain by Nuraini (2016) be
conducts the statements that mother languages of learners will be problem in
teaching speaking English.
On the other ideas Brown (2000) mentions argues that remind the
learners are older, that “the younger, the better is myths.” It is because, in fact
every step of age has its own characteristics that sometimes has a progeny to be
problem in teaching speaking.
The ideas relevant to the present study since it tackle there the barriers on
developing oral communication skills of students which specifically categorize
into three (3) classifications of barriers which are the attitudes perform of the
students, dialect use of Students ,and profile or personal concern of the students
by which another focused of this study. It also discusses there how these barriers
arise especially on the students that lead to them a certain impact.
Ellis (2003) says that interactivities is critical to the process of learning a
second language, interaction contributes to second language acquisition when
individual communicate, especially when they negotiate meaning in order to
prevent communication breakdown.
Kayi (2006) mentions that linguistic agree people learn to speak a second
languages by “interacting” through communicative and collaborative learning
communicative learning is based on real life situation that requires
communication when this method is used, students will have opportunity of
communicating with each other in their targeted language and collaborative
learning.
On the other hand, Comstock and Kamana (2003) discusses other
solution. Learning a second language or English is clearly challenge that requires
much motivation, and for adult immigrant the challenges of learning the targeted
language take on crucial meaning. In addition, Parson, Hinson, and Brown
(2001) defines motivation as important component or factor in the learning and

motivation have the same importance in order to achieve something. Learning
makes us gain new knowledge and skills and motivation pushes us or encourage
us to go through the learning process.
The aforementioned literatures reinforce the idea of the nature of English
as second language, nature of speaking, and barriers on developing our oral
communication skills in English and the solutions or responses to break these
barriers. These ideas strengthen the intention of the present study.
The view of the above mentioned literatures have similarities with the
outcome of this study, since they likewise recommend the ideas regarding on the
impact of common barriers on developing oral communication skills of students.
The differences lie in their respondents, locale of the study, and methods of
research used.
Review of Related Studies
The researchers reviewed some related studies to enhance the
background of the study. These studies are aimed to be used as support to
findings in their inquiry. Several studies related to the present study were
reviewed. These gave the research useful insights in the organization of ideas in
this research.
According to Mockay (2004) dealt to his study that non-native speakers
tend to produce sentences of longer duration that native speaker, due to as lower
speech rate this study looked at the speaking rate of early bilinguals and late
bilinguals whose L1 was Italian and L2 was English. The study found that subject
whose L2 was acquired later in life producers acquired the L2 early in life
On the other hand, Mosha (2014) came up with the result of study that
students were highly motivated to learn English for future expectations such as
local and international communication, academic advancement and employment
prospect. However, students’ performance was affected of shortage of English
teachers and absence of teaching and learning materials. The study findings also
indicated that student’s intregent use of English language at school and home
large class size, teacher’s responsibilities, poor conducive teaching and learning
environment and poverty were contributing factor English poor.
Furthermore, (2016) came up with the result of the study that
psychological factor truly affects negatively the students English speaking
performance. Although most of the students think that they have good level of
English vocabulary and grammar they are insecure while speaking English. Most
or the problems here (1) fear of making mistakes (2) feeling shy (3) feel hesitate
(4) lack of confidence while speaking English
The above mentioned studies similar on the goal of the study, since they
show the learners on developing our oral communication in English. However,
they different in terms of the respondent, locale of the study, and methods of
research used.
Martin Malejeek (2015) studied the topic of difficulties in teaching,
speaking skills to adult learners together with differences in teaching them in
comparison to young are explained as well as the theory necessary for further
research. The most important part is dedicated to the role of adult learners’
experiences and language learning expectations together with difficulties they
meet while learning English.
Zhengdon (2012) came up the result of the study that aimed to identify the
problem with oral English skills of EFL (English as a Second Language) students
at a tertiary teacher training institution in Hong Kong. The study, by the way of
semi-structure interview, address the gap in our understanding of 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 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 context in which
individual ESL students found themselves. The result of the study leads us to
question the effectiveness of knowledge and pedagogy based ESL teacher
training curriculum. They also to a need to incorporate a sufficiently intensive
language improvement component in the current teacher preparation program.
Doan Linh Chi (2011) dealt with Guidance for learners Improvement of
Speaking Skills. Practice is considered an important part of language learning
students are always encountered 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 teacher 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 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.
The aforementioned studies are related to the present study. Difficulties in
speaking English is one of the barriers on developing our oral communication
skills in this second language, the study aimed to spot the existing of these
barriers on developing oral communication in English and how students will come
up to break this kind of barriers.
The views of above mentioned studies have similarities of the present
study in the investigating the possible solution to break these barriers on
developing the oral communication in English. However, they differed in terms of
respondent, subject one, and locale of the study.
Conceptual Framework
This study utilizes the system approach model of the INPUT-PROCESS-
OUTPUT which was popularized by Philip Coomba. Figure 1 presents a
paradigm showing the INPUT needed, the PROCESS and the OUTPUT in
determining the outcome could be response on the Impact of Common Barriers
on Developing Oral Communication Skills in English.
The initial frame is the INPUT which present the common barriers on
Developing Oral Communication Skills in English in terms of a) attitude, b)
dialect, and c) profile/personal concern and impact of Common Barriers on
Developing Oral Communication Skills in English to the Grade 10 students.
The PROCESS that transforms input into output encompasses interview
checklist and survey.
The OUTPUT in this study includes the Remedial name as Speech Lab
that could help students to improve the oral communication skills in English.
The FEEDBACK provides new data and information.

