Saint Matthew Montessori and Science Highschool

224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

The Challenges Faced in terms of English Speaking Proficiency of SHS students

in Saint Matthew S.Y. 2022-2023

A research paper presented to the faculty of Senior High School Department Saint

Matthew Montessori and Science High School

Requirements for Research in Daily Life 1

By:

Ayala, Rommel C.

Bolima, Johnrey A.

Borreros, Lhujille Kim S.

Caguicla, Jasmine Keith A.

Dulay, Marychris A.

Estacio, Harvey L.

School Year 2022-2023

Chapter 1

1
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

INTRODUCTION

Speaking is thought to be a general measure of language proficiency. It is felt

that a student who is fluent in a specific language is considered to be a proficient

language learner. With regard to Philippines, the beginning in elementary school,

English is taught as a foreign language is a required course from elementary to college/

university level. However, Filipino students, in general, and senior high school students

in particular, encounter numerous challenges in fluently speaking English.

One of the difficulties faced by the students is a lack of ambition and self-

confidence. Other difficulties include nervousness, hesitation, and a limited vocabulary.

The study "Challenges faced in terms of English speaking proficiency of SHS students

in Saint Matthew S.Y 2022-2023" examined the issues that students encountered in

terms of their English speaking abilities and suggest some solutions that can overcome

the difficulties.

The aim of this study is to explore the challenges faced encountered by senior

high school students in terms of English speaking proficiency at Saint Matthew

Montessori and Science High School and to discover the causes of such difficulties.

This study set three goals in an effort to comprehend and explain this issue: to assess

2
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

students' present spoken English competency, to look into the causes, and to provide

solutions.

PROBLEM AND ITS BACKGROUND 

          The English language is widely regarded as the lingua franca and the most widely

spoken language in the world (Yen & Mohamad, 2020). A person is a language

proficient if he can spontaneously apply the rules and components of language in real-

world contexts in a non-rehearsed manner (Rubio & Hacking, 2019). This proficiency

further demonstrates the extent of the language user's knowledge of where, when, or

how the language will be used and acquired (Ocampo, 2021). Previously, the

Philippines was acknowledged as a country with strong performance and claims to be

an expert in employing English as a language. The Filipinos were able to speak a

variety of English dialects with ease situations.

Numerous examples of its use can be found in considering that it is a key

subject in education is taught in schools from primary through university. But in the

latest 2022 English Proficiency Index Score the Philippines slipped four notches to 22nd

out of 111 countries with a score of 578 in the 2022 edition of the English Proficiency

Index (EPI) by international education company Education First (EF). The index is the

world’s largest ranking of countries or regions by adult English skills published annually

which also serve as an international benchmark for adult English proficiency. The
3
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

country’s EPI score is categorized as “high proficiency,” considered to be sufficient for

tasks like making work presentations, understanding TV shows, and reading

newspapers.

The Philippines ranked second highest in English proficiency in East and

Southeast Asia, behind Singapore. In terms of city rankings, Manila placed 26th out of

109 cities in the index with a score of 567 having “high proficiency” in the English

language. According to Pratolo et al. (2019), second language learners’ speaking skill is

influenced by three factors. Firstly, the knowledge of the language that governs the

language. If students do not know the use of accurate vocabulary, they are unable to

participate in a discussion. Secondly, the use of mother tongue while speaking, where

the grammatical rules differ from one language to another. Therefore, it hinders the

speaking competency in the second language. Thirdly, the peer pressure that a student

experience during speaking activities compared to other students who has good

command of speaking skills. In addition, parents’ encouragement to speak the language

outside the school or institution could also enhance students’ speaking proficiency.

Thirdly, the teaching and learning environment that inspires students’ learning, where

every student is given equal opportunity to speak.

Due to the needs and value of the English language in current global period,

English as a second language (ESL) learners travel across the world to learn the

language. As a result, much work has been put into finding suitable approaches for

learning English. Learning English as a second language is a challenging task. It will

4
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

take a collaborative, massive and extraordinary effort from both learners and educators.

