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A RESEARCH STUDY ABOUT ENGLISH LANGUAGE AS A HINDRANCE TO GOOD COMMUNICATION

BETWEEN GAS STUDENTS AND TEACHERS IN BUTING SENIOR HIGH SCHOOL

A Research
Presented To
The General Academic Strand
Buting Senior High School

In Partial Fulfillment
Of The Requirements Of The Students
General Academic Strand In Practical Research II

By:

Edy De Leon
Aaron Joseph Detera
Diana Mariel Dimaguila
Ferlin Mae Docot
Carl Justin Dominia
Mark Joshua Gale

2017
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CHAPTER I

Introduction

As students, trials and hardships are naturally part of life. Studying is not a smooth road,
there are many difficulties that can be encountered. Inside a class, connectedness with each
member is very necessary, particularly between the students and teachers. To be able to construct
a concrete bond, communication is an important factor. Simple communication is not enough but
a good communication is really needed. So how can do we establish this? One of the media of
communication is language. To be able to build a good communication, one must be able to
understand the other and vice versa. But how can a common understanding be established if their
a conflict with the language used?

Philippines is recognized globally as one of the largest English speaking nations. English
language is the universal language but it is one of the most common hindrances for students to
communicating their teacher. Some may be slow learners in when it comes to English language,
the teachers are perfectionist and the teacher use jargon words while talking.

This study can help GAS students to be expressive and not to be afraid to use English
Language. Here the GAS students will able to know the different factors why English Language
can become a Hindrance for individuals especially students and teachers. This study will serve as
a basis to all GAS students particularly to those who are afraid to speak English to build self-
confidence to face the trials in our modern world. It may also help to understand the feelings and
side of the students and teachers.

Background of the Study

As students, there are numerous problems which can be encountered that may serve as
hindrances to one’s academic performance. Studying needs a lot of focus and extreme connection
to the lessons and of course between the students and teachers. To be able to create a harmonious
relationship inside the classroom, good communication is very important.
 Independent variable Dependent variable

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Communication is the exchange of information from a person to another. As students,

learning is done by obtaining knowledge and information. Without proper communication,
studying may be difficult. According to an article from singteach.com which is an interview from
an English language specialist, “It (communication) shouldn’t be just one-sided, as in teachers
disseminating information, but two-way with teacher and/or students responding to each other to
deepen content learning.”. It just means that a two-way communication is needed for students to
perform in class properly and interaction to the teachers is a must for effective knowledge
acquisition.

It is really observable that most of the students have a hard time in communicating to
their teachers especially with the use of English. It is a problem that cannot be regarded as trivial.
English language becomes useless maybe because they can’t perceive and understand this. Many
students find it difficult to construct proper sentences or aren’t confident enough to use the
language. English language is widely used in the country as the medium of instructions in
schools, so learning the language is necessary. Communication is one of the major factors that
affect the relationship and academic performance of students. This study will focus on how to aid
this problem and find solutions that may make it easier for students to communicate with the use
of language.

English Language Good communication

between GAS students and
 Grammar teachers
 Pronunciation
 Accent
 Academic
performance
 Reaching out to
teachers

Conceptual Framework
 Figure 1

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In this study, it is conceptualized that English language can have an effect on good
communication between GAS students and teachers in a way that it can also be a hindrance.

Figure 1 shows that our independent variable is the English language. We are aware that
this language is widely used in our country and is considered as our secondary language. It is
being taught in schools and is also used as a medium of instruction. The use of the second
language has long been an issue for Filipinos especially students. Some concerns the correct use
of grammar, pronunciation, and accent.

For the dependent variable, good communication between GAS students and teachers
was stated. One of the major factors that affect communication is language. Difference and lack
of expertise with the language may serve as a barrier for teachers and students to communicate
and connect deeper to each other. It may affect the academic performance of the students and it
may be difficult for them to reach out to their teachers.

Statement of the problem

This study concerns about the English language and how it can be a hindrance to good
communication between teachers and students who belong to the General Academics Strand in
Buting Senior High School who are enrolled for the school year 2017-2018. Particularly, this
study aims to answer the following questions:

1. What is the demographic profile of the respondents in terms of

a. Age
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b. Gender
c. Section

2. What concerns the respondents the most when using English Language?
a. Grammar
b. Diction / Pronunciation
c. Section

3. What do the respondents prefer as a medium when using English Language?

a. Written
b. Spoken

4. What is the major factor that makes it difficult for respondents to use English Language?
a. Criticism
b. Self confidence
c. Teacher’s Comment or Reaction

5. What factors may serve as motivation for the respondents to use English Language?
a. Using English Language with other classmates or with a group
b. Teacher’s Motivational Words
c. Knowledge with the Language

Hypothesis

In a classroom, communication between students and teachers is very important for the
information dissemination and acquisition of knowledge to be proper. Conflict with the language
used by both sides may result to a misunderstanding and problem to good communication.
English language which is our second language is often used inside the classroom and some
students find it hard to use the language. Therefore, it may result as a hindrance to good
communication between students and teachers.

