Chapter 1

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Basically, in a traditional classroom setting, the teacher do most of the

talking while students are like sponge absorbing what the teacher is saying in
front. With that classroom scenario, students are considered to be passive
learners. As a teacher, we should know how to make our students speak and
participate in order for the discussion to be livelier and interactive.
But the question here starts with a big “HOW?” How are we going to make
them speak, especially in teaching English subject wherein second language is
being used? Considering that here in the Philippines, in most subjects included in
the curriculum use English language as the medium of teaching. Though as of
today, the MTB-MLE or Mother Tongue Based- Multilingual Education was
implemented due to the changes in the Basic Education Curriculum which was
brought about by the new K-12 program.
However, it is undeniably true that most of the students are having such
difficulties and reluctance when it comes in speaking English. And that reluctance
rooted from varieties of reasons in which students' and teachers' attitudes
towards learning are very much involved.
In this study, the researcher aimed to look for the reasons behind
students’ reluctance in speaking English. Also, this study seeks to find for the
possible solutions that could have been done by the teacher to conquer this
speaking issue throughout the teaching-learning process.
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Background of the study
Speaking is one of the basic skills that every individual should develop.
Though the fact that lies between the teacher and the students when it comes in
speaking the second language is a crucial matter to be done within the four
corners of the classroom. As a teacher, English is considered as one of the
productive skills that were supported by the activities focusing on the assistance
of the teacher with the use of the language in communication. In addition to this,
teachers are considered to be one of the best scaffolds for the students in
acquiring the related knowledge in the second language.
Activities that affiliates the speaking skills of a student is a great factor

that the teacher- or even the students themselves- can evaluate and assess
whether they are into progression or stagnant in learning. Through this, students
have transparency in the teaching-learning process they are in. It also boosts
their confidence to improve more their speaking proficiency. And that is one of
the reasons why teachers' efforts should be centralized on developing students'
ability to speak since learning to speak is considered as great not only to the
learners but also to the teachers as well.
In every classroom set up, oral participation is the most observable

phenomenon, since most of the time it has the highest percentage in computing
the grades.
However, during the class discussion most of the students fail to

participate or speak in class with the language being taught (which refers to the
target language). But in spite of this circumstance, teachers must create a good
atmosphere in the midst of the class in order for the students to be comfortable
and at ease while undergoing the teaching-learning process.
Statement of the Problem
This study aims to find out the reasons behind students' reluctance in
speaking English so as the possible solutions to this matter.
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This study specifically answers the following questions:
1. What is the respondent's profile in terms of :
1.1 Age;
1.2 Gender?
2. What are the speaking anxieties of the respondents in terms of :
2.1 Psychological Factor;
2.2 Linguistic Factor; and
2.3 Learning Environment?
3. What is the oral communication level of the respondents in terms of:
3.1 clarity;
3.2 pronunciation;
3.3 fluency;
3.4 confidence; and
3.5 response?
4. Do the speaking English anxieties significantly relate to the oral

communication skills of the respondents?
Research Hypothesis
1. There is no significant relationship between the speaking English anxieties

and the oral communication skills.
Theoretical Framework
As mentioned earlier, speaking is one essential skill that an individual should

develop and enhance. Because through speaking, one's thoughts, ideas,
judgments and opinions are being expressed with an appropriate manner of
deliverance. However, it is obviously seen that speaking is one of the most
difficult skill to be mastered by most of the students.
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Nonetheless, teacher's role is to persuade and encourage his/her students

to speak up. And one way to give them the urge to speak is by giving them
feedback as they share their ideas, opinion and suggestions. Through this
feedback, students' confidence and self-esteem are highly gained and boosted
as well as their perception in learning.
Students' perception towards learning is considered to be a vital part in

dealing with the teaching-learning process. For their perception will definitely
affects their response and attitude in learning. With that, teacher's feedback will
help his/her students to have positive perception that brings about enthusiasm
while undergoing the teaching-learning process. Many studies show that giving
feedback can effectively lessen students' flaws in speaking. Because they are
given a chance to know what made them right and what made them wrong. For
that instance, they are now able to correct those things that needs improvement
and keep on developing those that made their performance better.
Conceptual Framework
Research Paradigm
Independent Variables Dependent Variable
Speaking English Communication Skills

