ENGLISH AS MEDIUM OF INSTRUCTION: EXAMINING THE

PERCEPTIONS OF GRADE 11 STUDENTS ON ENGLISH AS THE

LANGUAGE USED BY TEACHERS IN CLASS

A Senior High School Research Paper

Presented to the Faculty of Valencia National High School

Brgy. Valencia, Ormoc City

In Partial Fulfillment of the Requirements of the Subject Practical Research 1

By:

De la Piña, Ericson P.

Mag-usara, Angel Kristine S.

Misa, Katrina T.

Palacio, Jeff D.

Pagalan, Kitchie E.

Satimbre, Cathyrine Rose E.

Teves, Jennifer

Ulan-ulan, Carl Daniel D.

1
 JUNE 2023

APPROVAL SHEET
This thesis entitled ENGLISH AS MEDIUM OF INSTRUCTION:

EXAMINING THE PERCEPTIONS OF GRADE 11 STUDENTS ON

ENGLISH AS THE LANGUAGE USED BY TEACHERS IN CLASS

prepared and submitted by ERICSON P. DE LA PI ÑA, ANGEL KRISTINE S.

MAG-USARA, KATRINA T. MISA, JEFF D. PALACIO, KITCHIE E.

PAGALAN, CARL DANIEL D. ULAN-ULAN, CATHYRINE ROSE E.

SATIMBRE, AND JENNIFER TEVES in partial fulfilment of the requirements

of the subject Practical Research 1 has been examined and is recommended for

acceptance and approval for oral examination.

PANEL OF EXAMINERS

Approval by the Committee on Oral Examination with a grade of ______.

DR. FREDDIE BOY G. CABONEGRO, HT-III

Chairman

DR. ALEJO S. REYES

Member

MS. MARIELLE DOMINIQUE G. DE LA CRUZ, T-II

Member

MR. RENANTE P. CATINGUB, T-II

Member

ACCEPTED and APPROVED in partial fulfilment of the requirements of the

subject Practical Research 1.

LENGIE DALUPAN-GABI

2
 School Principal III

3
 ACKNOWLEDGEMENT

First of all, the researchers would like to thank the Almighty God for

His enduring grace, guidance, and protection that He has bestowed upon us during

this research project.

We would also like to express our sincerity, gratitude to our adviser,

Ms. Marielle Dominic G. Dela Cruz for her continuous support in our research,

for her patience, motivation, and immense knowledge. Her guidance helped us

throughout our research.

To our parents, who have continuously supported us financially to

accomplish this study and for their guidance, encouragement and inspiration to us

throughout our lives, a very special thank you for your parental presence and

constant guidance to us.

We would also like to thank the parents of Ms. Cathyrine Satimbre,

Mr. & Mrs. Ireneo Satimbre, thank you for allowing us to enter your house for

us to make our research and for giving us some snacks.

Finally, we would like to express our sincere respect, deepest

appreciation and gratitude to our panelist during our pre oral defense, Dr.

Freddie Boy Cabonegro, Dr. Alejo Reyes, Mr. Renante Catingub and Ms.

Marielle Dominique Dela Cruz. We are extremely grateful and indebted to them

for their valuable guidance, sincere, advice, encouragement, and suggestion.

4
 ABSTRACT

English as one of the most popular international languages has become

more communicative language that is used around the world, both in business,
technology, and education. English has been used as the language of instruction in
the teaching learning process in some schools. The aims of this research were to
investigate the students’ perceptions and to find out students’ problems on the use
of English as a medium of instruction by their teacher in the classroom. The
writer used qualitative research which focused on structured interviews. The
population of this research is the eleventh grade that consists of 10 students in
different classes at Valencia National High School. The sampling technique used
in this research was convenience. The findings of this research indicated that the
language used as a medium of instruction in the classroom depended on the
subject being taught and the students preferred to use mix language in learning.
Most of the students also do not have difficulties in understanding teachers’
explanation in English during the teaching learning process because the teachers
use various media in learning which help students to understand the material.
Nevertheless, three of the students. conveyed that they sometimes found
difficulties to follow the lesson because the teachers often use very advanced
vocabulary

KEYWORDS: Perception, English as a Medium of Instruction (EMI), Teaching

Learning Process.

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 TABLE OF CONTENTS
Title Page ………………………………………………………………….1
Approval Sheet…………………………………………………………….2
Acknowledgement…………………………………………………………3
Abstract…………………………………………………………………….4
Table of Contents ………………………………………………………….5
Chapter
I. Introduction
Backgound of the study……………………………..6
Theoretical Framework……………………………...8
Statement of the Problem………………………… 10
Scope and Delimitation, Significance………………11
Of the study
Definition of Terms…………………………………12
II. Review of Related Literature
Language background in teaching…………………..13
The effect of teaching in English towards…………..16
Students
The effect of proficiency……………………………17
III. Methodology
Research Design…………………………………….19
Participants and respondents, Locale ……………....20
Sample, Data collection, Data Analysis…………….21
Instrument…………………………………………..23
IV. Presentation, Analysis, and Interpretation………………25
of findings
V. Summary, Conclusion, and Recommendation
Summary, Conclusion…………………….………..30
Recommendation………………………….………..31
References …………………………………………………………………33
Appendices
Appendix A ………………………………………..37
Appendix B ………………………………………..38
Curriculum Vitae ………………………………………………………...101

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 CHAPTER I

INTRODUCTION

Background of the Study

In 1901, the public education system became organized, and the United

States colonial government established a free, secular school system in the

Philippines in 1901, with English as the only language of instruction. The

authorities found out that the people spoke regional languages and Spanish was

limited to very few Filipinos. Thus, it was decided that the English language

would be the medium of instruction.

At a study conducted by Xie and Curle (2020) looked into the academic

achievement of Chinese students in English as the Medium of Instruction (EMI)

at a governmental university in China. A questionnaire, exam score (n=100), and

semi-structured interview data (n=29) were collected from second-year

undergraduate students majoring in Business Management. As potential major

indicators of academic achievement in EMI, content-related language proficiency

and level of motivation were investigated. Business English proficiency was a

statistically significant predictor, demonstrating that students with lower levels of

proficiency required additional linguistic support to successfully complete their

EMI courses. Academic achievement was not predicted by motivation for

language study. The fact that perceived success in EMI did predict real success in

EMI emphasizes the necessity of improving students' beliefs about their capacity

7
for success in EMI. Qualitative findings showed that students' evaluations of

success in EMI focused on acquiring topic information, better English

proficiency, knowledge application and transformation, and developing new

modes of thinking. But ultimately, the quality of the results was improved by the

observations made in the classroom.

According to Adolfo (2011), the Philippines lagged behind other Asian

nations in terms of communication in the English language because the value of

dedication was overlooked. There are numerous reasons why we are unable to

overcome communication skills inadequacies or try to gradually figure out the

causes of such poor communication. Additionally, he suggested that instruction be

modified to meet the requirements of the students. Due to this, it is essential to

first ascertain their wants and difficulties so that any materials a teacher intends to

produce can be in line with these needs.

According to Manalastas and Batang (2018), Filipino students should be

exposed to English as much as possible in English-speaking classrooms; however,

the medium of instruction in English Only Classes and Multi-Lingual Classes did

not contribute to improving students' English proficiency, and the classroom

intervention of using different modes of instruction is insufficient for the growth

and sustainability of English proficiency demonstrates unequivocally that EMI

had a Notwithstanding the difficulties it provided, it had a positive impact on kids'

learning. discussions among students stated their conviction that EMI, despite its

associated challenges and difficulties, gave them opportunities to develop their

8
language proficiency. This shows that EMI should be encouraged and maintained

in Omani engineering education as it improves students' language proficiency and

prepares them for good careers in engineering-related fields in the future. Yet, a

sizable portion of the participants voiced their worries regarding EMI and its

effects on their academic performance and GPAs.

Additional evidence comes from studies that show the adverse effects of

EMI on students and their academic performance. These studies show that EMI

reduces interactions between faculty and students, lowers the level of

understanding of the course material, prevents student discussions, disadvantages

students with low proficiency, and lowers graduation rates. (Byun et al., 2011;

Airey & Linders, 2007; Collins, 2010)

Gleaned from these students, this qualitative study is to examine the

perceptions of Grade 11 students in Valencia National High School (VNHS) on

English as the Language Used by Teachers in Class.

Theoretical Framework

This study aims to examine and explore the perceptions of Grade 11

students on English as the Language Used by Teachers in Class and factors

affecting on their views, interaction and behaviors. This study is guided by the

framework that the use of English as the secondary language in learning affects

the environment of the students, thus affecting their interactions and behaviors.

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Cognitive Theory

The Cognitive Approach insists that learning is based on

understanding. Language learning is a creative process. Students can only

perform after they have understood the system of the language. We can’t

imitate without activating a cognitive process. In a Cognitive Approach

classroom, meaningful learning and meaningful practice are emphasized

during the entire learning process. Some kids make rapid progress. Some

subjects require more time than others. When educators consider their

students' prior knowledge, they may better assist each student's unique

learning experience. This theory suggests that using English as the

medium of instruction in class influences their progress in learning and

understanding. Thus, affecting their perception and views of their fellow

classmates and teachers.

Behaviorism

The publication of John B. Watson's classic paper, "Psychology as

the Behaviorist Sees It," in 1913, formally established behaviorism.