Scope and Delimitation

The study focuses on how English language can be a hindrance to good communication
between GAS students and teachers in Buting Senior High School. The study also seeks to find
solutions to aid this possible barrier that may affect the flow of communication inside the
classroom that may cause a problem with information dissemination.
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This study was narrowed down to GAS students in Buting Senior High School on the 11 th
and 12th grade who were enrolled in school year 2017-2018. Random sampling was used in
choosing respondents.

Significance of the study

This research paper will be conducted to gain useful facts about the English language as a
hindrance to good communication between GAS students and teachers. The result of the study
will particularly benefit the following:

To the students; this study will give insights about how English language can be a
hindrance to good communication between GAS students and teachers. This will make students
realize how effective English language in communicating well with teachers.

To the parents; the research will supply information about the English language and how
it can be a barrier to good communication between students and teachers. This will help to give
sufficient knowledge about the topic to be able to guide children to master the language and aid
the difficulties regarding this.

To the teachers; one of the responsibilities of teachers is to know what are students’
problems or concerns about using the English language. It may help teachers to guide students to
overcome their hardships with the language for them to use it effectively for their study and
convenience.

To the school; this study will provide information about how English language can be a
hindrance to good communication between GAS students and teachers. It may help to give
solutions to help students by providing an alternative aid to the problem.

To future researchers; this study will help future researchers to have an idea regarding
the same topic being discussed. This study may inspire you to conduct further researches about
the topic. This can also give some starting informations that you can start on before going deeper.
This can also give informations that can be used for future’s sake.
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To the community: this study will help officials to know how important the English
language is and how they can improve the implementation of this language inside the community
to be able to help students the least that they can to be good in using this. This study will also
help them to know what actions are needed to be done to be able to promote the use of English
language.

Definition of terms

Caste system - India’s caste system is a social structure that divides different groups into ranked
categories. Members of “higher” castes have a greater social status than individuals of a “lower”
caste.

Prejudice - an unfavorable opinion or feeling formed beforehand or without knowledge,

thought, or reason.

Assuage - to make milder or less severe; relieve; ease; mitigate:

Cross-cultural: combining, pertaining to, or contrasting two or more

cultures orcultural groups:

Intra-cultural communication: the exchange of meaningful messages between members of the

same cultural group.
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Chapter II

Review of Related Literature and Study

Foreign literature

Hundreds of millions of Indians inhabit the world and most are living simply on
different countries. Some are doing business like Indians here in the Philippines. According
to Sahith, A. (2014) The problem with the English language in India, within this population
of Indians, only few are English speakers because only those who belong to the upper class
have privilege of learning the language. This discrimination has become so systematic that
the elite and middle classes send their children to English private schools while the vast poor
send theirs to the government school of their mother tongue. One need not to mention that
universities and even government jobs require fluency in English, as mandated by the elites.
Therefore, a person socio-economics status in Indian society is approximately in line with his
or her fluency in the language in other works : a new caste system.

It is comprehensible that the majority of people in India are being oppressed by the
mere of lack of knowledge of language. This goes beyond a basic democratic right to just
being inherently illogical and prejudiced. It remains that Indians have come to believe that
their nations prosperity is wholly dependent upon not just learning English, but exclusively
learning it as a first language . Curiously, many states in India have attempted to make
English the medium of instruction for all schools in an attempt to assuage the demands of the
poor. The most spoken languages in India according to Indias census data are Hindi (422m),
Bengali (83m), Relaga (75m), Marath (71m), Tamil (60m), Ardu (51m), Gujarati (46m) and
the Punjabi (29m). As such, the states in India are generally drawn on linguistic lines with
each state having a history of literature, art, dance, politics, and value system that is its own,
being similar to the European Union in this regard.

It just means that English is a very important language which is being seen by some
nations as superior. Take it from India's situation, where in only elites get the chance of
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studying English and they think that their economy is dependent of how well they speak the
language.