PROCESS
INPUT OUTPUT
FIGURE 1
• Common Barriers
on Developing Oral
Communication
Skills in English in
term of
A. attitude
B. dialect
INTERVIEW CHECKLIST SPEECH LAB
C. profile/personal
concern Training Workshop
• Impact of Common
Barriers on
Developing Oral
Communication
Skills in English to
Grade 10 student
Communication
Skills in English to
Grade 10 students
FEEDBACK
CONCEPTUAL PARADIGM
Assumptions
The specific problems of the present study are formulated on the basis of
the following assumptions:
 There are distinct barriers in developing oral communication skills of
students in English.
 The barriers on Developing Oral Communication Skills in English
have impact to the students.
Hypothesis
The hypothesis as tested used 0.05 level of significance.
There is no significance difference between common barriers and oral
communication skills of Grade 10 students in J.P. Laurel High School.
Definition of Terms
For better and clearer understanding of this study, the following terms are
defined conceptually and operationally:
Common Barriers. It is a problem that prevent two people or group from
agreeing communicating, or working with each other. As used in this study, it is
pertaining to the problem that encountered by the students on developing their
oral communication skills in English language.
Oral Communication. It is the process of verbally transmitting information
and ideas from one individual or group to another. As used in this study, it is
pertaining to a type of communication through the use of mouth to exchange

ideas and thought. It is emphasizing by the study as a greatly affected of these
barriers which resulted to the low oral communication of students in English
language.
Skills. It is pertaining to the ability to do something that comes from
training, experience, or practice. As used to this study, it is an ability or capacity
of students to perform oral communication using English Language
English. It is relating to England or it people or language. As used to this
study, it is pertaining to the used in communication which is considered as our
second language and also used by the students within the schools as a medium
of instructor during English subject.

NOTES
Ahmadi, Saveden Masouneh et.al. (2017). An analysis of factors

influencing learners’ English speaking skills. International Journal of Research in
English Education. Retrieved on August, 2018, from the website
http://www.ijreeonline..com
Alam, Q (2013). Improving English oral communication skills of Pakistani

Public Schools students. European Centre for Research Training and
Development UK. Retrieved on August, 2018, from the website: http://www.ea-
journals.org.
Andrews, R. et.al (2014). To what extent does a regional dialect and

accent impact on the development of reading and writing skills. White Rose
Research Online. Retrieved on August, 2018, from the website:
http://eprints.whiterose.ac.uk/86129/
Ashour, Jehan Mahmoud (2014). The effect of using a video-conferencing

based strategy on UNRWA 9th grades’ English speaking skills and their attitudes
towards speaking. Retrieved on August, 2018, from the website
http://library.iugaza.edu.ps/thesis/118286.pdf
Asmari, Abdul Rahma Al (2015). A comparative determinative of

barriers of oral English learning faced by preparatory year students. European
Scientific Journal. Retrieved on August, 2018,from the website:
http://eujournal.org/index.php/ess/article/viewFile/6782/6508
Azizah, Ismi (2016). An analysis of students’ difficulties in speaking

English: A case study are eleventh grade students of MA ALIMUSLIM NW
TEGAL ACADEMIC YEAR 2015-2016. Retrieved on August, 2018, from the
website: http://dergipark.gov.tr/download/article-file/291931
Haidara, Youssouf (2016). Psychological factor affecting English speaking

performance for the English learners in Indonesia. Universal Journal of
Imura, Taeko (2014). The effect of anxiety on oral communication

skills.Retrieved on August, 2018, from the website:
http://www.researchgate.net/publication/294533285
Kocaman, Orhan (2016). Communication barriers that junior and senior
ELTstudents experience in the process of learning a foreign language. Retrieved
on August, 2018, from the website: http://dergipark.gov.tr/download/article-
file/291931
Kota, Sai Krisha (2010). Attitude barriers for learning English as second
language: Problem analysis. International Journal on English Language and
Literature. Retrieved on August, 2018, from the website:
http://www.iairs.org/PAPERS_V1-I1/PAGE%2030%20%2035.pdf
Martirosyon, Nara M. et.al. (2015). Impact of English proficiency on

academic performance of International students. Journal of International
Students. Retrieved on August, 2018, from the website: http://jistudents.org./
Merriam Webster Dictionary for students fourth Edition (2011). Federal

Street Press. A Division of Merriam Webster. Incorporated Springfield
Massachusetts.
Mosha, Mary Atanas (2014). Factor affecting students’ performance in

English language in Zamzibar rural and urban secondary schools. Journal of
Education and Practice. Retrieved on August, 2018, from the website:
http://www.iiste.org./
Mullick, Aban Parvaz et.al. (2016). Problems in learning English speaking

skill: A study of higher secondary students in Srinagar, India. International
Journal of Interdisciplinary and Multidisciplinary studies. Retrieved on August,
2018, from the website: http:/www.Ijims.com
Nordlud, Erika (2014). Oral Communication in English classes at Senior

High School. Retrieved on August, 2018, from the website:
http://www.divaportal.org/smash/get/diva2:1020180/FULLTEXT101.pdf
Paahhi, Henna (2013). Difficulties in speaking in English and perception of

accents: A comparative study of Finnish and Japanese adult learners of English.
http://epublication.uef.fi/pub/urn_nbn_fi_uef-20131057/urn_nbn_fi_uef-
20131057.pdf
Pineda, Angelica Sandoval (2011). Attitude, motivation, and English
language learning in a Mexican college context. The University of Arizona.
Retrieved on August, 2018, from the website: http://hdl.handle.net/10150/145743
Torngvist, Anna (2008). Oral communication in the English language

classroom. Retrieved on August, 2018, from the website: http://www.diva-
portal.oral/smash/get/diva2:132912/FULLTEXT01.pdf
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter deals with the design and procedure undertaken by the
researchers in conduct of the study. Presented in this chapter are the research
method, the sample and research instrument.
Research Design
This study aims to determine the Impact of Common Barriers on
Developing Oral Communication Skills in English. The descriptive method of
research is used to gather data on the Common Barriers on Developing Oral
Communication Skills in English in Grade 10 Students in J. P. Laurel High
School. The respondent of this study are one hundred four (104) students
coming from Grade 10 of J. P. Laurel High School for the school year 2018 -
2019.
Descriptive studies provide the necessary background for the formulation
of a more precise problem for subsequent more specific study for the
development of hypothesis. Such investigation provides the means for obtaining
initial ideas the interrelationship among phenomena and types of determinants
that might relatively be measured.
The Sample
The primary data and information are taken from one hundred four (104)
students from Grade 10 students of J.P. Laurel High School.