As a result of societal globalization, the teaching of English has increasingly shifted from

grammar translation to communicative approach (Zakaria & Shah, 2019).

Speaking is one of the most important skills to learn because it is used as a

form of communication all over the world. Though listening, speaking, reading, and

writing abilities are all important, speaking competence generally takes precedence over

the others since speaking or, in other words, communication occurs frequently in one’s

everyday life, both in formal and informal settings. Furthermore, communication is one

of the components in the 4Cs of the 21st century skills, emphasizing the relevance of

the talent. As a result, the ultimate objective for many nations’ governments to assure

the empowerment of speaking skills among students is expressed in the education

policy in order to generate competent English language speakers.

Language learning is not only affected by individual factors but it can also be

affected by social or cultural factors of learners. Various factors such as low motivation

of learners in learning, lack of concentration in learning, lack of confidence, teachers'

attitudes, learning facilities, and infrastructure influence the ability and willingness of

learners to learn their second (Dimayati & Mudjiono, 2010: as cited in Sokip, 2020).

Moreover, Sokip (2020) further points out that language learning skills cannot be

separated from the aspects of education such as the role of teacher, role of teaching

materials and curriculum, the teaching method adopted by the teacher, teaching media,

and infrastructure of the institution. The role of a teacher in the classroom as a facilitator
5
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

may increase the learning proficiency of learners but if the teacher is authoritarian in the

classroom then learners are just passive learners and do not get opportunities for

language practice (Sokip, 2020). Therefore, the presence of the teacher and the way of

teaching in the class play a crucial role in learning a language.

Hence, the researchers believe that language learning is not affected by the

individual's learning factors only; other factors have cause learning difficulties problems

of learning the English language.

In the journal, "International Journal of Humanities, Philosophy, and Language"

Nor et al. (2019) in their article stated the following problems in learning English as a

second language: English is regarded as a difficult subject to learn, learners' learning

depends on the English teacher's role, lack of conducive environment for language

practice, insufficient or lack of appropriate exposure in the target language, limitation of

vocabulary proficiency, lack of motivation, teaching pedagogy. Another study by Sokip

(2020) on overcoming the problems of learning foreign language skills in the classroom,

found that in speaking skills students encounter mainly motivation problems, students

are often worried about committing mistakes while speaking which are similar to the

study of Heriansyah and Alam and Ashrafuzzaman. Thu'aimah ( 1989) states that

language learning difficulties may occur through a hearing problem, weakness of

memories, impaired speech, mental disorder, more introvert, social, individual, and

cultural variation of learners (cited in Sokip, 2020).

6
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

THEORETICAL FRAMEWORK 

Second Language Acquisition Theory of James Cummins He believed that

there are marked differences between social interaction and academic teaching as a

method for acquiring and comprehending a second language. His theory can be broken

down into two different aspects that are both necessary for learners to have a confident

grasp of the language they are trying to learn, Basic Interpersonal Communication Skills

and Cognitive Academic Language Proficiency. Cummins felt that the cognitive, not the

behavioral, approach is the more effective way to learn a new language and being

bilingual can help students excel in their studies. This is particularly true with second

language learners who already have a firm grasp of their native language, as he

believed it provides them with the necessary foundation for learning the second. Basic

Interpersonal Communication Skills (BICS) This aspect supports and encourages

natural communication in social situations. This form of the language is practiced

outside of the classroom, be it inside or outside of school. It can take place at recess,

the lunch room, during sports and other extracurricular activities, and any other social

events in the personal lives of learners. Communicative interaction is conducted in a

social context, and it’s often more familiar and less nuanced than academic

communication. According to Cummins, these skills are in full bloom between six

months and two years after coming to a new country. The biggest concern with BICS

7
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

lies within the falsehood that a learner has become proficient in the language when they

are able to demonstrate a good grasp of social language. This is not the case.