Local Literature

According to Claro, J. (2012) The Problem with English Speaking Filipinos, if there
is one trait Filipinos are proud of as people, it is their capacity to speak a foreign language.
Speaking fluent English is our country's strategic edge that has attracted foreign investors to
set up companies. These past few months, we received recognition from the Global English
Corporation as the world's best in Business English Proficiency. We also have been branded
as the world's most affordable English Teachers according to BBC. Finally, schools like
Ateneo, UP, and La Salle have made it to research and rating firms Quacquarelli Symonds
Top 50 English-Teaching schools worldwide.

I believe it all starts in our schools. For one, our curriculum and subject are severely
disjointed. We may be teaching English well, but there is a lack of integration with other
subjects. More importantly, we detach the teaching of English from our country history. The
English language will not only be the common medium of exchange of information among
people but will be the language which will practically be exclusively used in the governments
and legislative service. The native dialects will continue to be used for home purposes for
many years, possibly for one or two generations. They can’t afford a medium of intellectual
exchange because of the poverty of their vocabularies and because of those speaking the
various dialects are unable to understand each other. Considering this historical context of
how English was taught to replace and displace our own "dialects", it is evident then how
English can have the capacity to divide the nation between the westernized haves and
aboriginal have-nots. By detaching our teaching of English from history, We have taught our
students to wield a double-edged sword highlighting only its advantages but cowering away
from discussion the wounds has wrought and inflicted on our sense of nationalism as
Filipinos. Fluency in English will continue to be the most useful skill sets of every educated
Filipino. It is already part of our culture and global identity as a bilingual nation. For this, we
should be proud. But languages, because of their capacity for communication, must only be
used to unite people and never to divide us by distinguishing the educated from the under
priveleged. If teaching continue to be negligent in encouraging students to rethink and reflect
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on how they should use the skills learned in schools, then we should continue to perpetuate
the practice of some people who use their education to advance self at the expense of the
disadvantaged others

Foreign Study

We may have confidence when making decisions or expressing our knowledge about
how we are going to communicate with others, but somehow were not sure how to use some
words that will make comprehensible sentence.

According to Wesson, C. (2005). The communication and Influence of confidence

and uncertainty the judgments we make, and the decisions we put in or out are influenced by
the confidence that another person expresses. Confidence can be defined as having a firm
trust in one's ability, a sense of beliefs about some things that we will have a feeling of
confidence that accompanies this. When we are sure that the option we are choosing is the
right or best one we can be said to have confidence or certainty in that choice. In this way we
take confidence as being a person's belief that a statement represents the best possible
response and it describes a person's strength belief about the accuracy or quality of a
prediction judgment or choice (Peterson and Pitz, 1988, Sniezek, 1992) Although we may
base our decisions on how someone's confidence is being expressed by their information, are
we right in doing so? A great deal of research has focused on the relationship between one's
confidence level and the accuracy of their information, finding that many people show a
tendency for confidence. Their subjective confidence exceeds the objective accuracy of the
outcome (Lichtenstein, Fishhoff, and Philips 1982) "We frequently rely on advice of
information passed on by others in a variety of realms, such as relationships, law, finance,
health and education" (Nelson, Kouglanski and Jost, 1998). In receiving this advice and
deciding whether or not to take it. We must decide on the extent of the advisors knowledge
(Nelson et al..., 1998).

The study proves that one of the reasons why students are not communicating well
with their teacher is because of their self confidence that we think is what we are going to say
is wrong and can not express our self and thoughts. The students are probably scared of their
teachers. Same goes with the use of English language when talking. Many doesn’t have
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confidence with the language because of the fear that they might commit mistakes, for the
reason that most of the students are not comfortable of the language. The flow of
communication may not be good because of this problem.

Local Study

According to Communication problems in Cross-cultural groups, NA LI. (2014),

cross communication and collaboration become more common in education system and
organizations as multinational corporations hire local employees in their abroad branches,
American companies outsource services to states in the other country, and foreign students
who was taking online courses in American Universities. If you compare it to intra-cultural
communication, when you are communicating with other people in foreign countries, it
requires extra-effort like confirmation checks, conversational remedies for
misunderstandings, extended time grounding and so much more. Even when more attention
and extended times are assigned for cross-cultural communication, the communication
outcomes are often inferior to intra-cultural exchanges. Culture is complicated that it varies
among large dimensions of language, value, social norm, belief and knowledge. It needs
adequate and sometimes complex strategies to espouse those differences in a successful
cross-cultural communication. As such, cross-cultural communication problems continue to
experience challenges that are worthy to give much attention from multiple research
disciplines.

