Research Paper Group7 - FINAL

Problems in Speaking English Language during Oral Recitation of
BSED-English I in a Private College
A Concept Paper Presented to
The Faculty of College of Education of
Tañon College, San Carlos City, Negros Occidental
In Partial Fulfillment
of the Requirements for the
Course Eng 221 Language Research
Jessa V. Allones
Missy H. Esperanza
Emily A. Jabillo
Mary Grace P. Redoblado
Adelaide B. Rico
June 2023
Tañon College
E.A. Antonio Jr. Mem. School
San Carlos City, Negros Occidental
1 ii
TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………………………. i
TABLE OF CONTENTS…………………………………………………………. ii
LIST OF FIGURES………………………………………………………………... iv
CHAPTER I THE PROBLEM AND ITS SETTING ………………………...
Background of the Study ………………………………………………………...... 1
Setting of the Study ……………………………………………………………….. 3
Conceptual Framework ……………………………………………………………. 3
Statement of the Study …….………………………………………………………. 4
Assumption of the Study ………………………………………………………….. 4
Significance of the Study ………………………………………………………….. 5
Scope and Limitations of the Study ……………………………………....……….. 6
Definition of Terms ………………………………………………………............... 6
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES …
Local Literature ………………………………………………………………....… 8
Foreign Literature ……………………………………………................................ 8
Local Studies ……………………………………………………………………... 9
Foreign Studies …………………………………………………………………… 10
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CHAPTER III METHODS AND PROCEDURE ……………..........................
Method of Research ………………………………………………………………. 13
Subjects of the Study ……………………………………………………………… 13
Sampling Technique ………………………………………………………………. 14
Procedure of Data Gathering ……………………………………………………… 14
Ethical Considerations …………………………………………………………….. 15
REFERENCES …………………………………………………………………... 17
APPENDICES …………………………………………………………………….
A. Permission Letter to the College Dean ……………………………………........ 21
B. Permission Letter to the Research Instructor …………………………………... 22
C. Permission Letter to the Assigned Instructor …………………………………... 23
D. Research Informed Consent Form …………………………………………....... 24
E. Checklist Questionnaire …………………………………................................... 25
BIONOTE ………………………………………………………………………… 27
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LIST OF FIGURES
Table Page
1 Conceptual Model ………………………………………..................…… 3
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Chapter I
THE PROBLEM AND ITS SETTING
Background of the Study
In the globalized world we are living, being capable of communicating in English has
become essential. The more proficient you are, the better you can express yourself stated by David
(2020). In the field of education, the use of English is necessary and frequently utilized in schools
to convey ideas, facts, and messages to others, especially during Oral recitation. Oral Recitation is
an act of having the class recite something significant information orally and an act of students’
reply to a given question as described by Moneva and Cuizon (2020).
Jeff (2019) stated that as he conducted a study of identifying the most difficult basic skill
faced by learners of English in first-year undergraduate classes at UEA, a university in Bukavu,
DR Congo. The researcher found out that in speaking English, students often encountered speaking
problems. Other students admit they understand the teacher’s questions but they are not able to
answer in English. Common problems such as little vocabulary knowledge, mother tongue
interference, mispronunciation of English words, or the use of a wrong word in class. Students
were being afraid of making mistakes and because their classmates could laugh at them, some
students were shy.
Another study conducted by Jaya et al. (2022) at a University in South Sumatera, Indonesia
discusses the speaking abilities and problems encountered by English Major Students The results
showed that 42% of the participants performed well on the speaking test in class whereas 58% did
not. Speaking problems have been classified into three categories: psychological problems (lack
of confidence and worry), social problems (difficulties in finding opportunities to learn English
and comprehension in speaking class), and linguistic-related problems (fluency, grammar,
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vocabulary, and pronunciation). The reasons for this include a lack of general knowledge, a lack
of speaking practice, a fear of making mistakes, a lack of word usage, a lack of interest and
participation, a lazy attitude toward reading, shyness, a lack of use of dictionaries, anxiousness,
and fear of criticism.
In the Philippines, speaking English is commonly practiced in every school in an effort to
improve students' macro skills, such as speaking. Yet, students are still facing problems as they
expressed their thoughts to everyone. Ryan (2022) stated that the common reasons are, a number
of students struggle with grammar, lack of self-esteem, and become shy because they are afraid of
making mistakes. They are afraid of not being able to communicate correctly because the English
language is used and they are unfamiliar with it. The study conducted at Saint Michael College of
Caraga by Chentez et al. (2019) indicated the main problems for the students in oral recitation
were caused by not frequent usage of English in daily life resulting in nervous feelings when
speaking. As a result, these problems negatively affected the students’ performance.
Unfortunately, the researchers discovered that there are no accessible similar studies in San
Carlos City, Negros Occidental. Therefore, conducting this study is necessary. The researchers
choose this study due to the observation that some students had problems in speaking English
orally in class which made them hinder to respond to the given questions and the researchers want
to minimize that problems through finding suitable solution to develop student’s performance.
The purpose of this study is to determine the Problems in Speaking English language
during Oral Recitation, particularly BSED–English I in a Private College. The results of this study
may serve as the basis to utilize a suitable strategic plan and the researchers will like to propose a
Daily Language Program that consists of four activities such as weekly language, memorization
of vocabulary, English Conversation, and Public Speaking to minimize the problems.
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Setting of the Study
This study will be conducted in a Private College in San Carlos City. Founded by the late
Eugenio A. Antonio Jr. in 1952. It is located in Ylagan Street, Azcona St., San Carlos City, Negros
Occidental, 6127. This private college is committed to provide the poor an access to quality
education that would improve their lives and make them realize the poverty is not a hindrance to
success and provide relevant quality Christian education that will equip the learners with life long-
skills for global competitiveness.
Conceptual Framework
Problems in Speaking English Language during