Behaviorism is a learning theory that holds that all behaviors are learned

through conditioning, and that conditioning happens through contact with

the environment. Behaviorism can be used to help students learn, such as

10
 by influencing lesson design. Behaviorists think that by repeatedly

repeating consequences or reinforcement, whether positive reinforcement,

negative reinforcement, or extinction, the link between stimuli

(instruction) and response (changes in behavior) may be strengthened. If a

student is not conditioned speaking English and is taught in class using the

language, it will eventually cause them to be left behind in the lessons.

Thus, changing their perceptions of English speakers.

Statement of the Problem

We have observed a rise in the use of English in higher education (HE)

across the globe for both teaching and learning academic disciplines. The problem

affects the progress and performance of students in class. Research of all kinds

has been done all around the globe, and various national debates have been taking

place. According to Macaro et. al in the United Kingdom, English as the Medium

of Instruction (EMI) implementation produces more challenges than opportunities

for HE teachers and students. In addition, in 2015, Williams from South Korea

argues that the challenges to the learning process of using English as a language

of instruction are greater than opportunities for all parties.

Specifically, this study aims to answer the following questions:

1. How do students perceive teachers who speak english during

class?

2. How does it affect their interaction and performance in class?

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3. How do students interact with English speakers inside the

classroom?

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Scopes and Delimitation

This study will focus on how English is used in the classroom. Perception

of the students towards the teachers speaking English during class.

This study is limited to the Students of Grade 11 through School Year

2023 in Valencia National High School. The information needed will be acquired

through Face-to-Face interviewing of selected students Speakers inside the

classroom. All information drawn from this study were only accessible in this

group

Significance of the Study

This study will benefit the teachers using English as the medium of

instructions during class, who can create or revise their teaching methods and

ways to better allocate the students’ understanding in class. Schools may benefit if

results indicate a change is necessary in their own field of work. Finally, the study

will benefit students whose understanding of other people’s views on English

speakers vary from them, gain knowledge and insights.

13
Definition of Terms

For clarity of explanation, the following terms are hereto defined:

English- The English language is an Indo-European language in the West

Germanic language group. Modern English is widely considered to be the

lingua franca of the world and is the standard language in a wide variety of

fields, including computer coding, international business, and higher

education. In this study, we will only focus on using English as the

medium of instruction during class.

ShS- Senior high school (SHS) refers to Grades 11 and 12, the final two

years of the K-12 program used by DepEd since 2012. In SHS, students

begin to study topics that will expose them to their selected professional

route. In this study, the HEI is the current educational level of our

respondents.

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 CHAPTER II

REVIEW OF LITERATURE

This chapter concentrated on the process: investigating relevant studies,

and identifying gaps in the literature to improve understanding of the study.

Providing students with instruction in a language they use and understand

has the potential to significantly enhance student reading outcomes and help

students develop the literacy skills they need to be successful in school and life.

Language Background in Teaching

Language can refer to any individual or group of people's experience and

expertise in a certain collection of national, social, and domain-specific language

variations. Language background defines the level of language competency at

which individuals are taught, sit for an examination, present assignments, and

other evaluations. There are many forms of language used in the classroom:

Mother Tongue-Based Multilingual Education, Lingua Franca, and Mixed

Languages.

Mother Tongue

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 In 2009, the Department of Education (DepEd) The advantages of

teaching children in their mother tongue or first language have been

recognized. According to local and worldwide research, children learn to

speak, read, and write faster in their first language, and they can take up a

second and third language more easily if taught in their first language.

Similarly, they acquire other academic competencies faster, notably in

science and math (para.1).

Through Department Order 94, DepEd instituted Mother Tongue-

Based Multilingual Education (MTB-MLE), with the following major

languages as languages of instruction in 2012-2013: Tagalog,

Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray,

Tausug, Maguindanaoan, Maranao, Chabacano, Ivatan, Sambal, Akianon,

Kinaray-a, Yakan, and Sinurigaonon. Aside from their mother tongues or

first languages, the children are taught English and Filipino as subjects

focusing on oral fluency, starting in the first grade. From the fourth grade

onward, Filipino and English are introduced as languages of instruction

(para.2).

Lingua Franca

Research conducted by Seidlhofer, B. (2005). In recent years,

English as a lingua franca (ELF) is a term that refers to communication in

English between speakers who speak different first languages. Because

16
only about one out of every four English speakers in the globe is a native

speaker (Crystal 2003), the majority of ELF exchanges take place among

'non-native' English speakers. Although English native speakers may

participate in ELF interaction, what distinguishes ELF is that, in most

situations, it is a 'contact language' between those who do not share a

shared original tongue or a common (national) culture, and for whom

English is the chosen foreign language of communication. (Firth 1996:

240, pp.339-341).

Mixed Languages

Based on the “Commentary: Mixing languages in classrooms can

boost academic performance” (n.d), prior information aids in grasping

new knowledge, and an increasing number of educational scholars and

practitioners are attempting to bridge the gap between home and school

environments. Previous knowledge is important in boosting academic

accomplishment because it can stimulate students' interest, enhance their

attention, and assist them in interpreting, evaluating, and encoding new

information. In other words, failure to activate existing knowledge is

likely to demotivate pupils and make them less engaged in the courses. In

light of this theory, one crucial issue may arise: How can we activate this

past knowledge? This is when bilingual talents in the classroom come into

play. Previous knowledge is incorporated in the entire verbal repertoire of

the students, which contains of words, phrases, and sentences from their

17
 first, second, third, or more languages. Simply said, teachers must tap into

their students' entire linguistic arsenal. Applying the rule of only utilizing

one language in the classroom will only activate knowledge embedded in

that one specific language, if at all, and will make processing and

understanding new knowledge more difficult (paras.9-11).

The Effects of Teaching in English towards Students

The teaching method is viewed as very effective as it doesn't centralize the

flow of knowledge from the lecturer to the learner. The strategy also encourages

goal-oriented conduct in students, making the system particularly effective in

enhancing student accomplishment. There are many forms of effectiveness in

Teaching English towards Students: Behavior, Psychological and Academical.

Behavior

On the authority of Asma, B. (2016). Learners differ in their

learning styles, and they reflect individual traits; some are better at

learning English than others. They also differ in terms of the emotional

part of humanity and each individual's innate potential. As a result, EFL

learners’ range in their features and abilities. (p.14)

Psychological

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 Based on the study stated from Dulaf, M. (2018). Students

acknowledge personality and anxiety as major causes of their failure to

communicate in the classroom. Anxiety has a detrimental impact on one's

degree of English mastery. Again, the interview results demonstrated this.

When the instructor calls on a student to speak in front of the class, he

says he feels shacked in the boots. This emotion is heightened if the pupils

are superior to him or are new to him. Another stated that he is unable to

communicate properly with the other students because his personality fails

him or stops him from doing so, particularly when speaking to more

capable pupils. In addition to that, Students acknowledge personality and

anxiety as major causes of their failure to communicate in the classroom.

The aspect has a negative impact on his degree of English knowledge, but

his personality is the biggest disadvantage that causes him to be insecure

about what he is saying. (p.91)

Academical

According to Berman and Cheng (2010). There are significant

differences in language proficiency and multilingualism in relation to

academic performance (Martirosyan, Hwang, & Wanjohi, 2015). The

highest academic performance was evident among students who reported

high levels of self-perceived English language proficiency, as well as

among students who spoke at least three languages. It is also clear that

19
 English language challenges appear to have a detrimental impact on the

academic performance of some graduate students (para.1).

Effect of Proficiency

According to research findings from throughout the world, children can be

disadvantaged in their performance at school, college, and university because of

their English language level. To support this, a number of academics have studied

the effects of English language proficiency on student academic achievement.

These are the factors of the Effect of Proficiency:

Fluency

“Fluency as Successful Communication” (2018). The term fluency,

which is defined as the ability to use the language quickly and confidently

without too many hesitations or unnatural pauses to cause communication

barriers (Bailey, 2003; Byrne, 1986), has recently arisen in the minds and

thoughts of both teachers and students in the process of learning English

as a foreign language. In other words, fluency is an expectation for

everyone who wishes to be competent in a target language and has

invested time and effort in learning it. (p.15)

Alternative

As mentioned by Ross, T. J. (2005). In a longitudinal approach, the

current study tackles the topic of unequal language learning progress

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 resulting from the use of formative assessment in direct comparison to

more traditional summative assessment processes. This eight-year

longitudinal research included eight cohorts of foreign language learners

(N = 2215). Four early cohorts in a 320-hour, four-semester EFL program

were evaluated mostly by traditional end-of-term summative evaluations

and examinations. For these students, a sequence of sixteen EAP courses

provided four time-varying grade point averages that reflected stability

and fluctuations in achievement throughout the course of the program. In

contrast to these four cohorts, four subsequent cohorts of learners engaged

with significantly more formative assessment activities. (pp.317-342).

CHAPTER III

METHODOLOGY

Research Design

This research is qualitative in nature. According to Creswell (1998, p.15)

“a qualitative study is defined as an inquiry process of understanding a social

human problem. Based on building a complex, holistic picture, formed with

words, reported detailed view at informants and conducted in natural setting”.

Case study approach was used to explore the perceptions and opinion of Grade 11

SHS Students of VNHS on the use of English as the medium of instruction during

class. The context of the study is Valencia National High School at Valencia,

Ormoc City, Leyte Phils, a public school with 10 sections divided into 6 strands.