Therefore this article proves that English language is one of factor that affects
communication. It also affects the different culture that we are used to. It is hard to adjust
with foreign culture because we do not know their way of living and beliefs. Why English
language is hard to appreciate or to use is because other people or students are comfortable to
use Tagalog. That is one of the reason, why it is hard for students to escape from their
comfort zone. We need to become open on other culture to have good communication,
specifically with the American culture especially with their language if is one way for our
country to be globally competitive. It also just proves that learning English inside the
classroom is necessary so we must find ways to aid the difficulties experienced by students in
using the language.
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Synthesis

This part of the paper summarizes the informations gathered from related studies and
articles stated in the Related Literature.

English is known as the Universal language. It means that it is widely used globally
and it is also a way for different races to understand and communicate with each other.
Although everyone is more likely to be using the language, some countries seem to be strict
with learning this like India. In India, only those in the Upper class or also known as the
elites have the privilege to study English and those who are poor who don’t get enough
money are stuck with schools which only teach using their mother tongue. According to
Sanith, A.(2014) The problem with English language in India, “It remains that Indians have
come to believe that their nations prosperity is wholly dependent upon not just learning
English, but exclusively learning it as a first language.” They believe that they are likely to
be successful if they can speak English well.

With the author’s observation on India’s perspective with the English language, we
think that this belief also applies in our country. There’s this way of thinking of Filipinos that
if you can speak English well your future or your career might be successful or people may
look at you as superior to them.

English language can also be a common ground for all nations. And so, to be able to
keep pace with others, Philippines promotes the use of the language and is being taught on
every schools across the country. Although English language is a way for Global
Competency, in acquiring a second language, there are problems that may arise.

According to Claro, J.(2012) The problem with English speaking Filipinos, “We may
be teaching English well, but there is a lack of integration with other subjects. More
importantly, we detach the teaching of English from our country history”. Filipinos are more
focused on studying the English language and its grammar but teachers fail to integrate this
with other subjects. Therefore, it resulted to difficulties on other areas that uses English
language only but is not totally about the language. Some students find it hard to use this
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second language on their daily conversations even though it is used as a medium of

instruction at school. "English was taught to replace and displace our own dialects. It is
evident how English can have the capacity to divide the nation between westernized haves
and aboriginal have-nots." – Sanith, A. (2012). It is said that with the use of English
language, our country could be divided as those that what western culture has and those that
our own culture does not have, which may be difficult for some since it may be quite difficult
to accept something new that can be foreign and different for us. Although it may have
negative effects in our country, English language should still be taught in schools. It is the
universal language and we need this to be globally competitive and our country to be
recognized. So in studying, it really is important to use this to communicate for us to be used
to and familiar with the language.

Aside from the fact that Filipinos are not used to the language, some are also not
confident enough to speak using this. Either they are afraid of the mistakes they might
commit or they lack the knowledge about this language. We base our actions to what others
will say. Some, instead of using the language to improve their skills, they just choose to stay
in their comfort zone with the fear of criticisms. We must be well aware of what we hear
from others and don’t believe it easily. " In receiving this advice and deciding whether or not
to take it. We must decide on the extent of the advisors knowledge (Nelson et al..., 1998)." In
accepting criticisms, we must also take note of what critiques know compared to you. We
must not believe easily and look peeper on every word.

When it comes to communication inside the class, confidence is really required,

because lack of self esteem with the language may cause misunderstanding.

English language is also one of the biggest strategies our country uses to attract
investors According to a study titled "Communication problems in Cross-cultural groups"
Cross communication and collaboration become more common in education system and
organizations as multinational corporations hire local employees in their abroad branches.
Cross cultural groups have members that have different nations, cultures and beliefs. In cross
cultural group, communication is still necessary so the use of only one language is needed. It
says that using languages other than the mother tongue is becoming more common in
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education especially English language. So students really need to study the language for it is
necessary for their future careers.

Wether students like it or not, education using English language is really necessary. It
may be difficult for most students since acquisition of a second language needs a lot of
adjustments. With this difficulty inside that classroom, communication between students and
teachers may have a problem making the students struggle to learn and teachers to teach.
This study aims to dig deeper on this problem and seek for possible solutions regarding this.
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CHAPTER III

RESEARCH METHODOLOGY

This chapter contains an elaboration of the research method, research locale, respondents
of the study, population and sampling technique, research instrument, data gathering, and data
analyses that are used in the study.

Research method

The researchers used correlational type of research employed with research questions that
determined how students see English language as a hindrance to good communication between
students and teachers. The data were gathered from surveying General Academic Strand classes
in Buting Senior High School. The research questions were intended to identify the students’
perspective on the topic and how they want to involve themselves with the use of English
language.