Oral Recitation
BSED – English I Students in a

Private College in San Carlos City
Checklist Questionnaire
Daily Language
Program
Figure 1. The Schematic Diagram of the Framework of the Study
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Statement of the Problem
This study aims to determine the Problems in Speaking English language during Oral
Recitation, particularly BSED–English I in a private college in San Carlos City. It seeks to answer
the following questions:
1. What are the problems in speaking English language during Oral Recitation of BSED -
English I at Private College in San Carlos City?
2. What are the possible reasons why students have problems in speaking the English
language during Oral Recitation?
3. Based on the findings, what is the suitable strategy or intervention that may be proposed
in a Private College to develop speaking skills and minimize speaking problems?
Assumption of the Study
In conducting this study, it assumes the following:
1. The researchers assume that the participants will provide sufficient information regarding to
what the researchers are currently studying.
2. The researchers assume that the participants will honestly answer the checklist questionnaire
and the records they will provide are true and accurate.
3, The researchers assume that the various documents have included in this study supports the
study.
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Significance of the Study
This study of the Problems in Speaking English language during Oral Recitation of BSED
– English I in a Private College in San Carlos City will be beneficial to the following recipients:
Dean and Staff of Private College. This study will aware the dean of the Department of
Education and staff about the problems faced by the students and provide essential materials and
strategies that can assist in minimizing the problems of the students during oral recitation.
Teachers. This may give insights to plan and develop a better approach, techniques, and
aids that can help in overcoming the students’ problems in speaking English language during oral
recitation.
Students. This study will serve as an awareness of the students about the problems in
speaking English language during oral recitation and the results of this study may help them enrich
and improve their speaking skills to avoid problems in speaking English orally.
Parents. The findings of this study will also help the parents to know and understand the
problems encountered by their children in speaking English language during oral recitation. And
provide guidance and support like encouraging and spreading positive motivation in order for the
students to not feel frightened when expressing their opinions during oral recitation.
Future researcher/s. Also, be beneficial because it may give them a piece of information
regarding the problems of speaking English language during Oral Recitation and help them to
expand their knowledge regarding this matter. This study can be also used as a reference to support
their future research title.
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Scope and Limitations of the Study
This study will be focus on determining the problems in speaking English language during
oral recitation of BSED-English I in a private college in San Carlos City and the researchers will
use a checklist questionnaire answerable by agree or disagree that will be given only to 15 random
BSED-English I Students in a Private College to determine whether those speaking problems they
encountered may involve a lack of confidence or motivation, fear of making mistakes like
grammatical errors, fear of criticism, perhaps due to shyness or nervousness, or among others and
to know the possible reasons of their problems.
Definition of Terms
To provide a better understanding of the study, the following terms are conceptually and
operationally defined:
English language. Potter and David (2023) conceptually discussed that English language
is widely regarded as the lingua franca of the globe and is used as a primary language in many
different industries, including higher education, international trade, and others. It operationally
refers to an international language that is used and practice by the students for their studies in
delivering their thoughts, ideas, or any information in class.
Problems. Seel (2018) conceptually stated that a problem is generally considered to be a
task, a situation, or a person which is difficult to deal with or control due to complexity and in
transparency. Operationally, refers to the events or situations that occurred during the activity that
are somehow difficult or hinder the students to address and express their opinions thoroughly.
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Speaking. As stated in the study conducted by Tambunan (2018), the researcher
conceptually defined speaking as a productive skill where the main point of speaking is to
communicate orally. Operationally, students in school used this skill to create communication and
able to express one’s thought, feelings, ideas, or an information to others.
Oral Recitation. Moneva and Cuizon (2020) conceptually discussed that oral recitation is
an act of having the class recite something significant information orally and an act to students’
reply to a given question. Operationally, it is one of the methods used by the teacher inside the
classroom to train and enhance the speaking ability of each student. Through this, it builds and
strengthens the students’ interest, confidence, and motivation by having them participate along
with the teacher.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides a description and review of related literature. This section presents a
review of related studies and research findings that are related to the problems of this study.
Local Literature
More than 90% of college graduates in the Philippines, as reported in the GMA news article
authored by Magsino (2020), are not yet prepared for English-speaking roles. They are able to
speak and express themselves, but they were having problems like lack of proficiency in English,
many of which were caused by their limited knowledge of the English language. Officials from
the labor and education sectors agreed that it is critical to build on Filipinos' proficiency in the
English language in order to solve the aforementioned issue as other nations are also progressing