The research design for this study will be a qualitative content analysis. This

21
method is suitable for analyzing and interpreting the perceptions, attitudes, and

opinions of individuals based on their responses to open-ended questions. This

design is chosen to provide an in-depth understanding of the perceptions of grade

11 students regarding the use of English as the medium of instruction and their

experience with English as the Language Used by Teachers in Class.

Participants/Respondents

The participants of this research are Grade 11 senior high school students

at Valencia National High School (VNHS). In this research, the students were

randomly chosen as the sample. A sample chosen randomly is meant to unbiased

representation of the total population.

Locale

The locale for the research on "English as the Medium Instruction:

Examining the Perceptions of Grade 11 Students on English as the Language

Used by Teachers in Class " is Valencia National High School, Ormoc City. A

highly urbanized city located in the province of Leyte, Philippines. Ormoc City is

22
known for its booming economy and is a hub for education, trade, and commerce

in the Eastern Visayas region. The city has a diverse population, with a mix of

ethnic groups and languages spoken, but English is widely used as a language of

instruction in schools and is considered an essential skill for academic and

professional success. The choice of Ormoc City as the research locale is ideal for

examining the perceptions of grade 11 students on the use of English as the

medium of instruction and their experience with English as the Language Used by

Teachers in Class in a multi-lingual and multi-cultural context.

Sample

The sample for this study will be selected using convenience sampling.

This technique will enable the selection of participants who meet the specific

criteria for the study. The sample will consist of 20 grade 11 students from a high

school that uses English as the medium of instruction.

Data Collection

Data will be collected through structured interviews. The interviews will

be conducted face-to-face, and the questions will be open-ended to allow for free

expression of opinions and perceptions. The interview questions will be designed

to elicit responses regarding the use of English as the medium of instruction and

23
the perceptions of grade 11 students on English as the Language Used by

Teachers in Class.

Data Analysis

The data collected from the interviews will be analyzed using qualitative

content analysis. This technique will involve identifying themes and patterns in

the data and interpreting them to gain an understanding of the perceptions and

attitudes of grade 11 students regarding the use of English as the medium of

instruction and their experience with English as the Language Used by Teachers

in Class.

The analysis process will include the following steps:

a. Transcribing the interviews verbatim.

Transcribing the interviews verbatim refers to the process of transcribing the

spoken responses of the participants word-for-word into written form. In the

context of the research on "English as the Medium Instruction: Examining the

Perceptions of Grade 11 Students on English as the Language Used by Teachers

in Class" in Ormoc City, this step is crucial as it ensures that the participants'

exact words and expressions are accurately captured for analysis. Verbatim

transcription allows for a thorough analysis of the data, including the nuances and

subtleties of the participants' perceptions and attitudes towards the use of English

as the medium of instruction and their experience with English as the Language

24
Used by Teachers in Class, which is essential for generating reliable and valid

findings.

b. Reading and re-reading the transcripts to familiarize with the data.

c. Identifying and coding significant statements, phrases, and themes.

d. Grouping the codes into categories.

e. Analyzing and interpreting the categories to draw conclusions.

INSTRUMENT

Detailed qualitative data will be collected using structured interviews that

aims to elicit a detailed response to an open-ended topic question in the

participant’s own words.

1. Can you tell me about your experience with English as the medium

of instruction used by your teacher during class?

2. How do you feel about your teachers speaking in English during

class?

25
3. How do you think your classmates who are not fluent in English

feel about teachers speaking in English during class?

4. In your opinion, what can be done help your classmates understand

the lessons better?

5. Have you ever encountered any difficulties communicating with

your teachers or class because of language barriers? Can you

describe the situation?

6. Do you have any suggestions for how English speakers and non-

English speakers can work together more effectively in the

classroom?

7. Can you describe a time when you struggled to understand

something in class because it was taught in English?

8. Do you think that English should remain as the medium of

instruction in your school? Why or why not?

9. How do you feel about being taught subjects in English that are not

related to language or literature, such as science or math

26
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF

FINDINGS

This chapter presents the findings of the study on "English as the Medium

Instruction: Examining the Perceptions of Grade 11 Students on English as the

Language Used by Teachers in Class." The data collected through structured

interviews with 20 grade 11 students from Valencia National High School

27
(VNHS) in Ormoc City, Leyte, Philippines were analyzed using qualitative

content analysis. The findings are presented, analyzed, and interpreted based on

the themes and patterns identified in the data.

Theme 1: Experience with English as the Medium of Instruction

The first theme explores the students' experiences with English as the medium

of instruction used by their teachers during class. The responses revealed

mixed experiences. Some students expressed that they found it beneficial as it

improved their English language skills and prepared them for future academic

and professional endeavors. They appreciated the opportunity to practice

English regularly. However, a few students mentioned feeling overwhelmed

or stressed at times due to their limited English proficiency, especially when

the lessons were complex or technical.

Theme 2: Feelings about Teachers Speaking in English during Class

The second theme focuses on the students' feelings about their teachers

speaking in English during class. The majority of the students expressed

positive feelings, stating that they appreciated the teachers' efforts to improve

their English skills and create an immersive English-speaking environment.

They felt motivated to learn and believed that it enhanced their English

language proficiency. However, a few students mentioned feeling anxious or

intimidated, particularly when they struggled to understand instructions or

explanations in English.

28
Theme 3: Perceptions of not fluent in English speaking Classmates

The third theme explores the students' perceptions of their classmates who

are not fluent in English and how they feel about teachers speaking in English

during class. The responses indicated that students believed non-English

speaking classmates might feel overwhelmed, frustrated, or left behind. They

acknowledged the challenges faced by their peers and expressed empathy

towards them. Some students suggested the need for additional support or

alternative teaching strategies to ensure inclusive learning for all students.

Theme 4: Support for Classmates' Understanding of Lessons

The fourth theme discusses the students' opinions on how to help their

classmates understand the lessons better. The responses highlighted various

suggestions, including providing bilingual instructions, encouraging peer

support and collaboration, offering language support programs, and creating a

supportive and inclusive classroom environment. Students emphasized the

importance of empathy, patience, and understanding in facilitating effective

learning for all.

Theme 5: Difficulties Due to Language Barriers

The fifth theme examines the students' experiences of difficulties in

communicating with their teachers or classmates due to language barriers.

Some students shared instances where they encountered challenges in

29
understanding or expressing themselves in English, leading to

misunderstandings or confusion. They mentioned feeling hesitant to ask

questions or participate actively in class discussions due to fear of making

mistakes or being judged.

Theme 6: Suggestions for Effective Collaboration

The sixth theme explores the students' suggestions for promoting effective

collaboration between English speakers and non-English speakers in the

classroom. The responses highlighted the importance of fostering a supportive

and inclusive learning environment where students feel comfortable

expressing themselves, regardless of their English proficiency. Students

suggested implementing group activities, providing language support

resources, and encouraging mutual understanding and respect among peers.

Theme 7: Struggles to Understand Lessons Taught in English

The seventh theme focuses on the students' descriptions of times when

they struggled to understand something in class because it was taught in

English. Several students shared specific instances where they faced

difficulties comprehending complex concepts or technical terms due to

language barriers. They mentioned the need for more contextual explanations,

visual aids, or simplified language to enhance comprehension.

30
Theme 8: Opinion on English as the Medium of Instruction

The eighth theme explores the students' opinions on whether English

should remain as the medium of instruction in their school. The responses

were diverse, with some students expressing support for English as the

medium of instruction, citing its benefits for English language development

and global competitiveness. Others raised concerns about the exclusion of

non-English speakers and suggested a more inclusive approach that balances

English proficiency development with support for students who face language

challenges.

Theme 9: Feelings about English Instruction in Non-Language Subjects

The ninth theme examines the students' feelings about being taught

subjects in English that are not related to language or literature, such as

science or math. The responses varied, with some students appreciating the

opportunity to practice English across different subjects and believed it

contributed to their overall language proficiency. However, a few students

mentioned struggling with subject-specific vocabulary and complex technical

terms, which occasionally hindered their understanding.

The findings of this study provide valuable insights into the perceptions

and attitudes of grade 11 students regarding the use of English as the medium

of instruction and their experience with English as the Language Used by

Teachers in Class. The identified themes highlight the importance of

31
considering the diverse needs and experiences of students in a multi-lingual

and multi-cultural context. The findings can inform educational policymakers,

teachers, and administrators in designing effective strategies and support

systems to enhance learning outcomes and promote inclusivity in English-

medium classrooms.

32
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

Overall, the responses highlight the diverse experiences and perspectives

of students regarding being taught non-language or literature subjects in

English. Some students find it beneficial for improving language skills and

understanding concepts in a global context. They appreciate simpler language

and support from proficient English speakers. However, there are also

students who feel confused, scared, or bored during English-medium classes,

struggling with comprehension, expression, and unfamiliar vocabulary.

Suggestions for improvement include promoting open communication,

incorporating multicultural activities, and providing support to non-English

speakers. Creating an inclusive and supportive learning environment is crucial

to help students overcome language barriers and enhance understanding.

Conclusion

Based on the responses, it is clear that students have diverse experiences

and perspectives when it comes to learning subjects in English. While some

students find it beneficial for improving language skills and gaining a global

perspective, others may feel confused, scared, or bored. Language barriers can

lead to difficulties in expressing ideas, understanding complex concepts, and

asking for clarification. It is crucial to create a supportive and inclusive

learning environment where students feel comfortable seeking help and

33
 clarification. Collaborative efforts between English speakers and non-English

speakers, such as providing language support programs, incorporating

multilingual teaching methods, and encouraging open communication, can

help bridge the language gap and enhance effective learning. Teachers should

also consider the pace of their English delivery and provide explanations in

simpler language when necessary. Overall, addressing the challenges

associated with learning in English requires a multifaceted approach that

promotes understanding, cooperation, and inclusivity.