Research locale

The research about English language as a hindrance to good communication GAS

students and teachers took place at the District 1 of Pasig City. The study was conducted on a
general public senior high school which was established in the month of June, 2017 as Buting
Senior High School.

Sampling technique

The researchers came up with a decision to include random students from each General
Academics Strand section in Buting Senior High School. The respondents were randomly
selected from each class. There was total of 30 respondents who answered the survey from grade
11 and 12 in which half of it came from 11th grade and the other from the other year level.
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Table 1 presents the frequency and percentage of the distribution of population and
sample of the respondents.

Table 1

Frequency and Percentage Distribution of Population and Sample of the GAS Students
according to year level.

Subject respondents Population Sample

Frequency Percentage
Grade 11 30 15 50.0
Grade 12 15 50.0
Total 30 30 100.0
As shown in Table 1, the number of samples randomly selected from each year level is equal
with a frequency of 15 each.

Table 2 presents the frequency and percentage distribution of the GAS students according
to gender.

Table 2

Frequency and percentage distribution of the GAS students according to gender.

Gender Frequency Percentage

Male 11 37.0
Female 19 63.0
Total 30 100.0
The gender distribution proves that majority of the GAS Students are Female with a
percentage of 63% and only 37% are male.

Table 3 presents the frequency and percentage distribution of the GAS students according to
Age

Table 3
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Frequency and percentage distributions of the GAS students according to Age

Age Frequency Percentage

15-17 21 70.0
18-20 9 30.0
21 and above 0 0.0
Total 30 100.0

As shown in Table 3, the distribution of GAS students according to age prove that
majority of 70% of the respondents from GAS belonged to the age range of 15-17 years old. On
the other hand, none of them were aged 20 and above.

Description of Respondents

The respondents were 30 students from General Academic Strand (GAS). We selected
students from each class with 15 students each year level and 3 to 4 each section. Random
sampling was used to determine respondents who answered the survey questionnaires and gave
their perspectives regarding English language as a hindrance to good communication between
GAS students and teachers.

Research instrument

The instrument which was used to this study was a close ended questionnaire where the
answers were just bounded within the choices. Through closed questions, the researcher will be
able to limit responses that are within the scope of this study. The questionnaire aimed to
determine their perceptions about English language and how they see it as a hindrance to good
communication between students and teachers. There were 10 items which concerned about the
respondents’ point of view regarding the use of English language and the factors that might affect
their expertise with it. The questionnaire sought to know what the different perspectives of the
GAS students are, involving the language to conduct a deeper understanding about the topic and
what difficulties they encounter with using the language.

Data gathering procedures

The data gathering procedure were done through the following:

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1. Through an in-depth deliberation, the researchers came up with a set of questions

consisting of 10 items.
2. The questionnaire was then printed and be approved by their practical research 2
teacher. The questionnaire was examined and checked the appriopriateness of the set of
questions related to the topic.
3. The approved questionnaires were reproduced and distributed to General
Academic Strand students. The researchers gathered data with the use of the questionnaires
and randomly selecting students from each GAS class to answer it.

Statistical treatment of data

The data analysis and interpretation was done with the use of frequency and percentage.

Frequency and percentage were used to analyze the demographic profile of the students
and their assessment regarding English language as a hindrance to good communication between
students, and teachers.
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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

1. What is the demographic profile of the students in terms of age?

Figure 1. percentage distribution of students in terms of age

INTERPRETATION:

The figures show the frequency and percentage of the respondents’ age. 70% of the
respondents are within the age range of 15-17 while 30% were 18-20 years old. On the other
hand, none of them exceeded the 20 year age range.

ANALYSIS:

7/10 of the respondents were 15-17 years old. Meaning to say, based on our gathered
sample, there are more students within this age range. Meanwhile, the rest of the respondents
were 17-18 years old.
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2. What is the demographic profile of the students in terms of gender?

Figure 2. percentage distribution of the students in terms of gender

INTERPRETATION:

The figures present the percentage and frequency distribution of the students in terms of
gender. These show that 63% of the respondents were females while 37% of them were males.

ANALYSIS:

Most of the respondents were female which were almost 3/5 of the sample. That just
means that there were more female students than male which may be supported by the statement
from Organization Of Economic Corporation (OECD) which says that females are more studious
than males.
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3.
What is the
demographic
profile of the
students in
terms of
section?