more quickly than the Philippines.
Unfortunately, the researchers only found one related local piece of literature published
regarding the problems with speaking the English language during oral recitation of the students.
Therefore, there is a dearth of local literature that can support this study and there is a need to
conduct this study to be use as reference for future researchers.
Foreign Literature
A comprehensive study of the literature conducted by Aziz and Kashinathan (2021) in
Malaysia discussed that speaking is a helpful language skill that enables speakers and listeners to
interact orally for the purposes of information transfer, connection building, and sharing. One of
the languages with demand on a global basis for learners at all levels of communication is English.
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However, the speaking abilities of ESL students are constantly seen as complex and difficult,
requiring a lot of work to maintain. The difficulties and problems faced by ESL students speaking
English in Malaysian classrooms from 2014 to 2021 are thoroughly reviewed in this article. The
research demonstrates that ESL students have problems with speaking English in the classroom
for both internal and external reasons. The major problems with ESL learners' speaking skills are
a lack of motivation and self-confidence, anxiety, inhibition, and limited vocabulary knowledge.
Unfortunately, the researchers found that there is a scarcity of foreign literature that can
support this study.
Local Studies
A qualitative research study conducted by Leaño et al. (2019) done in the Philippines and
based on case studies of Indigenous Peoples (IP) students in Echague, Isabela, Philippines, the
findings of the research indicated that Indigenous students had problems using English in class to
communicate their feelings about topic. These speaking problems are the results of their very little
use and exposure of the English language, especially in oral activities. Lacking early exposure to
the English language may cause the weaker intellectual capacity of indigenous learners in
acquiring skills to speak English.
Additionally, limited vocabulary in English affects native speakers’ ability to recognize
words, causing them to mispronounce. Poor or slow processing of information and putting it into
words in English were noted speaking problems of indigenous learners in the case studies.
Separa et al. (2020) also discussed that even though English is considered the second
language in the Philippines, students start to feel shy about themselves for not fully understanding
the question given by their teacher because they only know a few words of English. Explaining
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their opinions and understanding of the topic becomes a problem. Aside from unfamiliarity with
some words, creating statements that follow grammatical rules becomes problematic, which also
affects their oral activities. Other learners expressed that they also experienced a feeling of having
disorganized thoughts together with the fear of committing mistakes. Furthermore, aside from oral
recitation activity, when given an activity that involves impromptu speaking, these problems also
causes learners have low expectations for their performance. Their preparations for public
speaking begin with the nervousness that causes the mental block.
Foreign Studies
Ekmekçi (2018) discussed how vital oral activities into the curriculum could create
opportunities for students in many ways. It allows them to gain new insights into various issues
and promotes students’ autonomy, team spirit, and creativity. However, despite its advantages,
there are problems behind those opportunities. In Indonesia, there are various studies that stated
problems faced by Indonesian students, and these studies are made by Fitriani (2019) stated that
despite the importance of doing oral, some studies show that students attempted to avoid oral as
they could not present their ideas evidently and efficiently due to their limited English proficiency.
Additionally, the study of Kheryadi and Hilmiyati (2021) also found that lack of confidence to
perform a presentation in English, limited opportunities to practice English, negative self-efficacy,
speaking anxiety, and fear of presenting their ideas to a crowd are other factors.
A study by Habil et al. (2021) in Johor Bahru, Malaysia, found that learners' fears of
making mistakes or being criticized hinder their progress in speaking English since they cause
them to become avoidant. The researcher highlighted problems that learners encounter when
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learning spoken English as being shyness, anxiety, self-efficacy, hesitation, emotions, and
confidence.
In another study, Zainurrahman and Sangaji (2019) did qualitative research on 14
university students in Malaysia who were selected at random from a university for a different
study. It was discovered through the use of a performance test graded using a speaking rubric that
the students understand of grammar (linguistic domain) was very poor. The conclusion drawn from
the findings and the data discussed that the students' speaking problems like afraid of grammar
mistakes were brought on by their limited knowledge about grammar. It also showed that
psychological problems like hesitance and low self-esteem had an impact on the students'
performance in the speaking activity.
Another related study by Md and Mahani (2021) conducted a further investigation in this
area at private universities in Bangladesh. The results of this study showed that students experience
several types of psychological problems when attempting to complete speaking activities. Three
psychological problems affect the students: anxiousness, lack of confidence, and fear of looking
foolish. Some students claimed that they lack confidence, and they believe this makes them
nervous. They start sweating and feel like their minds are blank when the teacher asks them to
speak in front of the class. Students also admitted that they tend to put off giving speeches in
speaking classes out of concern that they would look bad and feel embarrass in front of their
classmates. And it is due of their grammar skills, and vocabulary is also subpar. Additionally, a
lack of knowledge on a topic contributes to students’ problems with speaking. Students find it