Anxieties
 Clarity
1. Psychological  Pronunciation
 Fluency
Factor  Confidence
2. Linguistic Factor  Response
3. Learning
Environment
Figure 1.The Research Paradigm of Speaking English Anxieties in

Communication Skills
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Scope and Limitations
The study was conducted at Laguna State Polytechnic University-San Pablo

City Campus. The scope of this study includes the investigation concerning
speaking English anxieties in communication skills so as the possible solutions to
aid these problems that was being encountered by the students in speaking
English from both students’ and teacher's perspectives.
The participants of this study were the grade 11 students of senior high
school of the said campus who are supposed to answer the given questionnaires
which contains the Psychological factor, Linguistic factor and the learning
environment regarding the students
Significance of the Study
The benefits of being able to study the reasons behind students' reluctance
in speaking English is that, this study can give a valuable contribution
theoretically, practically and professionally in dealing with the development of the
teaching-learning process.
Theoretically, the findings of this study are expected to give spark and enrich
the literature that is in line with the teaching of English. It could also give
enlightenment to both teachers and students as they encounter speaking
difficulties throughout the teaching-learning process.
Practically, this study will serve as a source of information for the teachers to
seek possible solutions to overcome such difficulties.
Professionally, the study could be an input to arouse teacher's awareness

concerning students' difficulties to speak in English. On the other hand, the
school principal will be able to know what kind of assistances they can give to aid
these difficulties so that they can work collaboratively to improve student's
speaking skills and abilities.
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Definition of Terms
Reluctance- It refers to the student's lack of willingness or disinclination to

speak the English language. This is considered as one of the difficulties
encountered by the students inside the class.
Speaking- It refers to the act of conveying information or expressing one's

feelings in a form of speech. It is one of the four macro skills that a student
should develop as well as the most crucial matter to be done inside or even
outside the four corners of the school.
L2 learners- This term refers to the second language learners. This word
pertains to those learners who are acquiring the knowledge of speaking other
language, specifically the English language.
Psychological Factor- it involves the mental aspect of every students

that could highly influence their academic performances. It includes their
motivation and mind set.
Linguistic Factor- It involves students’ knowledge in using the language

which includes their grammatical competence, vocabularies so as the proper
pronunciation of words.
Learning Environment – It refers to the place where the teaching-learning

process occurs. Learning environment plays an essential part in every students
learning because it includes the materials and tools to be used to achieve the
desired learning outcome.

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Basically, in a traditional classroom setting, the teacher do most of the

Background of the study

Activities that affiliates the speaking skills of a student is a great factor

In every classroom set up, oral participation is the most observable

However, during the class discussion most of the students fail to

Statement of the Problem

This study specifically answers the following questions:

1. What is the respondent's profile in terms of :

2. What are the speaking anxieties of the respondents in terms of :

2.1 Psychological Factor;

2.2 Linguistic Factor; and

2.3 Learning Environment?

3. What is the oral communication level of the respondents in terms of:

3.4 confidence; and

4. Do the speaking English anxieties significantly relate to the oral

1. There is no significant relationship between the speaking English anxieties

As mentioned earlier, speaking is one essential skill that an individual should

Nonetheless, teacher's role is to persuade and encourage his/her students

Students' perception towards learning is considered to be a vital part in

Independent Variables Dependent Variable

Speaking English Communication Skills

Figure 1.The Research Paradigm of Speaking English Anxieties in

Scope and Limitations

The study was conducted at Laguna State Polytechnic University-San Pablo

Significance of the Study

Professionally, the study could be an input to arouse teacher's awareness

Reluctance- It refers to the student's lack of willingness or disinclination to

Speaking- It refers to the act of conveying information or expressing one's

Psychological Factor- it involves the mental aspect of every students

Linguistic Factor- It involves students’ knowledge in using the language

Learning Environment – It refers to the place where the teaching-learning

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