The researchers believed that they are capable to give the expected
output or responses needed by the study.
The Instrument
The main instrument used by the researchers in gathering data are
interview checklist to the selected from Grade 10. The researcher conducted an
actual interview checklist on one hundred four (104) selected students. They are
asking four (4) questions align on the study conducted by the researchers, and
their answers, opinions, or responses on the questions served as data gathered
by the researcher.
Statistical Treatment
The statistical tools used to gather and collect data were percentage,
Pearson product-moment correlation coefficient , T-test,Frequency Distribution
and Level of Significance.
Percentage. Used to determine the percentage distribution of the given
frequency distribution which was obtained by dividing the frequency distribution
by the total frequency distribution multiplied by 100. With the formula:
𝑓
%= 𝑥 100
𝑛
Where:
%=the percentage distribution
F=the frequency distribution
N=the total frequency distribution
Pearson Product-Moment Correlation Coefficient. The researchers
used this tool to determine the significant relationship of two variables, using the
formula and interpretation of Pearson product-moment correlation coefficient.
n(∑xy) − (∑x)(∑𝑦)
𝑟=
√[𝑛(∑x 2 ) − (∑𝑥)2 ][𝑛(∑𝑦 2 ) − (∑𝑦)2 ]
Where:
N= the total number of cases
R= the correlation coefficient
∑x=the sum of the first variable
∑y=the sum of the second variable
∑x2=the sum of the square of the first variable
∑y2=the sum of the square of the first variable
∑xy=the sum of the product of the first and second variables
(∑x) 2=the square of the sum of the first variables
(∑y) 2=the square of the sum of the second variables
Interpretation of correlation value:

0.90 to 1.00 (-0.90 to -1.00) very high positive (negative) correlation
0.70 to 0.90 (-0.70 to -0.90) high positive (negative) correlation
0.50 to 0.70 (-0.50 to -0.70) moderate positive (negative) correlation
0.30 to 0.50 (-0.30 to -0.50) low positive (negative) correlation
0.00 to 0.30 (-0.00 to -0.30) little, if any correlation
T-test for Correlation Coefficient. A T-test can be used to test whether
the correlation between two variables is significant or not. The test statistical is r
and the standardized test statistic is:
𝑟 𝑟
r= =
𝜎 2
√1−𝑟
𝑛−2
Where:
t = the t-test statistic
r = the obtained Pearson r value
df = n - 2
Frequency Distribution. Used to organize set of numbers representing
the frequency of observations that fall within a specific category of variable, for
instance, determining the number of students belong to specific categories.
Level of Significance. Different statistical tools used by the researchers
with two-tailed test for significance and set at 0.05 level of significance in order to
have 95% confident level as basis for accepting or rejecting the hypothesis.
If the computed values are greater than equal to the tabular values the
hypothesis was rejected. However, if the computed values are less than the
tabular values the hypothesis was accepted.

NOTES
Bonita, Rissa G. (2001). Correlate of students’ achievement in plane and

solid geometry in SSC-SAT during the school year 2000 - 2001. An
Undergraduate Thesis. Sorsogon State College, Sorsogon City.
Escarda, Mario D. (2017). Strategies of grade VII teachers in teaching

reading. School of Graduate Studies. Sorsogon State College, Sorsogon City.
Lim,Yvette et.al. (2016). Math for engage learning statistics and

probability. Sibs Publishing House, Inc. Quezon City.
CHAPTER IV
COMMON BARRIERS; ITS IMPACT ON DEVELOPING ORAL
This chapter presents the analysis and interpretation of the data gathered
from the result of the study. These are presented with the use of appropriated
tables which are sequentially arranged to answer the presented in the study.
The presentation and analysis of the data are the following: 1. Common
Barriers in Developing Oral Communication Skills in English; 2. Impact of
Common Barriers on Developing Oral Communication Skills in English; 3.
Relationship between the Common Barriers and Oral Communication Skills of
the students; 4. Proposed Training Workshops that will develop the
Communication Skills of students in English as the output of the study.
1. Common Barriers on Developing Oral Communication Skills in English
The common barriers on developing oral communication skills in English
are shown in the following Table. There are six (6) common barriers in terms of
Attitude, three (3) common barriers in terms of Dialect, and seven (7) common
barriers in terms of Profile/Personal Concern.
The Table 1A presents the common barriers under the category of
Attitude.
TABLE 1A
ATTITUDE
Barriers Frequency ( f) Percentage (%)

Lack of Confidence 74 71.15%
Lack of Motivation in 65 62.5%
English subject
Lack of Effective Study 78 75.00%
Habit in English
Subject
Lack of Practice 73 70.19%
Language Anxiety ( feel 79 75.96%
shy and embarrass to
make mistake )
Lack of Vocabulary 78 75.00%
A. Attitude
Based on the analysis and interpretation of data, Language Anxiety (feel
shy and embarrass to make mistake and feel bored) is the most common barrier
that the majority of Grade 10 students met under the category of attitude with a
frequency of seventy-nine (79) students and a percentage of 75.96%. These
ideas generally tell that most of the students are not clearly express their ideas,
opinions, or message through oral communication using English during
discussion for these reason. As a result, most of the students are not active
during the discussion. This idea also agreed to the study conducted by Burirao
et.al (2013) that one of the most oral communication barriers that engineering
student is fear and anxiety as they discuss that engineering student feel fears to
communicate ideas in front of the peers and teachers. Thus, they become
nervous when they deliver a speech due to the fears and anxiety which farther
proved by the study of Azizah (2016) that almost 76.00% of student are afraid of
making mistake to speak English in front of their teacher because they are afraid
of making mistake to speak the end of the course result.
On the other hand, it was followed by the Lack of Study Habit and Lack of
Vocabulary which have percentage equally with the common frequency of
seventy-eight (78) students. On the contrary, Lack of Confidence got the third
highest percentage which has a frequency of seventy-four (74) students, while
Lack of Practice place the fourth highest percentage which has a frequency of
seventy-four (74) students. And Lack of Motivation has a frequency of sixty-five
(65) students and a percentage of 62.5% which consider the lowest percentage
of barriers under the category of attitude.
The Table 1B present the barriers under the category of Dialect
TABLE 1B
DIALECT
Barriers Frequency (F) Percentage (%)

