English Speaking Apprehension in Oral Communication Subject:

The Case of Grade 11- Stem Students

__________________________________________________________________________

A Research Presented by the

Senior High school Students of Jose Rizal University

ALVAREZ, ROCHELLE E.

ANDRES, KYLE XYMON

GALVAN, DHENSE AUSTIN

MATIVO, CAMILLE

NG, DENZEL

PRESENTACION, ROSEMARIE

PRION, ADRIAN

REDECIO, ANGELO

SERMON, KYLE

E11-O
 I. INTRODUCTION

PROBLEM AND ITS BACKGROUND

In our generation, English is widely used globally whether it’ll be for advertisements,

business transactions and even in the entertainment industry. English is the bridge that connects

the ideas and thoughts of different individuals from different cultures from all around the globe.

If you know how to speak English it’s more likely to be an asset for you and to your professional

career, specifically in business (Mahu, 2012) because expanding your business to the

international market will require you to learn the universal language, English. Although English

is commonly used for different field of work in almost every single country in the world, there

are still some countries where English Apprehension still exists.

In monolingual countries like Japan and Korea, anxiety in relation with the use of

English language is a common issue, and to add up to the weight of the problem, it is proven that

studying a new language could bring anxiety to students resulting to a even harder adjustment of

learning it (Horwitz, Horwitz & Cope, 1986). Also, in some particular universities in Hong

Kong, students are required to finish English language requirements in order to graduate from

the university (Choi, 2016). It’s a big problem for those students who have apprehension and still

adjusting in learning it despite of the anxiety that delays their progress of doing so

Now, within the countries in Southeast Asia, Philippines is known for dominating over

several countries when it comes to speaking English, in fact, Philippines was tagged as the

World’s Best Country in Business Proficiency Index ( BEI Report, 2012) making the Philippines

to be perceived as a globally competitive country. These recognitions seems to be uplifting, but it

doesn’t seem to help in decreasing the hesitations and fear of the Filipino youth when it comes

to speaking in front of a crowd or even just a small group of people using English.

The Philippines uses its own language along with English in accordance with its

constitution which defines two official languages: English and Filipino (Bernardo, 2006).

English and Filipino are also used as medium of instruction in the country, and since “educators

agree that proficiency in English is the basis for success in academic pursuits” (Lasaten & Racca,

2016, p.44) we tend to base one’s knowledge through their English skills. Our society sees

English now as the language of power and prestige, (Sibayan, 2000). In addition, we tend to look

down to those people who have difficulties in constructing a proper sentence in English which

just adds up to the pressure of trying to utter even just a single sentence.

This is when English Apprehension arises, which is defined as the fear or anxiety

associated with real or anticipated communication with others through English (McCroskey,

1997). These apprehension or fears are not easy to handle specially for those students whose life

revolves around studies and books. Specific example of this is the Senior High School Students

of Jose Rizal University, a particular university in the Philippines. Students who are taking the

Science and Technology, Engineering, Mathematics (STEM) is vulnerable to academic pressure.

Academic subjects like Mathematics and Science are the main focus of these STEM strand

students these subjects often require language function, but their apprehension towards English

makes it difficult for them in learning and understanding the subjects further. The expectation

and pressure of passing these subjects might actually lead them to fear speaking and learning

English even more.

Research Problem

Learning and doing good in English plays a big role in the academic progress of the

STEM strand students, but how could they possibly achieve academic success if they cannot

overcome such anxiety when it comes to speaking English? Also, this specific subject oral

communication in context which implements “speak English only” policy didn’t get much of a

positive feedback from most of the students. You could see the hesitation and doubt towards

their own ability to express themselves in English. Scenario like this proves that English

apprehension still exists in our country despite all the positive recognitions and records about the

English abilities and proficiency of our country.

Research Objective

This research paper wanted to pinpoint the answers particularly for the following

questions:

1. What are the factors affecting the English speaking ability of the students?

2. How can the students overcome such difficulties or fear without pushing themselves

to the edge of their limitations?

3. How does English apprehension adds up to the existing academic pressure

specifically for the STEM strand students?

4. How does English apprehension affect the academic progress of the students?

Conceptual Framework
 ENGLISH APPREHENSION

(AMONG STUDENTS)

ENVIRONMENTAL PRESSURE
PERSONAL
FACTORS
DEVELOPMENT
ISSUES

FROM

SOCIAL ACADEMIC
STANDARDS ISSUES

Figure 1: Causes of English Apprehension specifically among students

Significance of the Study

This study aims to be beneficial for the following:

1. Youth. This study will help the future generation of this country to improve their self

esteem when it comes to speaking English

 2. Society. The society will be more open to the problem that our country faces

regarding English apprehension

3. Students . It will widen their viewpoints regarding the anxiety of speaking in front of

people through English.

4. Future Researcher. It will let them see how apprehension affects a person as an

individual who uses English as a bridge to communicate to other people.

Scope and Delimitation

The study will focus mainly on the initial factors that affect the English Skills of the

respondents within the class of grade eleven Stem- O students, consisting of 42 individuals. Our

study is delimited to one class which is the E11-O section, because we can only observe during

oral communication class in a span of one hour and thirty minutes. It’s easier to observe the

respondents who are already familiar to us making it the main reason why we chose the students

from our class to be the respondents of our study. If we are one with the respondents, the

reactions will be more natural and authentic.

Operational Definition of Terms

 STEM strand – (Science and Technology, Engineering and Mathematics) is one of the

tracks that a senior high school student can choose in regards with the implemention of

the new curriculum, K-12.

 Apprehension- suspicion or fear

 Anxiety- an overwhelming sense of fear or mentally distressing concern or interest.

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