Recommendation

Based on the findings and insights gathered from the responses, a

recommendation for future research could be to conduct a more in-depth

investigation into the specific strategies and interventions that can

effectively support students who struggle with understanding non-

language or literature subjects taught in English. This research could

explore the effectiveness of different instructional approaches, such as

bilingual or multilingual teaching methods, simplified language

explanations, visual aids, and real-life examples. Additionally,

investigating the impact of teacher training and professional development

programs that focus on enhancing communication skills and creating

inclusive learning environments could provide valuable insights.

Furthermore, exploring the role of technology and digital resources in

facilitating language comprehension and engagement among students

could also be an interesting avenue for future research. By delving deeper

34
into these areas, educators and policymakers can gain a better

understanding of effective practices and interventions to support students

in multilingual classrooms.

35
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ofregional.html

Asma, B. (2016). The Effects of Learning English as Foreign Language on

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Batang, B. & Manalastas, K. (2018). Medium of Instruction on Students

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benefit-students-learning

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Hl708qaJjGdZ1HerYUZ4-dcU

“Fluency as Successful Communication” (2018).

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tongue-based-multilingual-education-in-the-philippines/

Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological

Review, 20(2), 158–177. https://doi.org/10.1037/h0074428

Seidlhofer, B. (2005). English as a lingua franca. (Firth 1996: 240, pp.339-341).

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libre.pdf?1392260278

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Xie, W. & Curle, S. (2020). Success in English Medium Instruction in China:

Significant Indicators and Implications. International Journal of Bilingual

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Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing

among five traditions.thousand oaks, (p.15).

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+(1998).

38
Appendices

39
 APPENDIX A
INTERVIEW QUESTIONS
(1) Can you tell me about your experience with English as the medium of
instruction used by your teacher during class?
(2) How do you feel about your teachers speaking in English during class?
(3) How do you think your classmates who are not fluent in English feel about
teachers speaking in English during class?
(4) In your opinion, what can be done help your classmates understand the
lessons better?
(5) Have you ever encountered any difficulties communicating with your
teachers or class because of language barriers? Can you describe the
situation?
(6) Do you have any suggestions for how English speakers and non- English
speakers can work together more effectively in the classroom?
(7) Can you describe a time when you struggled to understand something in
class because it was taught in English?
(8) Do you think that English should remain as the medium of instruction in
your school? Why or why not?
(9) How do you feel about being taught subjects in English that are not related
to language or literature, such as science or math?

40
 APPENDIX B

TRANSCRIPTS AND INTERPRETATIONS

1. Can you tell me about your experience with widens my

English as the medium of instruction used by your understanding

teacher during class? of various

subjects.”
Respondent #1

“Ahm, kuan ra kanang… Usahay maglisud

sadkog sabot pero makuan ra kadugayan og

iya e explain in pina simple nga kuan lang,

simple nga English lang ba”

Translation

Sometimes struggles
“Sometimes, it’s hard for me to
to understand, but can
understand but I can get it easily
comprehend when the
when my teacher uses basic english.”
teacher uses simple

Respondent #2 English.

“I Find it helpful and beneficial as it

improves my English language skills and

41
 Translation

“I
Finds it helpful and beneficial for improving
underst
English language skills and understanding various
and
subjects.
what

Respondent #3 they

are
“Most of our subject teachers uses English
teachin
as the medium of instructions during classes
g
and I think we are already used to it but
becaus
there are still some time that we can’t fully
e they
understand and cannot keep up with the
are
discussion.”
using

basic

langua

ge

Respondent #4 which

is
“Naka sabot kos ila gi tudlo Kay English
Englis
man, mas ganahan sab ka maminaw Kay
h, and
English man ang pag tudlo sa imoha.”

42
 I really love listening to English “Uhmmm

speakers.” diko kasabot

hapit sa iyang

Kuan, sulti

ba.”

Transla

tion
Mostly used to English as the medium of

instruction, but occasionally faces difficulty in fully “I

understanding and keeping up with the discussion. can’t

seem

to

underst

and
Understands and enjoys the teaching in English,
what
appreciates listening to English speakers.
they’re

talking

.”

Respondent
Respondent #5
#6

43
 “Kanang naglisod pagsabot sa english kay Finds it difficult to

wala ko kabalo sa words.” understand due to

unfamiliarity with
Translation
certain words.

“I can’t understand what they’re

saying in English because I’m not

familiar with their choice of words.”

Respondent

#7
Struggles to understand what is being said in

English. “Okay

raman.”

Translation

“It's

okay.”

44
 Respondent #8

"Me as a student nga di kaayo mo english Finds it challenging to

mag lisud gyud ko pag naa mi mga essay comprehend and

unya pag naay ipa explain si maam lisud express ideas in

gyud kaayo bisan pag kasabot ko sa uban English, especially

english na iya ge sulte, pero inig english na during essays or when

nako didto nako mag lisud." asked to explain in

English.

Transla
Doesn’t really care
tion

“Me as

student

that

45
 not good in English it's hard for me

if I encounter essays especially when

our teacher required to give an

explanation, it's hard for me because

even though I can understand what

she's saying if i'm the one that make

an English this is where the part that

I don't know how.”

Respondent #9

"Well, sa akong experience kung mogamit

Accustomed to
gani og English nga subject as a way of
English as a medium
kanang communicating sa kaning sud sa
of instruction, but
classroom ang usa ka maestra kay usahay
suggests using
sayon ra sya sabton basta kay ang mga
simpler language and
vocabulary kay kahibaw rasad ka, familiar
incorporating other
rapud nimo. Pero kung lawm rapud gani nga
languages for better
mga words gamiton lisud jud sya sabton
understanding.
usahay"

46
 Translation underst

and.”
"Well, sa akong experience kung

mogamit gani og English nga subject

as a way of kanang communicating

sa kaning sud sa classroom ang usa

ka maestra kay usahay sayon ra sya

sabton basta kay ang mga vocabulary

kay kahibaw rasad ka, familiar rapud

nimo. Pero kung lawm rapud gani

nga mga words gamiton lisud jud sya

sabton usahay"

Respondent #10

"Usahay libog jud nuon na labi nag sa

kanang mag sulti na ug damo na jud kaayu

ba kanang mga di ninyu masabtan jud na

Feels confused when
English usahay Dili jud kasabot."
teachers use a lot of

Translation English terminologies

that are difficult to

“Sometimes it's confusing especially
understand.
when they said a lot of English

terminologies that we couldn't

47
 The respondents had varying experiences with English as the medium of

instruction during their classes. Some found it helpful and beneficial, as it

improved their English language skills and broadened their understanding of

various subjects. They appreciated when teachers used simpler English, which

made it easier for them to comprehend the lessons. However, there were also

instances where students struggled to understand and keep up with the

discussions, particularly when encountering unfamiliar words or complex

vocabulary. Some students expressed difficulty in expressing their ideas in

English, especially during essays or when asked to explain concepts. Suggestions

were made to use simpler language and incorporate other languages to enhance

understanding. Overall, while English as the medium of instruction had its

advantages, there were also challenges for some students in fully grasping the

content.

48
2. How do you feel about your teachers

speaking in English during class?

Respondent #1
Feels the desire to

“Ahmm.. kuan, mas ako mafeel kanang mas listen but sometimes

maminaw pajud ko niyag ayo. Usahay mura feels pressured,

sadkog ma kuan, ma pressure gamay pero overall prefers

maminaw judkog mayo para diko ma listening.

pressure”

Translation

“I felt like I really wanted to listen

though sometimes I felt pressured.

But I always wanted to listen.”

Respondent #2

“I feel comfortable and confident as it Feels comfortable and

enhances my language proficiency and confident,

prepares me for future opportunities.” acknowledges the

benefits of improving

language proficiency.

49
Respondent #3

“At first I feel intimidated because I’m not

really confident about my English abilities

Initially intimidated
but as time passes by I realized that things
but realizes the
should be like this because it for our own
importance of English
good to improve our comprehension and
for comprehension
language skill.”
and language skills

improvement.

Respondent #4

“Kuan ganahan ko maminaw sa ilaha Basta

mag English Sila Kay mas makasabut guro

Enjoys listening to
ang mga students if mag English Sila.”
teachers speaking

Translation English and believes

most students can

“I love listening to them, and we all
understand it.
know that most of the students can

understand English language.”

50
Respondent #5 Responds with "good"

without elaborating.
“Good.”
Doesn’t really see the

Translation significance of using

English.
“It's good or nice.”

Respondent #6

Worries about being

“Kanang nahadlok ko kay basin akoy
called to answer.
paansweron.”

Translation

“I’m afraid they might call me to

answer”

51
 when i

can't

translat

e my

idea
Respondent #7
into

“Okay raman.” Englis

h.”
Translation

“It's okay.”

Respondent #8

"Wala man koy ma feel if si maam mag

discuss niya english ang ang iyang pag Responds with

speak ok raman nako ang ako problema ang "okay."

pag translate lang into into english sa akong

mga idea."