Figure 3. percentage distribution of students in terms of section

INTERPRETATION:

The figures present the percentage distribution of the respondents’ sections. It shows that
Grade 11-GAS E, Grade 12-GAS A, Grade 12 GAS B and Grade 12 GAS D have the same
number of respondents which is 13%, while Grade 11-GAS C and Grade 12-GAS C also have
the same number of respondents with a percentage of 10%. On the other hand, Grade 11-GAS
A, Grade 11 GAS B, Grade 11 GAS-D and Grade 11 GAS-F all have a percentage of 7%.

ANALYSIS:

This just means that students who came from Grade 11 GAS-E, Grade 12 GAS-A, GAS-
B, and GAS D have more students who are interested in the English language than those who
belong to the other sections.

4. What factors do you pay attention the most when using English language?
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Figure 4. Percentage distribution of the factors that respondents pay attention the most
when using English language

INTERPRETATION:

The figures present the percentage and frequency distribution of the factors that the
respondents pay attention to when using English language. 80% of them answered grammar
while 20% of our respondents answered diction. On the other hand, none of them answered
section or class.

ANALYSIS:

Most of the respondents pay attention to grammar when using English language. They are
most concerned on the right construction of their sentences while the rest are concerned on how
they pronounce the words in English and how their diction may sound like. Meanwhile, none of
them pay attention to their class or section which means that none of them cares on what their
classmates will say or how they would react.

5. What is the major factor that makes it difficult for you to use English language?
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Figure 5. percentage distribution of the factors that make English language difficult to use
for students.

INTERPRETATION:

The figures show the frequency and percentage distribution of the factors that makes
English language difficult to use for students. 46.7% of the respondents answered criticisms,
while 36.7% of them said teacher’s comments and reactions. Meanwhile, 16.7% answered self-
confidence.

ANALYSIS:

The figures show that most of the students find English language difficult to use because
they are afraid of the criticisms that may be thrown at them. Most of them are scared to be
criticized. Secondly, some of them are worried to hear their teacher’s comments and reactions
regarding their use of the language while the factor that got the lowest percentage is self-
confidence. These people might not have the courage to use the language because of the doubt
that they might not execute well the use of the language.

6. What factors may serve as a motivation for you to use English language?
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Figure 6. Percentage distribution of the factors that may serve as motivations for students
in using English Language

INTERPRETATION:

The figures show the frequency and percentage distribution of the factors that may serve
as motivations for students in using English language. 43% of the respondents answered using
language with other classmates or with a group is their motivational factor, while 30% said they
are more motivated if they have enough knowledge with the language. However, 27% want
motivational words from their teachers.

ANALYSIS:

Most of the students are motivated when speaking English within a group. It just means
that talking with the use of English language is less awkward for them when they have someone
to do it with. It may also imply that they can be more comfortable learning the language inside
the classroom where everyone else is also using the language. While some of them are
motivated when they have enough knowledge with the language and the rest needs support from
their teachers.
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7. What may be the effect of having communication problem with the teachers to the
academic performance of the students?

Figure 7. Percentage distribution of the possible effects of having a problem with

communication to the academic performance of students

INTERPRETATION:

The figures present the frequency and percentage distribution of the possible effects of
having communication problems with the teacher to the academic performance of the students.
33% of the respondents answered problem with information dissemination while 27% said it
may result for their grades to fail. On the other hand, 23% said it may result to a weak
connection between teachers and students inside the classroom.

ANALYSIS:

Most of the respondents think that having communication problem between teachers and
students may result to another problem regarding the information dissemination inside the
classroom. This may imply that to be able for the information to be processed easily and
absorbed by the students, understanding what the teachers are saying is really important and
can‘t be lost inside the classroom. While others think that it may cause their grades to fail and the
rest think that it may result to a weak connection between teachers and their students.
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8. What factor may help you to be good in speaking English language?

Figure 8. Percentage distribution of the factors that may help the students be good in
speaking English language.

INTERPRETATION:

The figures show the frequency and percentage distribution of the factors that may help
the students to be good with English language. 37% of the respondents answered teacher’s
teaching method, 33% answered, student’s willingness to learn the language while 27% said how
frequent the language is being used may affect their expertise and 3% of them answered lack of
self-esteem.

ANALYSIS:
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Most of the respondents said that the factor that may help them be good with English
language the most is their teacher’s teaching method. We can conclude from it that the teachers
play a really a big part on how the students can master the language and how they will execute
teaching it. On the other hand, only few is affected by low-self esteem. That just means that most
of them are confident in using English language but aren’t that good with it.