Exposure or Influence by 64 61.54%
native language
Dialect Accents (performing 73 70.19%
dialect accents which
result into
mispronunciation of
English words.)
Availability of Dialect( easier 78 75.00%
to use that’s why
students preferred to use
dialect instead of
English)
B. Dialect
In Collins Dictionary, dialect is a form of language that is spoken in a
particular area. On the article “What is Language? What is Dialect?” by
Morehouse (2017), Dialect is a variety of language that has, for sociocultural or
linguistic reasons, been determined to be separate from language variety around
it, dialect also is a particular form of language which is peculiar to specific region
or social group. These ideas simply conveyed that dialect could be easy to
access as its availability and nature possess, but exposure on its could be
another barrier on developing oral communication skills in English, as mentioned
by Azizah (2016) it is for the reason that most of the students preferred to talk in
their mother tongue rather than English.
On the data gathered by the researchers to the selected students of
Grade 10. Among the barriers under the dialect the Availability of Dialect (easier
to use that’s why students preferred to use dialect instead of English) place the
highest percentage of 75.00% with a frequency of seventy-eight (78) students.
The result connected to the findings on the study of Ashmari (2015) that one of
the major factor in Saudi EFL learners used of their mother tongue not only
outside with their peers and teachers. Much research has strongly suggested
that it is not possible to achieved in oral proficiency without extensive practice
and this habit of speaking Arabi (mother tongue) seen a big hindrance in
achieving goal of oral proficiency. The result also mentioned that the Dialect
Accents (performing dialect accents which results into mispronunciation of
English words) got the second highest percentage of 70.19% and Exposure or
Influence by Native Language place the lowest percentage under the category of
dialect with the frequency of sixty-four (64) and percentage of 67.59%.

The Table 1C present the barriers under the category of Profile/Personal
Concern.
TABLE 1C
PROFILE/PERSONAL CONCERN
Barriers Frequency(f) Percentage (%)

Speaking Problem 67 64.42%
Personal Problem 71 68.27%
Stress or Trauma 47 45.19%
Sociocultural (age and 28 26.92%
social identity)
Limited Academic Skills 48 46.15%
Difficulties in 58 55.77%
Concentration
Memory Dysfunction 53 50.96%
C. Profile/Personal Concern
On the category of Profile/Personal Concern as a barrier on developing
oral communication skills in English. The researchers gathered the result of the
data that Personal Problem is the highest percentage of 68.27% with a frequency
of seventy-one (71) students. The Speaking Problem got the second highest
percentage with a frequency of sixty-seven (67) students, followed by the
Difficulties in Concentration with a frequency of fifty-eight (58) students and a
percentage of 55.97% while the Memory Dysfunction place the fourth highest
percentage with a frequency of fifty-three (53) students and a percentage of
50.96%. However, the researchers also came up that the Limited Academic
Skills place the fifth highest percentage with a frequency of forty-eight (48)
students, followed by the barriers that has a frequency of forty-seven (47)
students and a percentage of 45.19% which is the Stress or Trauma, and the
lowest percentage from the category of dialect is the Sociocultural (age and
social identity) as its frequency of twenty-eight (28) students and a percentage of
26.92%.
2. Impact of Common Barriers on Developing Oral Communication Skills
in English.
Table 2 present the ranking result of the Effect of Common Barriers.
Table 2
Effect of Common Barriers on Developing Oral Communication Skills in
English
Effects Frequency(f) Rank

Low Performance in 555 2
English subject
(especially in English
Subject)
Lack of Oral 557 3
Communication Skills
Misunderstanding 569 4
Repetition of Words 654 7
Lack of Message 602 5
Conveyed
Difficulties to 634 6
Communicate using
English language.
Hard to get job 765 10
especially in Abroad
Low Self-Esteem 475 1
Poor Social Life 665 8
Low of Express Thought 689 9
Based from the analysis and interpretation of data, Low of Self-Esteem is
the major effect of these common barriers on developing oral communication
skills in English to the students as it ranks 1 with the frequency of four hundred
seventy-five (475). The result connected to Gurlen (2015) statement that self-
confidence is one of the keys that unlocks some important communication
barriers. It means that self-confidence is necessary to break the barriers in
communication but lacking of it could also be the effect brought by these barriers
to students. The Low Performance in School (especially in English subject) place
the rank 2 as it got the frequency of five hundred fifty-five (555) students.
Moreover, Lack of Oral Communication Skills which is rank 3 with the frequency
of five hundred fifty-seven (557) students while the rank 4 is Misunderstanding
which got the frequency of five hundred sixty-four (564) students and Lack of
Message Conveyed place the rank 5. The abovementioned data means that
these five effect are the strongest effect for the students as these barriers on
developing oral communication skills in English arise in their everyday studying.
On the other hand, the Difficulties to Communicate using English
language which rank 6, Repetition of Word which is rank 7, Poor Social Life
which is rank 8, Low of Express Thought place the rank 9, and hard to get job in
Abroad which is rank 10 are the minor effect to consider by the Grade 10
students as they rank it from 6 to 10 resulted from the questionnaire checklist
distributed by the researchers to the respondents.
3. Relationship between the Common Barriers and Oral Communication
Skills of the students.
Table 3 present the computed value and critical value/tabular value.