Cognitive Academic Language Proficiency (CALP) This aspect puts a greater

focus on the learner’s ability to demonstrate proficiency in the academic sense. CALP

refers to the learner’s ability to read, write, and communicate on a level effective enough

to exceed in their academic pursuits. But the important thing to keep in mind is that it

goes beyond those basic attributes of the language, extending to how they use it to

make decisions, comprehend learning, compare, contrast, evaluate, and classify their

lessons in the classroom. Social interaction skills are insufficient to prove that a learner

is academically proficient in the language as well. Common Underlying Proficiency

Cummins believed that if a learner has already learned a language, namely their native

tongue, then they are readily equipped to learn a second. This previous knowledge

serves to support their understanding of basic skills and concepts related to language

and, thus, a second language should theoretically come easier to them, as would a third

or even fourth become even easier as they progress. This common underlying

proficiency gives every learner the ability to learn new languages.

8
Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

9
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

CONCEPTUAL FRAMEWORK

10
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

Figure 1. Research Paradigm

The research paradigm shown above is the framework that the researchers will

use to identify the challenges faced in terms of English speaking proficiency of SHS

students in Saint Matthew. The researchers will collect the demographic profile of each

student, yet, will also do survey questionnaires to collect information among senior high

school students in Saint Matthew Montessori and Science High School about the

challenges in speaking English. With an expecting outcome to identify the challenges

faced in terms of English speaking proficiency of SHS students in Saint Matthew MSHS

S.Y. 2022-2023.

11
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

STATEMENT OF THE PROBLEM

In the study of the researchers, which is ”Challenges Faced in terms of English

Speaking Proficiency of SHS students in Saint Matthew S.Y. 2022-2023 ”, the problems

stated below are conducted to form a conclusion in terms of challenges faced in terms

of speaking English.

The problems are listed in the following:

1. What is the demographic profile of the respondents?

1.1. Age

1.2. Gender

1.3. Academic Strand

1.4. Ethnicity

2. What are the challenges that a Senior High school students faced in terms of

speaking English?

3. What are the potential solutions to overcome or address such challenges?

12
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

NULL HYPOTHESIS

There is no significant relationship between challenges faced in terms of

speaking English proficiency among Senior High School Students at SaMMSHS.

SCOPE AND LIMITATIONS

This study aims to explore the challenges experienced by SHS students in

Saint Matthew Montessori and Science High School S.Y 2022-2023 in terms of English

speaking proficiency. The study will be limited to what makes it tough for students to

communicate in English. What are the probable hurdles they have faced, how they dealt

with the circumstance, and their insights about having difficulty speaking English? The

gathering of information will take place among Senior High School Students at Saint

Matthew Montessori and Science High School. It will include Grade 11 ABM, HUMSS,

STEM, GAS and Grade 12 ABM, HUMSS, STEM, GAS. Other issues that are not

thought to be a challenge faced of SHS students in terms of speaking English

proficiency will not be covered in this study. The same surveys are distributed to each

respondent. The findings of this study will not be used to evaluate the variables

influencing the academic performance of students who do not comprise the study’s

population. The questionnaires that the researchers have created will be the primary

source of data.

13
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

SIGNIFICANCE OF THE STUDY

The study will be conducted to determine the problems that the Senior High

School students at Saint Matthew Montessori and Science High School encounter in

terms of English proficiency.

The findings of the study will benefit the following:

Students: Through the help of this research students will be able to gain some

understanding of the challenges they had in terms of speaking English proficiency.

Teachers: Teachers will be aware of the challenges of students in terms of speaking

in English and will find an alternative way in which students’ English speaking skills

will be more fluent and comprehensive.

Future Researchers: This study will serve as a helpful resource for any future

researchers who prefer to conduct studies that are specifically relevant to the

challenges that SHS students faced in terms of speaking English proficiency.

14
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

DEFINITION OF TERMS

The study has tackled words that are not clear and concise for other

populations. Hence, the researchers have provided the meaning or the definition to

have a clear understanding of some certain words.

The researchers have provided the meaning listed below:

Challenge: The situation of being presented with something that requires

significant effort to complete.

English: The language that is commonly used on an international level. Mainly

the United States, the United Kingdom, and a number of other countries

Senior High School: Two (2) years of education next to Junior High School

where a student meets to choose a strand for a certain program.