9. What methods do you prefer in studying the English language?

Figure 9.percentage distribution of the methods that respondents prefer in studying

English language

INTERPRETATION:

The figures show the frequency and percentage distribution of the methods that students
prefer in studying English language. Both oral lessons and written activities got a percentage of
43% while visual presentation got 14%.

ANALYSIS:
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Most of the students prefer learning through oral lessons like recitations or actual
conversation inside the classroom and written activities like essays, outputs etc. The rest prefer
visual presentations like power points, films and other videos or images.

10. What is the possible reason for you to have low self-confidence in using English
language?

Figure 10. percentage distribution of possible reasons why respondents have low self-
confidence in using English language

INTERPRETATION:

The figures show the frequency and percentage distribution of the possible reasons why
students have low self-confidence in using English language. 40% said that they are afraid of
being judged, 30% answered fear of committing mistakes, 23% answered difficulty in adjusting
to another culture and going out of their comfort zone which is the Filipino language.
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ANALYSIS:

The result of the survey just means that most of the students are concerned of what other
people may say about them when they speak English. On the other hand, only few of them are
concerned wether they have low or high expertise on the language.

CHAPTER V

Summary, Findings, Conclusions, and Recommendations

Summary

The purpose of this study is to have an in-depth study about English language as a
hindrance to good communication between students and teachers. Thinking that it is the
universal language, it is really necessary for students who will run the country’s economy in the
future to learn the language for them to be globally competitive. However, students, may find it
hard to learn if they don’t understand what the lectures are about or they are having a hard time
to relate with a second language. This study seeks to delve into the difficulties that the students
encounter when using English language and how it can affect their communication with their
teachers. The study also aims to help GAS students to be expressive and not to be afraid to use
English language. Here, the students may find tips on how to overcome their difficulties in using
the language. For a proper and convenient research, the study was conducted in Buting Senior
High School and had it’s focus on the senior high school students who belong to the General
Academic Strand. To reach the goal of the study, correlational method was used which was
equipped with survey questionnaires which were distributed to randomly selected students from
each class in General Academic Strand. After gathering the data needed, it was treated
statistically with the use of frequency and percentage.

It has been found out in the study that students really find it hard to communicate with
their teachers using a second language which is English especially when they are not that good
with the language. They find it hard to use the language mainly because of their fear of
criticisms. But, they are mostly motivated to learn when they are doing it within a group or with
their classmates. To sum it all up, students find English language difficult to use and it may be a
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big hindrance to connect with their teachers and may cause a problem when it comes to
information dissemination inside the classroom.

Findings

1. We’ve found out that most of the students in Buting Senior High School
are 15-17 years old. Only few of them are within the age range of 18-20 while none of
them is 21 and above.
2. Most of the respondents are female and they are more interested with the
topic than males. Only few males volunteered to answer the survey, because they are
either not interested with the topic or they have some other business to do.
3. The number of respondents differs from each class. Most number of
respondents came from Grade 11 GAS-E, Grade 12 GAS-A, GAS-B, and GAS-D. It has
been found out that the number of students in each class is not equal.
4. Most of the students who use English language pay attention to grammar
the most. They are greatly concerned on the grammar or the correct use of words, tenses,
nouns etc. in a sentence. Proper construction of sentences is the biggest factor that
students care about. While only none or few are concerned what others may think as long
as they are mindful of the correct construction of sentences.
5. Criticism is the main reason why most students are afraid to use English
language. They are afraid of what others may say against them or what flaws they might
point out in them. Criticism is inherent to people but some may not be able to handle it
properly and may hurt them in some way.

Conclusions:

1. Most of the respondents are within the age range of 15-17. Meaning to
say, they started schooling at a desired age required by DepEd and their age is suitable for
their grade level.
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2. Most of the respondents are female. When asked for respondents, mostly
female were willing to answer our survey. Meaning to say, females are more interested in
studying English language and how it can be a hindrance to good communication
between teachers and students. Also, based on our observation inside each classrooms,
girls are more focused on studying than boys since most of them were either reading a
book, discussing lessons with their classmates or writing notes while most of the boys are
in front of their cell phones or just fooling around.
3. Most of our respondents were from Grade 11 GAS-E, Grade 12 GAS-A,
GAS-B, and GAS-D. While the rest are from other sections in General Academic Strand.
This may mean that the students’ interest in English language differs depending on what
environment or class they belong to.
4. Most of the respondents pay attention to grammar the most when using
English language for a possible reason that their vocabulary words are not that good or
the range of words they know are not that wide. This may also be a reason why they are
afraid of committing grammar mistakes. It may also make the students be in a hard time
constructing proper sentences. On the other hand, some are concerned with their dictions
or how they pronounce or say sentences or words in English because they might be
lacking with knowledge about certain words’ pronunciation or tones and intonations of
some sentences. All in all, this may mean that students are greatly concerned on the
proper way of using English language and they are mindful of the mistakes they might
commit when speaking in English.
5. Most of the respondents are afraid to use English language because of the
criticisms they might receive. They are afraid to be criticized and they don’t want their
mistakes to be pointed out. This may also affect the students’ relationship with their
teachers because they are afraid of voicing out their opinions because of the fear of
criticisms.