difficult to engage with others in English beyond one or two phrases because of a lack of resources.
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The studies mentioned above highlighted the various problems faced by foreign and local
students in different countries when speaking English orally in class. Upon examining the
numerous related studies and research findings, the researchers discovered differences. In the
related studies and research findings, problems in speaking English are not just occur during oral
recitation activity but rather also happen, particularly in impromptu speaking, as stated in the study
conducted by Separa et al., while this study is only focusing on determining problems in speaking
English, particularly during oral recitation. On the other hand, the similarities are that the studies
are both seeking to achieve similar objectives, which are to determine the problems that hindered
the students from speaking their thoughts orally and confidently and suggest suitable solutions in
order to minimize problems.
To sum up, all the studies mentioned above are therefore related to the researchers’ study.
It discussed how significant and relevant it is for learners to speak English, a helpful language skill
that enables speakers and listeners to interact orally. It also shows its advantages in speaking the
language during oral recitation, however, despite its advantages, the speaking abilities of students
in the various location mentioned above encountered difficulties and problems when using the
English language orally in class. Those problems include lack of proficiency, linguistic structure,
motivation, self-confidence, anxiety and nervousness, inhibition, limited vocabulary, and grammar
knowledge, fear of criticism, and other problems. And these problems occurred due to both internal
and external reasons, like psychological, linguistic, environmental, social, and other factors.
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Chapter III
METHODS AND PROCEDURE
This chapter explains various methodologies that will be used in gathering data and
analysis which are relevant to the research. The methodologies will include areas such as the
method of research, subjects of the study, sampling technique, procedure of data gathering, and
ethical considerations.
Method of Research
This qualitative study will utilize a descriptive research method. McCombes (2019)
conceptually described descriptive research as a systematic description of a population, situation,
or phenomenon. It is formulated to get information concerning to the current status, and
phenomenon and directed toward determining the nature of the situation, as it exists at the time of
the research. The researchers choose this method to be used in the study as it will provide accuracy
and to appropriately describe the information that may gather from the participants about the
students’ problems in Speaking English Language during Oral Recitation of BSED-English I in a
Private College in San Carlos City.
Subjects of the Study
The participants of the study are the BSED-English I students. The participants will be
randomly selected and the researchers will only choose 15 BSED–English I students in a Private
College to participate in the study. And the researchers choose these participants because the
researchers believe that these students can provide sufficient information regarding to what the
researchers are currently studying.
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Sampling Technique
In this research, the researchers will use a simple random sampling technique to determine
the participants who will cooperate for the data-gathering process and to accurately gather the
information needed. Thomas (2022) described a simple random sampling technique as a type of
probability sampling in which the researcher randomly selects a subset of participants from a
population. The researchers see this technique as appropriate as each member of the population
will have an equal probability of being chosen and leave out any bias. The 15 participants from
BSED–English I in a Private College in San Carlos City to participate in this study will be selected
with the use of a lottery method, which means that each member of the population is assigned a
number, after which numbers are selected at random.
Procedure of Data Gathering
Before conducting the study, the researchers will formally write and send a letter to the
School Dean of a Private College and to Research Instructor asking their permission and approval
to gather data from the 15 random participants, specifically these participants are BSED-English I
Students who have knowledge about their Problems in Speaking English Language during Oral
Recitation.
Upon the approval of the College Dean, and Research Instructor, the researchers will set a
specific schedule for gathering data from the said participants in order to avoid inconvenience and
unpreparedness on the part of the participants and as well as their assigned instructor will also be
given research approval for the students to be excused in a few minutes for data gathering process.
Once the questions are distributed and collected, the responses are carefully recorded one by one
and will be tallied and interpreted.
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Regarding to the research instrument, the researchers will use a researcher-made checklist
questionnaire answerable by agree or disagree to determine the Problems of BSED–English I
Students in Speaking English Language during their Oral Recitation. Nilima (2022) stated that
Checklist Questionnaire is a simple instrument consisting prepared list of expected items of
performance or attributes, which are checked by the researcher for their presence or absence. The
checklist questionnaire is composed of a total of 15 questions and will be given to 15 random
BSED–English I students in a Private College in San Carlos City. The researcher-made checklist
questionnaire will undergo a validation process to test its validity. It will be presented and tested
by the research expert to ensure its validity and reliability.
Ethical Considerations
Informed consent. The study will be conducted on the BSED-English I students in a
Private College in San Carlos City. Before conducting the data from the participants, the researcher