Students: A kind of population to be use in the study. Refer to a population that

is learning in such place. E.g. school Teachers: A kind of population that is

meant to teach and spread new knowledge to other population. It is what the

students called to their educator.

Teachers: A kind of population that is meant to teach and spread new

knowledge to other population. It is what the students called to their educator.

15
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

Chapter 2

Reviews of Related Literature and Studies

In this chapter, the reviews of related literature and studies will be conducted.

The literature and studies that will be tackled will be from both international and local

cites. The number of literature and studies that will be tackled will be a total number of

ten (10). Five (5) literature and studies in international cites and five (5) literature and

studies in local cites. Furthermore, the reviews of related literature and studies that will

be concluded will help the researcher to form a conclusion of the study.

International literature and studies

According to Singh (2023), the English language is a universal language that may

be used to communicate and exchange ideas with individuals from various places and

who speak other languages. The English language is being studied and learnt all

around the world. In most nations, learning and teaching English is required. From

primary school through university, learners spend around 16 years in school studying

the English language. However, learners have tended to encounter several problems in

16
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

speaking English. For instance, Common Grammar Mistakes When Speaking English.

Students frequently make errors in tenses, active and passive voice, and vocabulary

when speaking English. They also utilized the incorrect tenses and spoke in the present

tense instead of the past tense when they wished to speak in the past tense. They have

difficulty distinguishing between past, present, and future tenses; Second, a lack of

confidence in speaking English. Self-confidence is vital in speaking English; if a learner

does not believe in themselves, they will be unable to speak English. Most professors

do not push students to speak English in class or to individuals in front of them. Hence

leads the learners to lack in confidence; When speaking in English, learners tend

to sensations of timidity. Because they are shy, they lack the self-confidence to

communicate, the vocabulary to employ in English, and they forget the grammar norms.

Because of their shyness, they grow uneasy while speaking English in front of others;

Frustration at the prospect of making errors in the English language. They are afraid of

being mocked or scolded by their peers if they make errors in speaking English. People

have avoided interacting with English speakers because they are afraid of making

errors; Students lack the drive to communicate in English. Motivation is essential for

learning to speak English. Students might be inspired by their instructors, friends, and

even their parents; When it comes to speaking English in public, learners  become

nervous. Anxiety or anxiousness in the student may also be a cause why he or she is

unable to talk in public or in front of others. As a result, the frightened pupils are unable

to converse in English in public.

17
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

Stated by Adil (2023), the issues and causes behind pupils' inability to speak

English after years of study. The educators must concentrate on these issues and

make an effort to fix them. The following list of typical speaking issues that students

encounter and the potential causes behind them: (a) Pronunciation. Students frequently

struggle with poor pronunciation when speaking English. This can be the result of

different phonetic systems between their original tongue and English; (b) Vocabulary. A

lack of vocabulary and poor word choice may both make it difficult to explain one's

views; (c) Grammar. Effective communication can be hampered by grammatical

mistakes including erroneous verb tenses, sentence structure, and word order; (d) Fear

and Anxiety. Fluency can be hampered and pupils' speaking confidence reduced by

anxiety or fear of making errors; (e) Accent. Some pupils have pronounced accents that

make it challenging for others to comprehend them.

Stated in the study of Mohamed (2022), speaking is thought to be the skill that

takes the longest to master among EFL contest contestants, and this is also true in

Nepal. The research found that learners frequently experience four main speaking

difficulties: personal issues, linguistic issues, technical issues, and pragmatic issues.