TABLE 3
COMPUTED VALUE AND CRITICAL VALUE/TABULAR VALUE OF
COMMON BARRIERS AND ORAL COMMUNICATION SKILLS IN
ENGLISH
Statistical Basis Computed Critical Degree Of

Value Value/Tabular Relationship
Value
There is no
r -0.19 4.580 significant
relationship
The correlation between common barriers and oral communication skills in
English were computed through the Pearson product-moment correlation and T-
test. The correlation coefficient shows between the common barriers and oral
communication skills in English has no relationship as show in Table 3.
Based on the findings, the common barriers in terms of attitude and in
profile/personal concern has a little positive correlation using the interpretation
given by the Pearson product-moment correlation coefficient. As using the
formula of Pearson product-moment correlation coefficient the result was 0.0024
in attitude and 0.063 in profile/personal concern which is somehow under the
interpretation of little positive correlation. The findings connected on the study of
Azizifar et.al. (2014) that attitude of EFL learners in city of Darrenhshar to
learning English is positive and there is a significant between attitude and
speaking proficiency, and from the study of Bhattacharya (2017) come up on the
findings that students background on the English influence their oral
performance.
On the other hand, the common barriers in terms (dialect resulted as -
0.0849 using also the given formula that also interpreted as little negative
correlation. That somehow connected to study of Gatlin (2015) showed that
students use dialect differently various contexts and that there is a significant and
negative relationship between the two factors (reading and speaking).
In general, the weighted mean of the attitude, dialect, and profile/personal
concern as a common barriers are not significant to oral communication skills.
Since the computed value is less than the critical or tabular value, the null
hypothesis is accepted. There is no significant relationship between common
barriers and oral communication skills in English.
4. Proposed Training Workshops that will develop the Communication
Skills of students in English of Grade 10 students in J. P. Laurel High
School as the output of the study.
The proposed project proposal of a remedial activity that helps to develop
the oral communication skills in English through training workshop. It aims to give
knowledge in English as it could help them to be competence on using this
language during discussion and other aspect in life. Based on the findings, the
common barriers on developing oral communication skills in English in terms of
attitude was the language anxiety (fell shy and embarrass to make mistake and
feel bored); in terms of dialect, availability of dialect or native language (easier to
use that’s why students preferred to use their dialect instead of English); in terms
of profile/personal concern, personal problem. The proposed project proposal will
present the roles of English to the students’ oral communication skills.
GENERAL OBJECTIVE
These proposed project proposal aim to enhance and develop the oral
communication skills in English of students, as well as to give knowledge about
the English that they can be used in different aspect of their life.
SPECIFIC OBJECTIVES
 To develop the students grammar and vocabulary skills in English.
 To provide relevant ideas that can make the students competent in
different aspect of their life.
 To enhance the fluency on using English.
 To have an awareness regarding the essence and roles of English.

Republic of the Philippines
Department of Education
Region V
Schools Division of Sorsogon
J. P. Laurel, Bulan, Sorsogon
PROJECT PROPOSAL
I. PROJECT TITLE
Improving the Skills of Grade 10 Student in English Language
Through the use of Speech Laboratory
II. PROJECT PROPONENTS
Chairman: Glen H. Mendez
Members: Jonard C. Bon,
Pricess Clarisse G. Gernale
Anjaneth B. Lacsa
Felix B. Manlapaz
III. RATIONALE
Communication is really necessary in everyone’s life. It is the bridge of
thoughts, opinions, and messages that everyone need to conveyed to others.
This communication could be performed verbal and non-verbal way, but many
people usually communicate through the medium of verbal or also known as
speaking. As it is the most easiest way for everyone communication. But
nowadays, people especially the students are preferred only to speak using their
own dialect and official language, the problems is most of them having a
complexity to use our international language which is the English in their
communication. This problem happened due to the arising of the distinct barriers
that they experienced in their lives
In this connection our group chosen the problem in title “Common
Barriers: Its Impact on Developing Oral Communication Skills in English.” We
motivated to come up with this problem since today many students experiencing
a low performance and low oral communication in English Language during
English subject. This what we are trying to find out the reason for the existence of
this dilemma for us to formulate an activity to urgently get a solution for this
problem.
As our output from this study our group and in a cooperation on English
Department wants to have Remedial Activity Making use of Speech Laboratory ,
by which the students will be teach more about how to pronounce the words in
English, parts of speech and rules in grammars. In this, the students will be
improving their verbal and non-verbal skills in communication using this
language.
IV. GOAL AND OBJECTIVE
GOAL: To create and organize Remedial Activity of students
making used of speech laboratory.

OBJECTIVE: To developed the communication skills and abilities
of students using English language in different
aspect.
V. METODOLOGY
The group in cooperation of the English Department will organize and
facilitate the remedial activity, to teach students especially those experiencing
low performance and low communication skills in English language.
VI. SCHEDULE
TABLE 4
REMIDIAL ACTIVITY MAKING USE OF SPEECH LABORATORY
Activity Day Time Venue

Remedial activity
 Proper
pronunciation of
English words. Every Monday,
 Classify the parts Wednesday, 4:00 pm to SHS Building/
of speech. and Friday 5:00 pm School Library
 Teaching all
rules in
grammar.
TABLE 5
MATRIX OF SCHEDULE
FACILITATORS TEACHERS DAY STUDENTS
Jonard Bon Miel Azares Monday Students 1-49
Princess Clarisse
Gernale
Anjaneth Lacsa Norabel Wednesday Students 50-99
Felix Manlapaz Garalde
Glen Mendez Cristine Ann Friday Student 100-149
Daluz and
Sarah Mae
Gloriane
VII. FACILITIES
The facilities will be used during the conducted of training workshop:
1. SHS Building
VIII. MATERIALS NEEDED
The following materials will be needed for the training workshop:
 Books and Reading Materials
 Chalkboard, Chalk, and eraser
 Ballpeen, pen, sharpener, eraser, and notebook
 Laptop, cellphone and projector
IX. EXPECTED OUTCOME
The expected output of training workshop will be:
 High performance in English subject.
 Competence to communicate in English language.
 Boost the student self-esteem and social life.