Translation

“I didn't feel anything if ma'am is

discussing in english, it wasn't that

kind of troublesome for me but the

only thing that makes me bother is

52
Doesn't mind if the teacher discusses in English but

struggles with translating their ideas. Translation

"For

me, it's

just

okay

as long

as it is

part of

the

lesson

becaus

e it is
Respondent #9
import

“Para nako okay raman siya kay as long as ant to

kaning part siyas lesson ba kinahanglan man teach

pud nimo iteach gyud ang english nga english

subject kay aron naa puy makuha imohang subject

istudyante which is kita kinahanglan sad sa for the

atoa kay di man di man tanan nga bisaya na student

gyud ta permi kundi naa jud nay application s to

ang english na subject sa atoa.” have a

53
 knowledge which is us we also need

because not all the time we will

speak bisaya we also need an

application of English."

Considers it okay and important for students to

learn English.

Respondent #10

"Mag lisud jud para maka sabot jud."

Thinks it can be

Translation difficult to

understand.
“It will be difficult to understand.”

The respondents' feelings about their teachers speaking in English during

class varied. Some expressed a desire 54

to listen and felt comfortable and confident

with English as the medium of instruction. They recognized the benefits of

improving their language proficiency and preparing for future opportunities.

3. How do you think your classmates who are

not fluent in English feel about teachers speaking in

English during class?

Respondent #1

Thinks classmates
“ Kuan, ahmm. DImansad ko makuan nila
should practice more
pero mas mayo jug magkuan sila practice
on English and listen
pajud silage mayo ba sa English”
attentively.

Translation

“I can’t blame them, but it’s better

for them to practice more on English.”

55
Respondent #2

“Some may feel challenged initially, but Some may feel

with support and patience, they can challenged initially

gradually adapt and improve their but can adapt and

understanding of the lessons.” improve with support

and patience.

Respondent #3

Believes classmates
“I think they feel overwhelmed and struggle
might feel
to keep up with the lessons
overwhelmed and

The impact of using English as the medium struggle to keep up

of instruction.” with the lessons.

56
Respondent #4

“Mag saba-saba ra sila kay diman sila Some classmates

kasabot.” make noise or talk to

their seatmates when

Translation
they don't understand.

“Some of the students make some

noise on their own, and make some

topics to their seatmates or coleagues

when they don't really understand

what the speakers says.”

Respondent #5

Thinks classmates
“Madala rag smile.”
may smile when they

Translation encounter language

barriers.
“It can be brought by a smile.”

57
Respondent #6

“Kuan kanang wala sila lisudi ila ra gisayon Classmates don't find

sayon ang mga words dle sila maglisod sa it difficult as they

mga words kay kasabot naman sila.” understand the

English words used.

Translation

“Uhmm, my classmates don't find it

difficult they are easy to get of the

words because they understand it.”

Respondent #7

“Okay ra gihapon.”
Responds with

Translation "okay."

“It's okay.”

Respondent #8

" Murag ma uwaw sila kay basin eh judge sa

amo mga classmate."

58
Thinks classmates may feel ashamed if judged by

others.

Translation

“They will be ashamed because

maybe they'll be judged from my

classmates.”

Respondent #9

“So, para nako, dili man jud ko ingon nga Believes classmates

perfect pud no mo english perfect pud might have some

mugamit og english no makafeel pud ko difficulty too, just like

usahay anang maglisod ba so maona pud na themselves.

akong maingon sa klasmet na naglisod pud

ug kanang dili pud kaayo aila fluent

mugamit og english bha nga naa poy teacher

nga kusog jud kaayo mugamit ug english

niya pa answeron pud kag in-english pud

nga kanang style, so para nako maglisod pud

sila gamay. Usahay pud.”

59
 "mura pariha

sad jud ug

nabati sad

guro, mag

lisud lang sad

siguro labi nag

imo barkada

wa gihapon
Translation
kasabot ang

"So, for me, I'm not even perfect, I uban. Kasabot

don't speak English perfectly, I can gud kos ilaha

use English, but sometimes I can feel feeling ug

that it's going to be difficult, so I can Wala jud

say to the classmate who had a hard gihapon Sila

time, and I'm not very fluent in using kasabot."

English. There is a teacher who uses

English very fast to answer and in

English in the right style, so I think

they have a little difficulty

sometimes too."

Respondent #10

60
 your

friends

still

don't

underst

and.

Others,

you

feel

Thinks some classmates may feel the same and have what

difficulty understanding. they

feel

that

they

couldn'

Translation underst

and it
“It seems to be the same feelings,
too.”
maybe it will be difficult especially

The responses indicate that classmates who are not fluent in English may

have mixed feelings about teachers speaking in English during class. Some

respondents believe that these classmates should practice more in English and

61
listen attentively to improve their understanding. Others feel that these classmates

might feel overwhelmed and struggle to keep up with the lessons. Some

classmates may engage in side conversations or exhibit signs of confusion when

they don't understand. However, there are also classmates who find it easy to

understand English words and don't face significant difficulties. A few

respondents mention the possibility of classmates feeling ashamed or judged by

others. Overall, there is recognition that some classmates may experience

challenges and difficulties in comprehending lessons delivered in English.

62
4. In your opinion, what can be done help your

classmates understand the lessons better?

Respondent #1

“ahmm, kuan… kuan rajud maminaw rajud

Emphasizes the
sila, focus sa kuan mag focus rajud sila sa
importance of
klase. Kay og kuan jud ka naa jud kay
listening and focusing
kanang, tawag ana? Naa jud kay kuan ba
in class, regardless of
willing jud makat’on, maminaw jud ka.
language proficiency.
Bisag unsa paka ka bugo og maminaw

langjud ka makasabot judka

Translation

“Ahmm, they need to listen and

focus in class. Because, if you’re

willing to gain knowledge you will

listen. No matter how dumb you are

if you will listen, you will

understand.”

63
Respondent #2

“Providing additional resources, offering Recommends

language support programs, and providing additional

encouraging group discussions can facilitate resources, language

better comprehension for non-English support programs, and

speakers.” encouraging group

discussions.

Respondent #3

Suggests practicing
“The best thing to do is to practice reading
reading and
to improve our comprehension and also to
approaching teachers
approach our teachers if there is something
for clarification.
that we don’t fully understand.”

64
Translation

“After discussing, the teacher will

give an activity to test if the students

Proposes giving
cope and understand what they are
activities to test
discussing.”
understanding after

discussions.

Respondent #5

“Tan-awon niya ang maestra tas maminaw

ka tas nakay ma learn.”

Advises listening and

Translation looking at the teacher

to better understand
“By listening and looking at to your
the lesson.
teacher so that you can understand the

lesson well.”

65
 Translation

“They

should learn

the basic rules

in English”
Respondent #6

“Magtuon nya magbasabasa og mga

dictionary.”

Translation

“Study, read dictionaries.” Suggests using visual

aids, gestures, and

Respondent #7
real-life examples to

“Maminaw sa klase , depende raman na.” facilitate

understanding.
Translation

“Listen to the class, it depends.”

Suggests listening to
Respondent #8
the class.

"Mag toon gyud sa mga basic rule sa

English."

66
 naa jud syay

sagol lang sya

Recommends allowing students to ask questions in
ba dili lang
their native language or providing translations for
pud sya
complex terms.
english.”

Respondent #9

“So para nako.... Kung unsa mi... Ang ...

Para sa ako mga classmate ba nga

makasabot aila ug pamayo sa english dili

lang pud unta kaning puro lang english ba

naa lang unta'y sagol pud sa kaning mas

kaning comfortable gae kanga language

kung mu-mustarya ka or naa kay itudlo aron

Proposes using a mix
mas effective gyud ba ang pagtudlo sa
of languages and
english aron sad dili pud ma-pressure pud ba
simplifying the
ang bata ba nga puro nalang english unsa
language when
man akong nabaw-an nga dili dili man ko
explaining difficult
kaning anad jud mag-english so kinahanglan
concepts.

67
 comfor

table to

speak

with or

do you

have

anythin

g to

teach

so it

would

be

effecti

ve in

teachin

Translation g

english
“So, for me. For my classmates that
so
who are able to understand English.

It shouldn't be just pure english there

should have been a mixed language

like they can be speak bisaya or

whatsoever langauge that they're

68
 there will be no pressure in

students.”

Respondent #10

"Maninaw nalang sad guro ta sa mo basa ug

maminaw sa maestra para maka sabot."

Translation

“Maybe just listen and read, they just

listen to the teacher to understand.” Advises teachers to

speak slower, provide

explanations in

simpler language, and

encourage students to

ask questions.

69
 The responses suggest several ways to help classmates understand the

lessons better. The most common suggestion is for classmates to actively listen

and focus during class. Providing additional resources, language support

programs, and encouraging group discussions are also recommended. Some

respondents emphasize the importance of practicing reading and approaching

teachers for clarification when needed. Visual aids, gestures, and real-life

examples are suggested to facilitate understanding. Some respondents propose

using a mix of languages and simplifying the language when explaining complex

concepts. Teachers are advised to speak slower, provide explanations in simpler

language, and encourage students to ask questions. Overall, the key

recommendations focus on creating an inclusive and supportive learning

environment that caters to the diverse language needs of classmates, while

encouraging active engagement and seeking additional help when necessary.