will secure consent from the participants. The research participants will inform beforehand about
the purpose of this study, their confidentiality and also inform that their participation in the
research, especially during the data-gathering procedure, is voluntary, and should the participants
feel uncomfortable, they can withdraw their participation. All the data that the researchers may
gather from the participants will be disposed after an appropriate amount of time so that the
information cannot be read or reconstructed.
Confidentiality. The participants will assure that the gathered information will be treated
as confidential, and no information regarding the identity of the participants will be published or
released publicly without their permission, to protect their rights and welfare. Likewise, all the
collected data will be appropriately disposed after the study’s publication. And as well as the soft
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copies of the data will be deleted with no chance of recovery in the future. Therefore, the data will
be collected and held anonymously, and there will be no identifying values that will link the
information to the participants.
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REFERENCES
Aziz, A. A., & Kashinathan, S. (2021). ESL Learners’ Challenges in Speaking English in
Malaysian Classroom. International Journal of Academic Research in Progressive
Education and Development, 10(2), 983–991.
https://www.researchgate.net/profile/AzlinaAbdulAziz/publication/355316706_ESL_Lea
rners'_Challenges_in_Speaking_English_in_Malaysian_Classroom/links/6188828b3068c
54fa5bdd6fe/ESL-Learners-Challenges-in-Speaking-English-in-MalaysianClassroom.pdf
Chentez, K. J. R., Felicilda Jr, J. V., Felisilda, A. R., & Tabañag, R. E. (2019). Common Problems
in Oral Communication Skills Among High School Students. SMCC Higher Education
Research Journal (Teacher Education Journal), 1(1), 1-1.
https://www.ejournals.ph/article.php?id=14388
David (2020). The Importance of Learning English.
https://www.etsglobal.org/pl/en/blog/news/importance-of-learning-english
Ekmekçi, E. (2018). Oral presentations from the eyes of EFL freshman students: A qualitative
study. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi, 12, 265–275.
https://doi.org/10.29000/rumelide.472777
Fitriani, N. (2019). Communication breakdown among Indonesian EFL learners: Barriers and
strategies. International Journal of English Language & Translation Studies, 7(1), 35–41.
https://eltsjournal.org/archive/value7%20issue1/5-7-1-19.pdf
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Ibna Seraj, P. M., & Habil, H. (2021). A Systematic Overview of Issues for Developing EFL
Learners’ Oral English Communication Skills. Journal of Language and Education, 7 (1),
229-240. https://doi.org/10.17323/jle.2021.10737.
Jaya, H. P., Petrus, I., & Pitaloka, N. L. (2022). Speaking performance and problems faced by
English major students at a university in South Sumatera. Indonesian EFL Journal, 8(1),
105-112.
https://journal.uniku.ac.id/index.php/IEFLJ/article/view/5603#:~:text=The%20participant
s%20were%20the%20university,well%20in%20the%20speaking%20test.
Jeff, C. B. R. (2019). The Most Difficult Basic Skill Faced by Learners of English in First Year
Undergraduate Classes at UEA/Bukavu, DR Congo. Creative Education, 10(2), 464-474.
https://www.scirp.org/journal/paperinformation.aspx?paperid=90830
Kheryadi, K., & Hilmiyati, F. (2021). Identifying difficulties encountered by Indonesian EFL
learners in oral presentation. VELES Voices of English Language Education Society, 5(1),
36–45. https://doi.org/10. 29408/veles.v5i1.2486
Leaño, A. J., Rabi, N. M., & Piragasam, G. A. G. (2019). Speaking difficulties of Philippine
indigenous learners in English Semantics. Southeast Asia Early Childhood Journal, 8(2),
16-27. https://ejournal.upsi.edu.my/index.php/SAECJ
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Magsino, D. (2020). Pinoys losing edge in English proficiency.
https://www.gmanetwork.com/news/topstories/nation/690333/pinoys-losing-edge-in-
english-proficiency/story/
McCombes, S. (2022, October 10). Descriptive Research | Definition, Types, Methods &
Examples. Scribbr. Retrieved May 7, 2023, from
https://www.scribbr.com/methodology/descriptive-research/
Md, I. & Mahani S. (2021). Students’ low proficiency in spoken English in private universities in
Bangladesh: reasons and remedies.
https://languagetestingasia.springeropen.com/articles/10.1186/s40468-021-00139-0#ref-
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Moneva, J. C. O., & Cuizon, A. J. P. (2020). Confidence: Before and After Oral Recitations. JOALL
(Journal of Applied Linguistics and Literature), 5(1), 94-101.
https://www.researchgate.net/publication/340020852_CONFIDENCE_BEFORE_AND_
AFTER_ORAL_RECITATIONS.
Nilima, S. (2022, January 29). Designing Research Questionnaire & checklist.
https://www.slideshare.net/Ashins/designing-research-questionnaire-checklist
Potter, S. and David (2023, April 25). English language. Encyclopedia Britannica.
https://www.britannica.com/topic/English-language
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Ryan (2022). Why Filipino Students Struggle to Speak English.
https://www.englishraven.com/why-do-filipino-students-have-difficulty-speaking-in-
english-pdf/\
Seel, N.M. (2018). Problems: Definition, Types, and Evidence. In: Seel, N.M. (eds) Encyclopedia
of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-
1428-6_914
Separa, L. A. C., Generales, L. J., & Medina, R. J. S. (2020). Situational Speaking Difficulties of
English as Second Language Learners in the Philippines. JATI-Journal of Southeast Asian
Studies, 25(1), 144-167. https://mjes.um.edu.my/index.php/jati/article/view/21654
Tambunan (2018). The Review of Literature A. Speaking Skills 1) Definition of Speaking Skills.
https://repository.uir.ac.id/4343/5/bab2.pdf
Thomas, L. (2022, December 05). Simple Random Sampling | Definition, Steps & Examples.
Scribbr. Retrieved May 7, 2023, from https://www.scribbr.com/methodology/simple-
random-sampling/
Zainurrahman, Z., & Sangaji, S. (2019). A Study on the University Students’ Speaking Difficulties.
Langua: Journal of Linguistics, Literature, and Language Education, 2(1), 1-8.
https://doi.org/10.5281/zenodo.2588073
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APPENDIX A
PERMISSION LETTER TO THE COLLEGE DEAN
May 15, 2023
JOCELYN M. SUMILHIG, PhD