Prepared by:
GLEN H. MENDEZ
JONARD C. BON,
PRINCESS CLARISSE G. GERNALE
ANJANETH B. LACSA
FELIX B. MANLAPAZ
NOTES
Azizifar, Akbar et.al. (2015). The relation between attitude and speaking
profiency of Iranian EFL learners: The case of Darrehshehr city. Retrieved on
Agust,2018, from the websites: http://www.sciencedirect.com

solid geometry in SSC-SAT during the school year 2000-2001. An
Bhattacharya, Sanchita (2017). A study on the factors affecting ESL

learners English speaking skills. Retrieved on August, 2018, from the websites:
http:www.englishjournals.com/download/220/3-3-51-947.pdf
Collins Dictionary (2018). Retrieved on August, 2018, from the websites:

https://www.google.com.ph/search?client+collins+dictionary&oq=dialect+collins
Escarda, Mario D. (2017). Strategies of grate VII techers in teaching

Gatlin, Tenille Brandy (2015). Relation among elementary students use of

dialect and concurrent and subsequent reading outcomes. Retrived on August,
2018,fromthewebsites:http://diginote.lib.fsu.edu/islandora/object/fsu:253074/data
stream/PDF/file
Gurler, Ismail (2015).Correlation between self-confidence and speaking

skills English Language teaching and English language and literature preparatory
Students. Retrieved on August, 2018, from the websites:
http://dergipark.gov.tr/download/article-file/49980
Morehouse, Kevin (2017). What is a language? What is a dialect?.

http://www.linguacore.com/blog/languages-and-dialects.
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter present the summary, findings, conclusions, and
recommendations based from the analysis and interpretation of the study.
SUMMARY
This study determines the Impact of Common Barriers in Developing Oral
Communication Skills in English to the Grade 10 students in J.P. Laurel High
School for the school year 2018-2019. Specifically, the study attempt to answer
the following questions.
1. What are the common barriers on Developing Oral Communication
Skills in English in terms of?
a. Attitudes
b. Dialect
c. Profile/Personal Concern
2. What is the impact of Common Barriers on Developing Oral
Communication Skills in English?
3. Is there a significant relationship between the Common Barriers and
Oral Communication Skills of the students?
4. What can be proposed based from the result of the study?

The respondent of the study is one hundred four (104) selected students
from the Grade 10 in J. P. Laurel High School. The descriptive survey method of
research was used to gather data on impact of common barriers on developing
oral communication skills in English. The interview checklist was used to gather
the needed data. The data gathered were analyzed and interpreted by the use of
appropriate statistical tools and measures.
FINDINGS
Based from the data gathered, the following findings were revealed.
1. The impact of common barriers on developing oral communication
skills in terms of:
a. Attitude. Many of the respondent met with the result that the
language anxiety (feel shy and embarrass and feel bored) is the
most common barriers on the category of Attitudes with a frequency
of seventy-nine (79) students and a percentage of 75.96%.
b. Dialect. Majority of the respondents claimed that the availability of
dialect (easier to use that’s why students preferred to use dialect
instead of English) is the most common barrier on the category of
Dialect as it has a frequency of seventy-eight (78) students with a
percentage of 75%.
c. Profile/Personal Concern. Majority of the respondents agree that
the personal problem is the most common barrier on the category

of Profile/. Personal Concern as it has a frequency of seventy-one
(71) students with a percentage of 68.27%.
2. The major effect of common barriers on developing oral
communication skills in English is Low of Self-Esteem as it is place
rank 1 with a frequency of four hundred seventy-five (475).
3. The minor effect of common barrier on developing oral communication
skills in English is hard to get job in abroad as it places rank 11 with a
frequency of seven hundred sixty-five (765).
4. Common barriers did not affect the oral communication skills in English
of Grade 10 students of J. P. Laurel High School.
5. At 0.05 significant level, there is no significant relationships between
the common barriers and oral communication skills in English of Grade
10 students of J. P. Laurel High School.
6. A project proposal to develop oral communication skills in English was
implemented.
CONCLUSIONS
Based on the foregoing findings, the following conclusions were deduced.
1. The most common barriers on developing oral communication skills in
English in terms of attitude is language anxiety (feel shy and
embarrass to make mistake and feel bored). In terms of dialect,
availability of dialect (easier to use that’s why students preferred to use

dialect instead of English) while in terms of profile/personal concern is
personal problem.
2. The most common barriers on developing oral communication skills in
English is low self- esteem while the minor effect is hard to get job in
abroad..
3. Common Barriers and Oral Communication Skills in English of Grade
10 students of J. P. Laurel High School has no significant relationships.
4. A proposed project proposal to develop oral communication skills in
English of students.
RECOMMENDATIONS.
Based from the conclusions, the following recommendations are made:
1. Student should try to change their attitude and perceptions towards
oral communication skills in English as it could affect the
development of this skills.
2. Students should handle well their different concern in life like personal
problem as it could also affect the development of this skills.
3. English teachers should motivate students to read newspaper and
books having English language as it is a best practice to enhance the
students’ vocabulary or teachers should incorporate educational video
clips during discussion using also English language as it could
enhance the oral communication skills of students.