70
 ideas

becaus

e it is

5. Have you ever encountered any difficulties require

communicating with your teachers or class because d to

of language barriers? Can you describe the say it

situation? in

Englis
Respondent #1
h”

“ Ahmm… kanang any situation, nga

nahitabo sa akoa?. Like atung kuan, katung

Oral Communication didto na time ahm

murag naglibog judko ato sa English mawto

wako ka answer. Pero nakoy idea ato mag

lisud langkog express kay English man”

Translation

“Any situation that I’ve Shared an experience

encountered? Like in my Oral in their Oral

Communication subject, I was very Communication class

confused and I don’t know how to where they found it

answer even if I have an answer or challenging to express

an idea. It was so hard to express my

71
their ideas in English, leading to difficulty in “Yes,

answering questions. sometimes I

hesitate to

answer or

asked

something

because I’m

afraid that

they will mock

me for not

being able to

understand

such word or

Respondent #2 for making a

mistake on my
“English speakers can assist non-English
grammar. I
speakers through peer tutoring, active
can’t truly
participation, and creating an inclusive
express what’s
environment that promotes collaboration.”
on my mind

because of the

language
Respondent #3
barrier.”

72
 Respondent

#5
Respondent #4

“kanangg...
“Wala.”
tawag ana mag

Translation discuss ang

maestra
“Nothing.”
daghan kayg

Kuan chismis

ang storya ba
Suggested that those who are fluent in english could
hmmm dugay
assist those who are struggling.
makasabot.”

Translation

Mentioned hesitating to ask or answer questions due

“Yes, if the
to fear of being mocked for their lack of
teacher/s are
understanding or grammar mistakes.
discussing and

their

discussion are

not direct to

Doesn’t have an opinion or view about the question the point and

asked. it will be hard

73
 for me to understand what they are trying to

say.”
Stated that they

struggled when they

were unable to
Respondent #6
understand or

“kanang maglisod kay gipangutana sa familiarize

maestra kay dle nako matubag kay wala ko themselves with

kahibaw unsay boot pasabot unsa na words.” certain words, making

it hard for them to

Translation
comprehend.

“yes, the word that I don't

familiarize.”

Respondent

#7

“Kuan, basic

Expressed difficulty in understanding the teacher's ra anang

discussions when they were not direct to the point English.”

and took a longer time to comprehend.

Translation

74
 “Uhmm, English is very basic.”

Respondent #8 Answered yes, but did

not elaborate further.

"Yes always"

Respondent #9

Mentioned
“So naa maka-encounter pud ko anang
encountering
maglisod ug kanang communicate gae kung
difficulties in
gamiton ang english nga language kay sa
understanding the
ako pang giingon dili man pud ko fluent pud
teacher's fast-paced
mu-english nga language so labi nag kaning
English during
impromtu gani ang kaning paggamit sa
reading and writing
english kinahanglan mugamit jud ana nga
classes.
kaning language so naa pud koy difficulties

ana like for example kaning uhmmmm pa-

answeron ka in english na language sa

naglisod pud ka usahay pod.”

Translation

Sees English as a basic thing that a person should

“So,
understand
for me.

75
 For my classmates that who are able

to understand English. It shouldn't be

just pure english there should have

been a mixed language like they can

be speak bisaya or whatsoever

langauge that they're comfortable to

speak with or do you have anything

to teach so it would be effective in

teaching english so there will be no

pressure in students.”

Respondent #10

" Oo, sa kadtong Kuan namo sa una sa oral Shared that there was

com namo, sa una pag pangutana nakong a time when he/she

ma'am abi nakog unsa to na word na akong asked the teacher

gipangutana sa iyaha tas naa sad nuon siyay about a certain word,

gisulti nga lisud na Wala na hinuon ko but instead of him/her

kasabot." understanding the

word, the teacher

gave uttered another

word that is much

difficult than the

former.

76
Translation someth

ing
“Yes, in our oral communication
that I
before. In our oral communication
didn't
before when I ask my teacher, I
underst
thought what is it, uhm what is the
and.”
word that I ask my teacher said

The responses indicate that some students have

encountered difficulties in communicating with their teachers or

classmates due to language barriers. One student mentioned

struggling to express their ideas in English during an Oral

Communication class, leading to difficulty in answering questions.

Some students expressed hesitance in asking or answering

questions due to fear of being mocked for their lack of

understanding or grammar mistakes. Difficulties in understanding

the teacher's discussions were mentioned when they were not clear

or took longer to comprehend. Another student mentioned

encountering a situation where the teacher responded with a more

difficult word instead of clarifying the word they initially asked

about. Overall, the responses highlight the challenges students face

when language barriers impede effective communication and

understanding in the classroom.

77
6. Do you have any suggestions for how

English speakers and non- English speakers can

work together more effectively in the classroom?

Respondent #1

“ Ahmm, kuan.. kuan gihapon. Work

effectively gihapon kay kung magkasinabot Suggested that

langjud sila bisag kanang kuan.. Like English speakers

magtoun sila nya magsge lang silage basa, should study and read

sge silage basag novels or kanang mga libro. more books and

Kay kana makat’on jud na sila sgeg basa- novels to improve

basa og mga English” their English

knowledge.

Translation

“ Ahmmm, they need to study more

and also they need to read more

books and novels for them to

improve their knowledge about

English.”

78
Respondent #2

“Occasionally, I faced challenges when Shared that he/she

trying to fully comprehend complex faced challenges in

concepts or instructions, but seeking understanding

clarification from teachers or peers helped complex concepts

overcome these obstacles.”

Respondent #3

“The English speaker should offer assistance

Mentioned that
and support the non-English speaker
English speakers

The impact of using English as the medium should offer

of instruction.” assistance and support

to non-English

speakers to bridge the

language gap.

79
Respondent #4

“Mag basa ra silag mga English nga libro,

mao ra.”
Suggested reading

Translation more books to

familiarize with
“For them to know more about
unfamiliar words.
English words and to master English

speaking, they have to read books.”

Respondent #5

“Dapat tudloan sa katigo ang di kamao mo

english para nay ma learn.”

Suggested that

Translation students who are

“Those students who are capable in

using English language should teach other

students speaking or using English.”

80
proficient in English should teach and assist those Respondent

who struggle with the language. #8

"Yes because

if ever di ka

kamao mo

English naa

may mga taw

Respondent #6
around on you

“Magtinabangay nya tudloan ang dle kamao na maka

kay para dili ma wrong grammar.” tabang nimo

pag translate
Translation
ana."

“Work together, then teach those

who don’t know so that they won’t

commit grammatical errors when

using English..”

Emphasized the

Respondent #7 importance of

working together and

“They study.”

81
teaching those who are not fluent in English to

prevent grammatical errors.

Suggested that they should study.

Stated that if you don’t know the meaning of a

word, there’s always someone whom you could ask.

Translation

“Yes, because if ever you didn't

know what's the translation of that

word there's someone around you

that can help you to translate it.”

82
 kaning english

speakers ba

kay katong

mga dili kaayo

mo sulti og

english naa

man sad sila

gyud makat-

onan kay labi

na kay

classmate na

dili kaayo ba

maowaw og

mangutana

unsa na nga

Respondent #9 word aron sad

nila masabtan
“So sa ako lang ma suggest, ang kaning mga
kaysa sa
english speaker like sa atong mga classmate
maestra kay
no, like naa man gyud tay mga good in
kita pid baya
english gyud niya naa say dili , sakto lang.
nga estudyante
So ako lang mas ma suggest is pwede ra
naa pud bayay
man jud kaayo mapadayon ang kanang mga
kauwaw nga

83
 mangutana na unsa di ay na maam niya

murag makafeel kag kauwaw ba nga like

naa sa atoang kaugalingon makahuna-huna

ta basin mosulti si maam no nga wa di ay ka Transla

kahibaw ana nga word asa man ka nag tion

eskwela ana ba so mas maayo man gyud og

“So,
gikan sa imo classmate ba naa raman
for my
gihapon na ang communication.”
suggest

ion, for

those
Suggested that classmates who are good in English
Englis
can help their peers, and there should be a mix of
h
languages that the students are comfortable teaching
speake
to reduce pressure on students.
r like

to our

classm

ate, we

all

have

a classmate that good

in English and some

are not. So for me is,

84
it’s okay to continue in speaking English because

for those students who can't speak English straightly

it's an advantage for them to hear there classmate

speaking English in class because they can also gain

knowledge from them especially that they're

classmates they can't feel ashamed to ask questions

not like if they directly ask questions to their

teachers because maybe they will be judge like why

you're not familiar with the word and will ask you

where school do you came from so it’s better if it's

from to your classmates because it’s just the same

because there'll be still a communication.”

Respondent

#10

"Kuan ang

mga fluent na

mo English

iba lang sad

85
siguro tudloan, ang dijud kaayu mo English

tas di lang jud nimo palabig kuan ba, Kay

para kuan lang jud gihapon ila pag

sinabtanay."

Translation

“To others who are proficient/fluent

in English they teach the others who

do not know English very well.”

86
 The suggestions provided by the respondents highlight the

importance of collaboration and support between English speakers and

non-English speakers in the classroom. Some suggestions include reading

more English books to improve language skills, seeking clarification from

teachers or peers when facing challenges, and having proficient English

speakers assist those who struggle with the language. There is an emphasis

on creating an inclusive environment where students feel comfortable

asking questions and seeking help from their peers. Additionally, the use

of a mixed language approach and teaching concepts in simpler language

is suggested to facilitate better understanding. Overall, the responses

emphasize the value of cooperation, assistance, and creating a supportive

atmosphere to enhance effective communication and learning in a

multilingual classroom setting.