Environmental and social issues are also concerns. Some of the common problems

students encountered when speaking in English included lack of confidence, a lack of

18
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

vocabulary power, hesitancy, nervousness about speaking, fear of making mistakes, a

lack of an appropriate environment to practice English, and a lack of strong professor

motivation. The second aim or component of the study was to look at the causes of

speaking difficulties. Based on participant feedback, the researcher separated causes

into four main categories: teacher/teaching variables, environmental factors, course

content factors, and classroom culture factors. The teacher-centered teaching

approach, the teacher's active participation in the classroom, a lack of a conducive

environment for speaking practice, inadequate education, the overuse of L1 while

teaching English in the classroom, classroom culture, and a lack of a strong emphasis

on speaking skills in the course are among the many causes. It was found that one of

the main causes of speaking difficulty was the substance of university courses. To

address these issues, the study recommended creating a supportive English-speaking

environment in the classroom, modifying the English courses that are currently offered,

and altering the teaching methodology and the teacher's position in the classroom. The

study also found that in order to give learners speaking experience, students should

make the most of group discussions and engage in speaking exercises like public

speaking, debate, and other activities.

According to Ama (2022), English language learners face challenges since

learning a second language is never simple. It's even harder to study English as a

second language, especially if you're doing it outside of an English-speaking nation. The

19
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

following difficulties are frequently faced by these English language learners’: 1.

Unqualified educators. They cannot distinguish between good and bad English teachers

because many populations are English language learners. The learner will accept the

teacher's statements as true, whether they are true or false. Because different teachers

are telling the students various things, this has caused a great deal of uncertainty

among the students. 2. Limited Learning Conditions. What happens outside of class

matters the most when learning English. Additionally, pupils sometimes fail to hear

those around them using proper English. Learning proper English gets more challenging

as a result. 3. Inadequate Learning Materials. Books may be a necessary resource, but

they are insufficient on their own. Also required are audio tools. 4. Students Don't Take

Their Studies Seriously. In this situation, students frequently believe that the English

they use at home or in public is the same as the English they use when taking tests.

However, as illegible communication need not be grammatically perfect, students

frequently break the norms they acquired in school, which prevents them from

completing their education and/or passing their exams. 5. When required to use a

foreign language, students learn it more effectively. Even if they are only talking to each

other, teachers need to be careful to insist that all communication between students

take place in English and only in English.Over-Use of Native Language in the

Classroom. 6. Students Become Too Dependent on the Teacher. If a student goes to

the teacher with every little problem s/he runs into, then the student will never be able to

learn the language on their own. 7. Strong Students Dominate the Class. There will

20
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

always be disparities in how much each student knows and how rapidly they can learn,

regardless of how well they are categorized.

According to Piragasam(2019), according to the aforementioned findings,

indigenous students in this study were having a terrible time putting their ideas into

words. They found it challenging to communicate their opinions on organizations

employing English given that it is already recognized their third official language

language. Due of their very limited exposure to English, they have these speaking

difficulties. Especially in oral activities language lacking early English language

exposure may result in indigenous students' learning to speak at a slower intellectual

pace. Their limited English vocabulary affects their ability to understand the English

word or phrase significance and meaning. Having a limited vocabulary in English

impacts indigenous students' ability to recognize words in a way that they mispronounce

or simply try to predict how English words are spoken.

Local literature and studies

According to Manuel (2022) In general, Senior High School pupils were

classified as "Proficient Users of Grammar and reading comprehension should be at the

"English" or "High" level. Despite the fact that English is not the native language of the

21
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

country, the pupils' performance is outstanding. In addition to grammar and reading

comprehension. This demonstrates that they have grasped the subject. The

fundamental linguistic units that serve as the foundation for learning the English

language. However, it is still suggested that English language teachers place more

attention on the use of verbs. To appreciate, students should be exposed to more

meaningful tasks or drills. And eventually master their application.

In addition, fear of making mistakes, certain factors relating to individual student

character and practices, and many students report feelings of shyness and potential

embarrassment are some factors which directly affect students' performance in

speaking fluent English, according to Alqahtani (2019). The study's findings showed that

the majority of the students were unable to speak English correctly or confidently.

Among these is the use of insufficient English. Language teacher training and the use of

or lack of tools that allows pupils to communicate with one another. According to the

study, pupils' poor self-confidence when speaking in front of the class, false fear of

looking foolish, and other conversational issues are among the most common. A vague

comprehension of English vocabulary and grammar, as well as poor word and/or

sentence articulation.