4. Teachers should encourage students by inculcating in their minds that
studying in English is very integral. The teachers can set a good
example to the students to lift up their motivation and interest to learn
English language and to break the barriers on learning on it.
5. Student should be encourage to use English as much as possible in
their communication at school especially during English subject.
6. Teachers should inculcate to the mind of the student the roles of
English in educations and futures career so it could help them to
develop positive attitude in learning English.
7. A program of activities which aims to enhance the oral communication
skills in English of student shall be identified and developed.
8. Research may conduct another parallel to the present study in other
school in a broader scope.
9. A similar study may be undertaken which shall aim to identify the set of
variables of having some significant relationships of common barriers
and oral communication skills in English.

NOTES

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APPENDICES
APPENDIX A

Region V
________________________________________________________________
September 09, 2018
Sir/Madam
Greeting of Peace and Love!
We, the researcher of Grade 12 Block 2A GAS (General Academic
Strand) currently working on a research entitled “COMMON BARRIERS: ITS
IMPACT ON DEVELOPING ORAL COMMMUNICATION SKILLS IN
ENGLISHOF GRADE 10 STUDENTS IN J. P. LAUREL HIGH SCHOOL” as one
of our respondents in our requirement in PRACTICAL RESEARCH II
(QUANTITATIVE RESEARCH).
In this connection, we would like to request permission from you as a
classroom adviser to administer our questionnaire to Grade 10 students in our
school and to conduct survey to you to gather necessary data to our study.
Rest assure that the information we gathered will be strictly confidential.
Your positive response regarding this matter will be highly appreciated.
Thank you very much!

Respectfully yours,
JONARD C. BON PRINCESS CLARISSE G. GERNALE
ANJANETH B. LACSA FELIX B. MANLAPAZ
GLEN H. MENDEZ
Researchers
Noted:
MARIO ESCARDA
Researcher adviser
APPENDIX B

Region V
________________________________________________________________
September 19, 2018
Dear Respondent,
The researchers are currently working on a research entitled “COMMON
BARRIERS: ITS IMPACT ON DEVELOPING ORAL COMMMUNICATION
SKILLS IN ENGLISH OF GRADE 10 IN J. P. LAUREL HIGH SCHOOL”
In this connection, may we request for your cooperation by answering the
attached questionnaire.
Rest assure that your answer in these questionnaire will be held
confidential.
The Researchers
APPENDIX C

Region V
________________________________________________________________
Name (optional):
School:
Grade and Section:
Sex:
Address:
COMMUNICATION SKILLS IN ENGLISH OF GRADE 10 IN J. P. LAUREL
HIGH SCHOOL
Directions: Put a check mark (√) on the common barriers that you encountered
on developing oral communication skills in English.
ATTTITUDE PUT CHECK (√)
 Lack of Confidence
 Lack of Motivation in English

subject
 Lack of Effective Study Habit
in English Subject
 Lack of Practice
 Language Anxiety ( feel shy

and embarrass to make
mistake )
 Lack of Vocabulary
Others please specify
________________________________________________________________
________________________________________________________________
DIALECT PUT CHECK(√)
 Exposure or Influence by
native language
 Dialect Accents (performing
dialect accents which result into
mispronunciation of English
words.)
 Availability of Dialect( easier
to use that’s why students
preferred to use dialect instead
of English)
________________________________________________________________
________________________________________________________________
PROFILE/PERSONAL CONCERN PUT CHECK(√)
 Speaking Problem
 Personal Problem
 Stress or Trauma
 Sociocultural (age and social

identity)
 Limited Academic Skills
 Difficulties in Concentration
 Memory Dysfunction

________________________________________________________________
________________________________________________________________
Directions: the following are the possible effects of common barriers on
developing oral communication skills in English. Please rank the effects met by
the students by using 1 to 10 as your rating scale in which 1 is the higher effect
and 10 as lowest effect.
_____ Low Performance in School (especially in English subject)
_____ Lack of Oral Communication Skills
_____ Misunderstanding
_____ Repetition of Word
_____ Lack of Message Conveyed
_____ Difficulties to Communicate using English Subject
_____ Hard to get job especially in abroad
_____ Low Self-Esteem
_____ Poor Social life
_____ Lack of Express Thought
A. Directions: Answer the question given.
 How these common barriers affect the learners in Grade 10 on
developing their oral communication skills in English?
_____________________________________________________
_____________________________________________________
_____________________________________________________
APPENDIX D

Region V
_____________________________________________________________
SURVEY FORM
OBJECTIVE:
 To evaluate the ability of the students in Grade 10 specifically their oral
communication skills in English language/subject.
 To identify the different component of oral communication skills in English.
 To know which among the component of oral communication skills in
English are need to develop and improve of students: and
 To gather information that strengthen the study conducted by the
researchers.
Directions: Put an appropriate rating scale for each component of oral
communication skills in English base on the performance that you observed to
the students during English subject. Use 1 to 4 as your rating score in every
component of oral communication skills in English using the following rubrics as
your guide to effectively gives and appropriate and precise score to every
student.
TABLE
GRADE 10 STUDENTS
STUDENTS PRONUNCIATION GRAMMAR VOCABULARY FLUENCY COMPREHENSION AVERAGE
10
.
.
.
104
RUBRICS
4 3 2 1
COMPONENTS
EXCELLENT GOOD SATISFACTORY NEEDS IMPROVEMET
Pronunciation was Student was slightly Students was difficult to

Pronunciation was
good and did not unclear with understand, quite in
Pronunciation very clear and easy to
interfere with pronunciation at times, speaking, unclear in
understand
communication but generally is fair pronunciation.
students was able to Student was able to
Student was able to express their idea express their ideas Student was difficult to
express their ideas and responses fairly and responses understand and had a hard
and responses with well but makes adequately but often time communicating their
Grammar
ease in proper mistakes with their displayed in ideas and responses
sentence structure and tenses, however is consistencies with because of grammar
tenses able to correct their sentence mistakes
themselves structures and tenses
Student was able to
Rich, precise and Student utilize the use broad vocabulary Student has inadequate
impressive usage of words learned in words but was lacking, vocabulary words to
Vocabulary vocabulary words class, in an accurate making him/her express his/her ideas
learned in and beyond manner for the repetitive and cannot properly, which hindered
of class situation given expand on his/her the students in responding
ideas
Speech is mostly Speech is slow and Speech is very slow,
Speech is effortless smooth but with often hesitant and stumbling, nervous and
and smooth with some hesitation and irregular. Sentences uncertain with response,
Fluency speed that comes unevenness caused maybe left except for short or
close to that of a primarily by uncompleted, but the memorized expressions.
native speaker rephrasing and student is able to Difficult for a listener to
grouping for words continue understand.
Student was able to Student was able to
comprehend and comprehend and Student fairly grasped Student had difficulty
response to all of the respond to most of some of the questions understanding the
Comprehension
questions and the the questions and and topics that were questions and topics that
topics that were being topics that were being discussed. were being discussed.
discussed with ease. being discussed.