7. Can you describe a time when you struggled mga question

to understand something in class because it was sad usahay

taught in English? dugay ko

makasabot”
Respondent #1

Transla
“ohh, kay kuan kanang mag lisud og kuan,
tion
like kanang bisag mag essay gud maglisud

og English dugay maka answer tas kanang “Yes,

just

87
 like an essay and even in

questioning”
Respondent

Respondent #2 #3

“Encouraging open communication, “It is during

fostering empathy, and promoting our class on

multicultural activities can enhance 21st century

cooperation between English and non- we read a

English speakers in the classroom.” story and there

is a part there

that I don’t

understand

because it’s

my first time

Shared an experience in their Oral Communication encountering

class where they found it challenging to express that words and

their ideas in English, leading to difficulty in I feel

answering questions. embarrassed

to asked my

teacher so I

Suggested activities that would promote the didn’t ask

relationship in class. her.”

88
 Respondent #4

“Wala sab.”

Translation Expressed difficulty

in understanding the
“Nothing.”
teacher's discussions

Respondent #5 when they were not

direct to the point and

“Oh, nay time na kuan ting math na.”
took a longer time to

Translation comprehend.

“Yes, especially during math Respondent

discussion.” #6

“Kanang

maglisod og
Mentioned hesitating to ask or answer questions due
sabot sa mga
to fear of being mocked for their lack of
words.”
understanding or grammar mistakes.

Translation

Doesn’t have an opinion.

89
 “It's hard to understand the words.” Doesn’t have an

opinion.

Mentioned
Respondent #7
encountering

“No.” difficulties in

understanding the

teacher's fast-paced

Respondent #8 English during

reading and writing

"Katung nag discuss ang among reading and
classes.
writing na teacher ay paspas kaayo siya mo

english huhhuhu mag lisud ming mga di

kaayo kamao mo English"

Translation

“Just

like on

our
Stated that they struggled when they were unable to
subject
understand or familiarize themselves with certain
teacher
words, making it hard for them to comprehend.
in

reading

90
and writing our teacher is so fast

speaking in English then me and my

classmates won't easily understand

her.”

Respondent

#9

91
“So base rapud sa akong experience ah ang

ako ra gyud ma malisdan gyud mag sani?

Shared that they faced
unsay pasabot ani?oo mag english gani kay
struggles in
kanang sa research kay ahm more on english
understanding certain
man gyud to si maam pero ahm kanang dili
words or concepts in
kaayo siya mo bisaya pero okay raman sad
class, but they were
kay naa ra man gyud makat-onan kung mo
hesitant to ask the
sulti siyay mga english sa mga new nga
teacher for
words imo raman sad kaning ma ma curios
clarification.
ka ba nga unsa na nga words so imo ikaw

mangita ka mag pama-agi oy unsaon na

nimo na pagsabot is mag search ka kung

unsa na nga word and then mao lagi to naa

pud siyay kaning difficulties para sa ako nga

part kay dili man jud ko tantong maayo og

english.”

92
Translation nga lain nga

mga words."
“So, based on my experience uhmm

the only thing that makes me

difficult is like "what is this?" "What

it is"?, Ah yes in using English

language especially in research

because ma'am is speaking more on

English language and she just rarely

speak bisaya but ahmm it's okay

because I can still gain knowledge

from her and the one thing I would

do is just to search the meaning of

the word that I got curious and as

what I've said there's a part of me

that encountered difficulties because

I'm not good at English.”

Respondent #10

"Aw, wala sad nuon, kay diman jud kaayu

tanan English lawm najud kaayu kanang di

jud kasagaran gamiton ba, na lang juy ubang It’s okay.

subject gud nga na say usab ay gamiton nila

93
 differe

nt

words.

Translation ”

“Ahm Nothing because, not all the

English words they used is depth.

There's other subject they used in

The respondents shared instances when they struggled to

understand something in class because it was taught in English.

Common difficulties mentioned include expressing ideas in

English, comprehending complex concepts or instructions,

unfamiliarity with certain words, and hesitation to ask for

clarification due to fear of embarrassment. Some respondents also

highlighted the challenge of fast-paced English delivery by

teachers. Suggestions for improving understanding included

promoting open communication, providing support and assistance

to non-English speakers, and incorporating multicultural activities.

Overall, the experiences shared emphasize the need for a

supportive and inclusive learning environment where students feel

comfortable seeking help and clarification to overcome language

barriers.

94
8. Do you think that English should remain as

the medium of instruction in your school? Why or

why not?

Respondent #1

“ahmm… dapat jud nga mawranay major

jud kay ang kuan rabaya jud ang sa.. I mean

ang kuan.. ang major ba major jud nga

language sa kuan ba.. sa world kay ang

English baya mas mayo jud nga mas Suggested that

makat’on jud og English ang mga students. English speakers

Kay mawmanay gamiton sa inig ka kuan should study and read

interview, mawmanay communication jud sa more books and

tibouk.. mas mayo jug imo jud na major” novels to improve

their English

knowledge.

95
 “English

should remain

as the medium

of instruction

as it prepares

students for

global

communicatio

n and provides

access to a

broader range
Translation
of resources

“Ahm, It is a must that English is a and

medium of instruction because the opportunities.”

major language in the whole world is

English. So, it’s better to gain more

knowledge about English cause also

English language will be the

language that used in a job interview

and that is a mode of communication

in the whole world”

Respondent #2

96
 it would be

better if

teachers will

use bilingual

or multilingual

on discussing

something.”

Agreed that English should remain as the medium

of instruction.
Respondent

#4

“Ganahan kog

English kay

mas

makasabut

man ang mga

students ug

Respondent #3 English jud

Ang e tudlo,
“Yes, because it’s for our own good and to

prepare and practice ourselves in college but

97
 kay wala may taw nga dikabalo mo

English.”
Respondent

Translation #5

“Most of the students prefer English, “Oh pwede

because that is the basic language to para naa puy

be use in all aspects.” ma learn

ginagmay ang

students.”

Mentioned that English speakers should offer

assistance and support to non-English speakers to

Translation
bridge the language gap.

“Yes,

so that

Prefers English because he/she sees it as a basic

language that everyone should know.

98
 students will can learn from them by

using english language.”

Emphasized the

Respondent #6 importance of

working together and

“Dili kay ang uban nga wa kabaw kay mag
teaching those who
sige nalang og tanga.”
are not fluent in

Translation English to prevent

grammatical errors.
“No, because others who don't know

what they're talking about just act

like a fool.”

Respondent

#7

“Yes, kay

gamit man
Suggested that students who are proficient in
siya around
English should teach and assist those who struggle
the world.”
with the language.

99
 Translation Responded yes

because it is used
“Yes, because it is used all around
around the world.
the world”

Respondent #8

"Yes, kay kong tangtangon ang English

unsaon nalang inig pangapply og trabaho Mentioned instances

need man gyud og english may nalang bisan where they found it

di ka kaayo fluent og english naa kay ma challenging to

maohan" understand essays,

questions, or concepts
Translation
taught in English.

“Yes because if we remove English

what should we do if we will going

to apply work, English is require so

even if you're not fluent in English

you still know on how to use

English.”

100
Respondent #9

“Yes pwede ra gyud kaayo. Importante man

sab gyud ang english kay pareha nako

Suggested that
kaning maylag kaning diri lang sa junior
classmates who are
high or sa senior high kay murag mada-da
good in English can
rag bisaya wa ta kahibaw baya pag college
help their peers, and
nato na kaning kinahanglan mo speak na
there should be a mix
gyud kag english kinahanglan fluent na jud
of languages used in
ka mo english kung pa reporton ka sa imo
teaching to reduce
instructor diba dili rapud na diha kundi
pressure on students.
makatabang jud ang “english sa ato mao

nang kinahanglan mas mapractice mentras

bata pata mas mapractice nata sa pag learn

gyud maghinay-hinay natag learn ba sa

english nga language aron magamit raman

gyud nato sa unahan.”

101
 Translation

“Yes, it's very okay. English is very

important just like me. uhm, it's okay

here in junior high and senior high,

cause it's acceptable to speak bisaya.

We don't know if when we are in

college. So we need to speak in

English and we need to be fluent to

speak in English during report time.

Speaking English can help us, so at

our age now, we need to practice

learning English it can help us in the

near future.”

Respondent #10

Responded
" Kuan okay Raman sad siguro Kay
that it is
kasagaran gyud ang makuan ang English
essential in
man gud ang gamiton kanang na kanang
applying for
magkuha ka kanang mo abroad ingnaa
jobs abroad.
kasagaran man gyud English okay man sad

siguro may English gyud."

102
 Englis

h.”
Translation

“Ahm, maybe it's okay because,

mostly they used English when they

go to abroad, but it's okay to speak

The majority of the respondents believe that English should remain as the

medium of instruction in their school. They emphasized the importance of English

for global communication, accessing a broader range of resources and

opportunities, and preparing students for college and future careers. Some

respondents suggested incorporating bilingual or multilingual teaching methods to

assist students who may struggle with English. They also highlighted the role of

proficient English speakers in supporting and teaching those who are less fluent in

the language. Overall, the consensus is that English proficiency is essential for

personal and professional development.

103
104
9. How do you feel about being taught subjects

in English that are not related to language or

literature, such as science or math?

Respondent #1

“ Ahm, kuan.. dapat gihapon ma kuan.. kay This respondent

diman kaayo na siya ma explain kung kuan believes that subjects

in English manjud na siyang Science og like Science and Math

Math. Dimanjud na siya ma explain og should be taught in

filipino or Bisaya” English because the

concepts cannot be
Translation
effectively explained

“Ahmm. Math and Science is also an in Filipino or Bisaya.