22
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

Furthermore, according to Ilustre et. al (2022), one of the largest English-speaking

countries is said to be the Philippines. English is indeed one of the national languages

of the Philippines. But over time, there has been a noticeable decline in English

language ability. Among Filipinos, according to the EF English Proficiency Index, the

TOEIC, and the typical IELTS score for Filipino test takers. This essay tries to analyze

the various causes of the declining English proficiency of Filipinos, including student

motivation, parental participation, the learning environment, instructional methodologies,

extensive input, socioeconomic status, and age.

The following conclusions have been reached after reviewing and analyzing a

number of articles: 1) Ongoing use and practice of the English language may help us

further solidify our economy; 2) there is still much room for improvement in terms of

grammar, which may also help learners feel less anxious; and 3) we still need to strike a

balance between honing English language education and preserving our regional and

cultural languages. The educational institutions aiming to improve the quality of English

language teaching, curriculum developers creating cutting-edge English proficiency

learning materials, and teachers planning and implementing English classes to improve

students' English proficiency will all benefit from this review.

23
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

In addition according to Ryan (2022), English is widely spoken in the

Philippines as a second language. It is challenging to utilize for a lot of Filipino students.

Most Filipino students struggle to speak English for a variety of reasons. One of the

many languages spoken in the nation is Tagalog, which is its official language. There

are many causes for why pupils could find it difficult to understand English. English may

be a second language for certain people, and they may not have had the chance to use

it as much as they might have. Some students may feel self-conscious or worried that

they won't speak clearly in English, so they refrain from speaking at all.

Due to a lack of understanding of the English language's foundation, a lack of

confidence, an inappropriate curriculum, and a lack of support for language study, many

pupils struggle with the English language. When learning English, Southeast Asian

pupils usually lack confidence. Students who find it difficult to interact with their

professors and peers in English may find it difficult to achieve in the classroom.

Students often find it difficult to express themselves verbally or in full phrases because

they are afraid of making a mistake. You should give guidance and practice to address

these problems. In schools and universities throughout the Philippines, English is

studied by a large number of pupils. Some native English speakers may find it difficult to

grasp the Filipino accent because it is a characteristic of Filipinos. While the remaining

Filipinos speak their native language, more than half of them also speak English as a

second language. The United Nations estimates that there are 45 different languages

24
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

spoken in the Philippines. A significant portion of Filipino culture now involves English.

With over 14 million speakers, English is the most commonly used language in the

world. English proficiency is a need for economic success.

The largest benefit of studying English in the Philippines is the opportunity to

have a wide understanding of social, cultural, and customs in other nations. In order to

promote cultural exchanges, you will be able to participate in a variety of cultural events

with your peers from various nations. According to the findings, English competence has

been falling in the Philippines for some time due to a decline in the caliber of English

teachers, a decline in the quality of English textbooks, and a decrease in the amount of

English-language programming on prime time television. Speaking issues are typically

brought on by weak general knowledge, a lack of speaking practice, a fear of making

mistakes, inadequate grammar and vocabulary practice, low motivation, low reading

engagement, laziness, shyness, decreased use of dictionaries, anxiousness, and a fear

of criticism.

Furthermore, Medina et.al (2022) stated The first language is said to serve as

the foundation for learning a second language. That a proficient speaker of a second

language is one who has a strong basis in the first language. It was also discovered to

rely on the speaking circumstances the learner encounters. The 4Ps of anxiety, as

described by Kelsen (2019), identifies sources of stress that may or may not be present

25
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

while a person is practicing public speaking with Filipino college students. Being unable

to use the language on a daily basis limits the essential vocabulary and the naturalness

of grammar coherence, which makes fluency in ESL challenging. Aside from fluency

and time, ESL learners lose confidence in speaking tasks that are interrupted because

they are forced to make a sudden change in their thought process, which can even

result in a mental block. Time also plays a significant role in their speaking difficulties

because their confidence declines as they feel the pressure of having to speak

impromptu and as they worry too much about questions that need answers right away.