Dean, College of Education
Tañon College
Dear Ma’am Jocelyn,
Greetings!
The researchers under Group 7 of BSED-English II with the course Language Education
Research of Tañon College are conducting a research paper entitled “Problems in Speaking English
Language during Oral Recitation of BSED-English I in a Private College”. The objective of this
paper is to determine the problems in speaking English language during oral recitation, particularly
BSED–English I in a private college in San Carlos City.
In view of this, we would like to ask permission to administer our checklist questionnaire
to 15 participants from BSED-English I students to gather accurate, reliable, and valid data to
complete the researchers’ paper.
Rest assured that the data will be treated with the utmost confidentiality and for the purpose
of the course it serves for. Your positive response will be of great help for the success of this
research study. May this letter of permission merit our research undertakings.
Thank you very much and God bless you more!
Respectfully yours, Approved by:

JESSA V. ALLONES
JOCELYN M. SUMILHIG, PhD
MISSY H. ESPERANZA Dean, College of Education
Tañon College
EMILY A. JABILLO
MARY GRACE P. REDOBLADO
ADELAIDE B. RICO
Researchers
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APPENDIX B
PERMISSION LETTER TO THE RESEARCH INSTRUCTOR
May 15, 2023
ALAN D. BAUTISTA, PhD

College Instructor
English Program Head Designate
Tañon College
Dear Sir Allan,
Greetings!
The researchers under Group 7 of BSED-English II with the course Language Education
Research of Tañon College are conducting a research paper entitled “Problems in Speaking English
Language during Oral Recitation of BSED-English I in a Private College”. The objective of this
paper is to determine the problems in speaking English language during oral recitation, particularly
BSED–English I in a private college in San Carlos City.
In view of this, we would like to ask permission to administer our checklist questionnaire
to 15 participants from BSED-English I students to gather accurate, reliable, and valid data to
complete the researchers’ paper.
Respectfully yours, Noted by:

JESSA V. ALLONES
ALAN D. BAUTISTA, PhD
MISSY H. ESPERANZA College Instructor
English Program Head Designate
EMILY A. JABILLO
ADELAIDE B. RICO
Researchers
Tañon College
23
APPENDIX C
PERMISSION LETTER TO THE ASSIGNED INSTRUCTOR
May 15, 2023
Dear Ma’am/Sir,
Greetings of Peace and Solidarity!
The researchers of BSED-English II with the course Language Education Research of
Tañon College are conducting a research paper entitled “Problems in Speaking English Language
during Oral Recitation of BSED-English I in a Private College”. The objective of this paper is to
determine the Problems in Speaking English language during Oral Recitation, particularly BSED
– English I in a private college in San Carlos City.
In view of this, we would like to ask permission from you to allow us to administer our
checklist questionnaire to 15 participants from BSED-English I students to gather accurate,
reliable, and valid data to complete the researchers’ paper.
Respectfully yours, Approved by:
JESSA V. ALLONES _____________________________
MISSY H. ESPERANZA
EMILY A. JABILLO
ADELAIDE B. RICO
Researchers
Tañon College
24
APPENDIX D
RESEARCH INFORMED CONSENT FORM
Title
This study is titled “Problems in Speaking English Language during Oral Recitation of
BSED-English in a Private College”, in partial fulfillment of the requirements for the Course Eng
221 Language Research presented to the Faculty of College of Education of Tañon College, San
Carlos City, Negros Occidental.
Researcher
This study is to be conducted by Jessa V. Allones, Missy H. Esperanza, Emily A. Jabillo,
Mary Grace P. Redoblado, and Adelaide Rico, who are currently BSED-English II students at
Tañon College, Inc. with Sir Allan D. Bautista as the research instructor.
Purpose of the Research

The study aims to determine the Problems in Speaking English language during Oral
Recitation, particularly BSED – English I in a private college in San Carlos City. The results of
this study may serve as the basis to utilize a suitable strategic plan and the researchers will like to
propose a Daily Language Program that consists of four activities such as weekly language,
memorization of vocabulary, English Conversation, and Public Speaking that will utilize in a
Private College in San Carlos City to address and minimize the problems.
Confidentiality
In the conduct of the study, full confidentiality will be assured. No information that
discloses your identity will be released or published without your specific consent to the disclosure,
only imperatively necessary and will be used for the research study’s purposes only. The materials
that contained the raw information derived from you will be disposed after data processing within
a given period.
Participation
Your participation in this study must be voluntary and you have the right to withdraw if
you feel uncomfortable in the process of gathering information from you.
Informed Consent
Given the information above, I have read and understood this consent form. I understand
that I am free to withdraw from my involvement in the study any time I deem it to be necessary or
to seek clarifications for any unclear steps in the research process.
My signature indicates my willingness to participate in the study.
____________________________________________________ _____________
Printed Name and Signature of the Research Participants Date
Tañon College
25
APPENDIX E
CHECKLIST QUESTIONNAIRE
Name (optional): _______________________________________ Course & Year: ___________
Direction: For each statement in the survey, please put a check (√) in the box on the right side if
you agree or disagree with the problems stated. There are no right or wrong answers. Your answers
will be kept strictly confidential and you will not be identified. We appreciate your help in
evaluating this study.
Agree (indicates that the problem is encountered)
Disagree (indicates that the problem is never encountered)
Questions Agree Disagree

1. I find oral recitation difficult because I have low
self-confidence.
2. I feel shy to express my answer using the English
language during oral recitation
3. I am afraid of making some grammatical errors or
utterance errors during oral recitation.
4. I am usually inhibited when trying to speak English
words during oral recitation because I am worried
about making mistakes.
5. I feel worried and afraid of making incorrect
pronunciation when I speak and convey my thoughts
in English.
6. I feel nervous to speak out my opinion and ideas
orally.
7. I feel a lack of motivation to speak and express my
answers in English during oral.
8. I have a fear of how other people criticize and react
when I speak the English Language in conveying my
answers orally in class.
Tañon College
26
9. I am worried during oral recitation because I am