English it can’t be explain in filipino

or bisaya”

105
Respondent #2 This respondent feels

that being taught

“I feel it’s beneficial as it improves my
subjects in English is
English language proficiency and helps me
beneficial as it
understand scientific and mathematical
improves their
concepts in a global context.”
English language

proficiency and helps

them understand

scientific and

mathematical

concepts in a global

context.

Respondent #3

(none)
none

Respondent #4

“Ganahan ko, ang lisuran ra Nako Kay math

This respondent
Kay lisud man sabton.”
expresses a preference

Translation for subjects taught in

English, except for

“I love all the subjects most
Mathematics, which
especially English, except mathematics.”
they find difficult.

106
 "

What? Its
Respondent #5
natural."

“Confused my feelings are confused about

the subject that I've been learning.”

This respondent feels

Translation
confused about the

“My feelings are confused about the subjects they are

subject that I've been learning.” learning when they

are taught in English.

Respondent #6

“Nahadlok.”

Translation

This respondent feels

“I feel scared”
scared about being

taught subjects in

English.
Respondent #7

“Unsa? Natural ra.”

This respondent
Translation
seems to suggest that

107
feeling confused when subjects are taught in pata mas

English is natural. mapractice

nata sa pag
Respondent #8
learn gyud

" Im happy kay di nako mag lisud" maghinay-

hinay natag
Translation
learn ba sa

“I’m happy because it's easy for me.” english nga

language aron

magamit

Respondent #9 raman gyud

nato sa
“Yes pwede ra gyud kaayo. Importante man
unahan.”
sab gyud ang english kay pareha nako

kaning maylag kaning diri lang sa junior This respondent is

high or sa senior high kay murag mada-da happy because they

rag bisaya wa ta kahibaw baya pag college find subjects taught in

nato na kaning kinahanglan mo speak na English easy to

gyud kag english kinahanglan fluent na jud understand.

ka mo english kung pa reporton ka sa imo

instructor diba dili rapud na diha kundi

makatabang jud ang english sa ato mao nang

kinahanglan mas mapractice mentras bata

108
This respondent expresses mixed feelings about and learning

being taught subjects in English. They mention opportunities.

feeling bored when the teacher uses English for

subjects like Math, but they acknowledge the

importance of English for future communication

Translation "Kuan, liboga

uy, libog rajud

So, I feel bored like the teacher use
among Kuan
English language but not related to
ana intawn,
her subject. Just like for example the
mag libog
math teacher speaks English and the
gyud sa mga
students struggle in math and
ingon-ana."
struggle to understand English, so

hard to understand. So, if you feel Translation

and you're comfortable and effective

“We're very confused
to those students, so go. One can use
in that kind of thing.”
English as a way of communicating,

but not all the time you use bisaya

language. Because it can affect the

students’ future.

Respondent #10

109
 This respondent

expresses confusion

and a lack of

understanding

regarding being

taught subjects in

English

Overall, the responses vary in terms of how students feel about being taught

non-language or literature subjects in English. Some see it as beneficial for

improving language skills and understanding concepts in a global context, while

others may feel confused, scared, or bored. It highlights the diverse perspectives

and experiences of students when it comes to learning subjects in English.

110
Curriculum vitae

111
Name: ERICSON PAGUBO DE LA PIÑA

Date of Birth: OCTOBER 26, 2006

Place of Birth: ZONE PLUTO 2, BRGY. MONTEBELLO,

KANANGA, LEYTE

Permanent Address: ZONE PLUTO 2, BRGY. MONTEBELLO,

KANANGA, LEYTE

Parents: MR. AND MRS. ILORDE PEPITO DE LA

PIÑA SR.

EDUCATIONAL BACKGROUND

Elementary: MONTEBELLO ELEMENTARY SCHOOL

Brgy. Montebello, Kananga, Leyte

Secondary: MONTEBELLO ANNEX

Brgy. Montebello, Kananga, Leyte

Senior High School: VALENCIA NATIONAL HIGH SCHOOL

Brgy. Valencia, Ormoc City, Leyte

112
Name: ANGEL KRISTINE SALAZAR MAG-USARA

Date of Birth: APRIL 13, 2005

Place of Birth: CITY OF LAS PIÑAS, NCR FOURTH

DISTRICT

Permanent Address: PUROK 1, BRGY. KADAOHAN, ORMOC

CITY, LEYTE

Parents: MR. AND MRS. MA. MILSAM ALISON

SALAZAR

EDUCATIONAL BACKGROUND

Elementary: CABATOAN ELEMENTARY SCHOOL

Brgy. Kadaohan, Ormoc City, Leyte

Secondary: VALENCIA NATIONAL HIGH SCHOOL

Brgy. Valencia, Ormoc City, Leyte

Senior High School: VALENCIA NATIONAL HIGH SCHOOL

Brgy. Valencia, Ormoc City, Leyte

113
Name: KATRINA TUAZON MISA

Date of Birth: NOVEMBER 21, 2005

Place of Birth: BRGY. NATUBGAN, KANANGA, LEYTE

Permanent Address: OCCCI VILLAGE, SITIO CAMOTE,

LIBONGAO KANANGA LEYTE

Parents: MR. & MRS. DAVE DEN MISA

EDUCATIONAL BACKGROUND

Elementary: LIBONGAO ELEMENTARY SCHOOL

Brgy. Libongao, Kananga, Leyte

Secondary: KANANGA NATIONAL HIGH SCHOOL

Brgy. Poblacion, Kananga, Leyte

Senior High School: VALENCIA NATIONAL HIGH SCHOOL

Brgy. Valencia, Ormoc City, Leyte

114
Name: JEFF DUMALAN PALACIO

Date of Birth: JULY 23, 2006

Place of Birth: MABINI ST. ORMOC CITY, LEYTE

Permanent Address: PUROK 2, BRGY, SAN IGNACIO,

KANANGA, LEYTE

Parents: MR. AND MRS. ANABEL

EVANGELISTA DUMALAN

EDUCATIONAL BACKGROUND

Elementary: SAN IGNACIO ELEMENTARY

SCHOOL

Brgy. San Ignacio, Kananga, Leyte

Secondary: MONTEBELLO ANNEX

Brgy. Montebello, Kananga, Leyte

Senior High School: VALENCIA NATIONAL HIGH

SCHOOL

Brgy. Valencia, Ormoc City, Leyte

115
Name: KITCHIE ESPERANZA PAGALAN

Date of Birth: NOVEMBER 17, 2006

Place of Birth: SURIGAO DEL NORTE

Permanent Address: PUROK 3, BRGY. CAGBUHANGIN, ORMOC

CITY, LEYTE

Parents: MR. AND MRS. OLIVER MARTINEZ

PAGALAN

EDUCATIONAL BACKGROUND

Elementary: CAGBUHANGIN ELEMENTARY SCHOOL

Brgy. Cagbuhangin, Ormoc City, Leyte

Secondary: VALENCIA NATIONAL HIGH SCHOOL

Brgy. Valencia, Ormoc City, Leyte

Senior High School: VALENCIA NATIONAL HIGH SCHOOL

Brgy. Valencia, Ormoc City, Leyte

116
Name: CARL DANIEL DACERA ULAN-ULAN

Date of Birth: OCTOBER 10, 2006

Place of Birth: BRGY. AGUITING, KANANGA, LEYTE

Permanent Address: BRGY. AGUITING, KANANGA, LEYTE

Parents: MR.& MRS. BRIAN ULAN-ULAN

EDUCATIONAL BACKGROUND

Elementary: AGUITANG ELEMENTARY SCHOOL

Brgy. Aguiting, Kananga, Leyte

Secondary: MONTEBELLO ANNEX

Brgy. Montebello, Kananga, Leyte

Senior High School: VALENCIA NATIONAL HIGH SCHOOL

117
 Brgy. Valencia, Ormoc City, Leyte

Name: CATHYRINE ROSE EPE SATIMBRE

Date of Birth: SEPTEMBER 1, 2006

Place of Birth: BRGY. DAYHAGAN, ORMOC CITY

Permanent Address: PUROK 1, BRGY. DAYHAGAN, ORMOC

CITY, LEYTE

Parents: MR. AND MRS. IRENEO DILLERA

SATIMBRE

EDUCATIONAL BACKGROUND

Elementary: DAYHAGAN ELEMENTARY SCHOOL

Brgy. Dayhagan, Ormoc City, Leyte

Secondary: VALENCIA NATIONAL HIGH SCHOOL

Brgy. Valencia, Ormoc City, Leyte

118
Senior High School: VALENCIA NATIONAL HIGH SCHOOL

Brgy. Valencia, Ormoc City, Leyte

Name: JENNIFER TEVES

Date of Birth: JANUARY 18, 2006

Place of Birth: BRGY. TAGAYTAY, KANANGA, LEYTE

Permanent Address: BRGY. TAGAYTAY, KANANGA, LEYTE

Parents: MR. AND MRS. DIODESA CAPIN TEVES

EDUCATIONAL BACKGROUND

Elementary: TAGAYTAY ELEMENTARY SCHOOL

Brgy. Tagaytay, Kananga, Leyte

Junior High School: KANANGA NATIONAL HIGH SCHOOL

Brgy. Poblacion, Kananga, Leyte

Senior High School: VALENCIA NATIONAL HIGH SCHOOL

119
Brgy. Valencia, Ormoc City, Leyte

120
121