CURRICULUM VITAE
PERSONAL INFORMATION
Name: Jonard C. Bon
Address: J. P. Laurel, Bulan, Sorsogon
Date of Birth: January 15, 2001
Place of Birth: Tabon-tabon, Irosin, Sorsogon
Gender: Male
EDUCATIONAL ATTAINMENT
Elementary Level: 2006-2013
J. P. Laurel Elementary School
Secondary Level: 2013-2019
J. P. Laurel High School

Name: Princess Clarisse G. Gernale
Address: Inararan, Bulan, Sorsogon
Date of Birth: October 11, 2000
Place of Birth: Inararan, Bulan, Sorsogon
Gender: Female
Inararan Elementary School
Inararan, Bulan, Sorsogon

Name: Anjaneth B. Lacsa
Address: J.P. Laurel, Bulan, Sorsogon
Date of Birth: February 13, 2000
Place of Birth: J.P. Laurel, Bulan, Sorsogon
Gender: Female
J. P. Laurel Elementary School

Name: Felix B. Manlapaz
Address: Nasuje, Bulan, Sorsogon
Date of Birth: November 25, 1999
Place of Birth: Nasuje, Bulan, Sorsogon
Gender: Male
Nasuje Elementary School
Nasuje, Bulan, Sorsogon

Name: Glen H. Mendez
Address: Inararan, Bulan, Sorsogon
Date of Birth: May 10, 2000
Place of Birth: Inararan, Bulan, Sorsogon
Gender: Male
Inararan Elementary School
Inararan, Bulan, Sorsogon

Final COMMON BARRIERS Glen Mendez

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COMMON BARRIERS: ITS IMPACT ON DEVELOPING ORAL

COMMUNICATION SKILLS IN ENGLISH OF GRADE 10 STUDENTS

IN J. P. LAUREL HIGH SCHOOL

IN PARTIAL FULFILLMENT OF THE REQUIREMENT

FOR PRACTICAL RESEARCH II (QUANTITATIVE RESEARCH)

J.P. LAUREL HIGH SCHOOL

PRINCESS CLARISSE G. GERNALE

This study determined the impact of common barriers on developing oral

communication skills in English to the Grade 10 students. The respondent of this

impact of common barriers on developing oral communication skills in English.

The data obtained were statistically treated by means of average, Pearson’s

product-moment correlation coefficient and T-test.

Grade 10 on developing oral communication skills in English in terms of attitude

preferred to use their dialect instead of English) while in terms of profile/personal

communication skills in English of Grade 10 students of J. P. Laurel High School

has no significant relationship. A proposed project proposal to develop oral

communication skills in English of students.

and perceptions towards oral communication skills in English as it could affect

books having English language as it is a best practice to enhance the students’

vocabulary or teachers should incorporating educational video clips during

discussion using also English language as it could enhance the oral

communication skills of students; (4) Teachers should encourage students by

should be encourage to use English as much as possible in their communication

activities which aims to enhance the oral communication skills in English of

some significant relationships of common barriers and oral communication skills

This research proposal, entitled “COMMON BARRIERS: ITS IMPACT ON

DEVELOPING ORAL COMMUNICATION SKILLS IN ENGLISH OF GRADE 10

STUDENTS IN J. P. LAUREL HIGH SCHOOL”, prepared by JONARD C. BON,

PRINCESS CLARISSE G. GERNALE, ANJANETH B. LACSA, FELIX B.

MANLAPAZ, and GLEN H. MENDEZ in partial fulfillment of the requirements for

acceptance and approval for oral examination.

Approved by the committee on oral examination with a grade of ________

on November 29, 2018.

RISSA G. BONITA CHRISTINE ANN N DALUZ CHEREL G.CORRO

Accepted in partial fulfillment of the requirement for the degree of senior

RAQUEL H. MACABUHAY JEFF HOWELL I. MAPE

We wish to express our sincere thanks and gratitude to the following

person who contributed much to make this work possible:

Jeff Howell I. Mape, School Principal, who give us an overflowing support

on making this study.

The board of panel, Salvacion Gracilla, chairman of the panelist; Rissa G.

suggestions in our study.

Norabel G. Garalde, English Teacher of Grade 10, for her special

unit and laptop to us.

The respondent, Grade 10 students, for their effort and cooperation on

answering our questionnaire checklist.

making this study.

Mostly, to our Almighty, the provider of everything, we thank Him

work is dedicated to them.

TITLE PAGE ……………………………………………………….………….. i

APPROVAL SHEET ………………………………………………................ iv

DEDICATION …………………………………………………………............ vii

TABLE OF CONTENTS ………………………………………………………. viii

LIST OF TABLES ……………………………………………………………… xi

LIST OF FIGURES ……………………………………………………………… xii

CHAPTER I THE PROBLEM

Statement of the Problem …………………………………….. 5

Scope and Delimitation ……………………………………….. 6

Significance of the Study………………………………………. 6

CHAPTER II THEORITICAL FRAMEWORK

Review of Related Literature …………………………………. 10

Conceptual Framework ………………………………………... 18