Fluency is hampered even by the social standing of the other person with whom they

are speaking. When interacting with persons who have a designation in the classroom,

ESL learners feel as though they are being evaluated and graded based on their

speaking skills. Additionally, the sheer presence of foreigners causes native English

speakers to question their ability to converse in the language. The strain they

experience as ESL learners is a result of the expectation placed on them by society to

be effective communicators. It is made more difficult by the purported ban on using the

first language, which can involve code-switching, in English class for them to think

things through. ESL students frequently feel inadequate when they encounter native

English speakers who seem to speak the language more easily than they do, which

causes anxiety to interfere. ESL students have the mindset to avoid public speaking

because they do not want to be embarrassed and criticized for their oral communication

skills. The context-based communication challenges faced by Filipino college students

26
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

can be divided into six categories based on the synthesis of the data: (1) fluency, (2)

time, (3) process, (4) expectation, (5) status, and (6) crowd. Like these a new set of

categories can be generated from the experiences of ESL learners, even though

Kelsen's (4Ps of Anxiety, 2019) challenges may still be present. There are four

components to the suggested 4Ps of Context-Based Difficulty Model on Oral

Communication. (1) speaking ability; (2) time constraint; (3) political power and control;

and (4) the press.

CHAPTER 3

METHODOLOGY

This chapter describes several data collection and analysis strategies that were

used that are significant to the study. The methodology will include topics including the

27
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

research design, respondents of the study, data gathering procedure, research

instrument, validation of the instruments and statistical data treatment.

RESEARCH DESIGN

This study was made using descriptive methods. The researcher attempted to

get answers to the aforementioned problem and to justify and satisfy the objectives of

the study. Also, it's attempted to know the different impacts on their lifestyle.

Quantitative research involves the use of computational, statistical, and mathematical

tools to derive results. According to McCombes (2020), descriptive research aims to

accurately and systematically describe populations, situations, or phenomena. It is

conclusive in its purpose, as it tries to quantify the problem and understand how

prevalent it is by looking for projectable results for a larger population.  In the same way,

the researchers want to know the "Challenges Faced In Terms of English Speaking

Proficiency of SHS students in Saint Matthew S.Y. 2022-2023".

RESPONDENTS OF THE STUDY

The researchers of this study will be conducted with the information that will be

collected with the senior high school students in Saint Matthew Montessori and Science

High School. The number of respondents will be a total of forty (40). Five students in
28
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

each grade and level (5 11-ABM, 5 11-GAS, 5 11-HUMSS, 5 11-STEM, 5 12-ABM, 5

12-GAS, 5 12-HUMSS, 5 12-STEM).

DATA GATHERING PROCEDURE

  A letter of request to start the study was written. The researcher created a

questionnaire that was validated by the subject instructor, and then the questionnaire

checklists were distributed. The researcher conducted the research at Saint Matthew

Montessori High School using a survey questionnaire. The researcher informs the

respondents about the importance of their participation in the study. The researcher will

explain some concepts to the respondents so that they can answer the questionnaires

fully aware of their obligation as the subject of the study. The questionnaires were

collected and completed on the same day. The surveys were obtained the same day

they were performed. The results of the recovered questionnaires were collected. The

data was then evaluated and interpreted using the most efficient statistical method

available.

RESEARCH INSTRUMENT

Survey questionnaires were the instrument used to obtain the data. According to

Goode and Hatt the term "questionnaire" refers to a method of obtaining responses to
29
 Saint Matthew Montessori and Science Highschool
224 J.P. Rizal St. Bermudez Compound, Brgy. Uno, Cabuyao, Laguna

ABM - 11

inquiries through the use of a form that the respondent fills out on their own. The

researchers created their own questionnaires, which had questions about the

Challenges Faced In Terms Of English Speaking Proficiency Of SHS Students in Saint

Matthew S.Y 2022-2023. The questionnaires were then finalized after the researchers

sent them to the advisor for revision. The researcher gave the respondents their own

personal copies of the surveys.

VALIDATION OF THE INSTRUMENT

The researchers requested their teacher's assistance in determining the

appropriateness and alignment of the test questions. The test was created so that

researchers could understand the challenges faced in terms of English speaking

proficiency of senior high school students.

30