lacking vocabulary mastery.
10. There are times I cannot give an exact answer
during oral recitation because I do not have any ideas
about the given question.
11. I have speaking problems because of less exposure
to English language.
12. I encountered problems in speaking English orally
because I don’t have general knowledge about the
given question or topic.
13. I have problems because I am not frequently
practicing my speaking English skills.
14. I have problems in speaking English orally
because I feel lazy to memorize or study the coverage.
15. I encountered such problems during oral recitation
in class due to I am not fond into oral recitation.
OTHER PROBLEM/S YOU HAVE ENCOUNTERED AND COMMENTS:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Tañon College
27
BIONOTE
Jessa V. Allones is 21 years old and currently resides
in Santa Ana, Barangay Palampas San Carlos City, Negros
Occidental. She's taking a Bachelor of Secondary Education
with a degree of Major in English at Tañon College, Inc. She
finished her high school years at Julio Ledesma National High
School with honors and her senior high school years at the
same school. She was an active student in her past school and
was once a member of a group band that composed original
songs and represented her class. She is also a dancer in the 2018 Pinta Flores Festival 2018,
representing her school, Julio Ledesma National High School.
Missy Esperanza is known for being a jolly and
friendly person. She's 20 years old, turning 21 this coming
December. She's residing at So. Medina Barangay Rizal San
Carlos City Negros Occidental. She attended her Elementary
at Medina Elementary School and is a badminton athlete who
represents her school reaching the area meet. She graduated
from Julio Ledesma National High School during her junior
and Senior High School, with honors. She's now currently
studying at Tañon College, Inc. taking up a Bachelor in Secondary Education Major in English.
Tañon College
28
Emily Jabillo is from Sitio Lupao, Brgy. Quezon, San
Carlos City, Negros Occidental. A second-year college student
at Tañon College, Inc., taking up a Bachelor of Secondary
Education Major in English. She attended her elementary
school at Lagha Elementary School (Main), where she was
first honors and SPG president. In high school, she graduated
from Our Lady of Peace Mission School, Inc., with honors and
finished her Senior High at Quezon National High School.
Mary Grace Redoblado is 21 years old, and she's from
Brgy. Codcod San Carlos City, Negros Occidental. During her
elementary years, she was a consistent honor student at
Natuyay Elementary School. She graduated from secondary
education at Our Lady of the Mountains Mission School as a
high honor student. She was also an inspiring student leader
during her senior high school years. Competed in OLYMPIAD
2018–2019 and won as a second placer. Currently, she is a
second-year college student, studying a Bachelor of Secondary Education Major in English at
Tañon College, Inc.
Tañon College
29
Adelaide B. Rico is currently 20 years of age. She's
residing at Fatima Village, Barangay Rizal, San Carlos City,
Negros Occidental. She finished her Junior High at JLNHS
and was able to reach her goal to be on the list of honors
unexpectedly. During her Senior High School years at Colegio
de Santa Rita, Inc., she was participative in various school
activities such as caroling competition, cooking competition,
and being part of the CSR choir and ended up receiving
awards. At the end of her journey as a senior high student, she finished it with academic excellence.
Now, she’s taking a Bachelor of Secondary Education Major in English at Tañon College, Inc.,
and is grateful to be part of the Dean’s Listers. Now, she continues striving and thriving to reach
her dreams and life must go on.
Tañon College

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Problems in Speaking English Language during Oral Recitation of

BSED-English I in a Private College

A Concept Paper Presented to

The Faculty of College of Education of

Tañon College, San Carlos City, Negros Occidental

of the Requirements for the

Course Eng 221 Language Research

Mary Grace P. Redoblado

CHAPTER I THE PROBLEM AND ITS SETTING ………………………...

Background of the Study ………………………………………………………...... 1

Setting of the Study ……………………………………………………………….. 3

Conceptual Framework ……………………………………………………………. 3

Statement of the Study …….………………………………………………………. 4

Assumption of the Study ………………………………………………………….. 4

Significance of the Study ………………………………………………………….. 5

Scope and Limitations of the Study ……………………………………....……….. 6

Definition of Terms ………………………………………………………............... 6

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES …

Local Literature ………………………………………………………………....… 8

Foreign Literature ……………………………………………................................ 8

Local Studies ……………………………………………………………………... 9

Foreign Studies …………………………………………………………………… 10

CHAPTER III METHODS AND PROCEDURE ……………..........................

Method of Research ………………………………………………………………. 13

Subjects of the Study ……………………………………………………………… 13

Sampling Technique ………………………………………………………………. 14

Procedure of Data Gathering ……………………………………………………… 14

Ethical Considerations …………………………………………………………….. 15

A. Permission Letter to the College Dean ……………………………………........ 21

B. Permission Letter to the Research Instructor …………………………………... 22

C. Permission Letter to the Assigned Instructor …………………………………... 23

D. Research Informed Consent Form …………………………………………....... 24

E. Checklist Questionnaire …………………………………................................... 25

1 Conceptual Model ………………………………………..................…… 3

THE PROBLEM AND ITS SETTING

Background of the Study

reply to a given question as described by Moneva and Cuizon (2020).

faced by learners of English in first-year undergraduate classes at UEA, a university in Bukavu,

students were shy.

and comprehension in speaking class), and linguistic-related problems (fluency, grammar,

and fear of criticism.

In the Philippines, speaking English is commonly practiced in every school in an effort to

speaking. As a result, these problems negatively affected the students’ performance.

of vocabulary, English Conversation, and Public Speaking to minimize the problems.

Setting of the Study

skills for global competitiveness.

Problems in Speaking English Language during

BSED – English I Students in a

Figure 1. The Schematic Diagram of the Framework of the Study

Statement of the Problem

the following questions:

English I at Private College in San Carlos City?

language during Oral Recitation?

in a Private College to develop speaking skills and minimize speaking problems?

Assumption of the Study

In conducting this study, it assumes the following:

what the researchers are currently studying.

Significance of the Study