Recommendations:

The researchers humbly recommend the following to the readers:

To the students:
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This study will give information that may help to improve your skills in using the
language. The researchers found out that most of the students are afraid to use English language
because of criticisms and most are concerned with grammar or the proper construction of
sentences. The researchers recommend to study the basic rules of subject and verb agreement for
a proper use of grammar. Proper use of grammar may lessen criticisms that we may receive and
we also found out that most of the students are more motivated in studying English language
within a group. As a recommendation, the researchers suggest to study with our peers or with
your classmates. Students also prefer oral lessons so, engaging in a casual conversation with the
use of English language may also be a big help.

To the teachers:

English language is a language that we have to understand carefully and know its
complexities which may be hard for students to do alone. It was found out in our study that the
main factor that helps students to improve their skills in English language is the teacher’s
teaching method. The researchers humbly recommend the teachers to have a deeper
understanding on the students’ difficulties in using the language which some may be found in
this research.

To the school:

Learning English language usually starts in school. As a recommendation, the researchers

suggest a policy to require students to use English language in their subjects that use the
language as a medium of instruction. The researchers also suggest to have announcements,
reminders, etc. printed in English.

To the parents:

The researchers suggest every parent to encourage their children to use English language.
We recommend parents to boost their children’s confidence by giving them motivational words
and promoting the use of the language inside their homes.

To the community:
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English language is very important for the students to learn. It can be a big help for the
students’ future. The researchers recommend to conduct a seminar about the basic topics about
English or to promote the use of English language in the community by using the language on
posters, reminders, announcements etc.

References

Sahith, A. (2014, November 6). The problem with the English language in India. Retrieved from

https://www.forbes.com/sites/realspin/2014/11/06/the-problem-with-the-english-

language-in-india/#2f3e80fc403e

Claro, J. (2012, November 20). The problem with English-speaking Filipinos. Retrieved from

http://www.philstar.com/health-and-family/2012-11-20/868631/problem-english-

speaking-filipinos

Wesso, C. (2005). The communication and Influence of confidence and uncertainty. Retrieved

from http://www.le.ac.uk/pc/bdp5/Cari's%20Thesis.pdf

NA LI. (2014). Communication problems in Cross-cultural groups. Pennsylvania: The

Pennsylvania State University

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APPENDICES

Questionnaire

BUTING SENIOR HIGH SCHOOL

GENERAL ACADEMIC STRAND
SURVEY QUESTIONNAIRE

Dear respondent,

The researchers are students of Buting Senior High School and are currently conducting a
study about “English language as a hindrance to good communication between gas students and
teachers.” You have been chosen as a participant in this survey. Your honest assessment about the
component of this study is earnestly requested. Please accomplish this questionnaire objectively
and completely. The essential data you will provide will be kept confidential.

Thank you very much for your significant contribution in realizing the researcher’s goal of
making this study a success.

- The researchers

Name (optional): _________________________________________

Instruction: Put a check on your corresponding answers.

1. What is the demographic profile of the respondent in terms of age?

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__ 15-17

__ 18-20

__ 21 above

2. What is the demographic profile of the respondent in terms of gender?

__ male __ female

3. What is the demographic profile of the respondent in terms of section?

__11-GAS A __12-GAS A

__11-GAS B __12-GAS B

__11-GAS C __12-GAS C

__11-GAS D __12-GAS D

__11-GAS E

__11-GAS F

4. What factors do you pay attention the most when using English language?

__ grammar

__ section/class

__ diction / pronunciation

5. What is the major factor that makes it difficult for you to use English language?

__ criticism

__ teacher’s comment and reaction

__ self-confidence
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6. What factors may serve as motivation for you to use English language?

__ using English language with other classmate or with a group

__ teacher’s motivational words

__ knowledge with the language

7. What may be the effect of having communication problem between students and teachers to
the academic performance of students?

__failed grades

__lost of interest inside the classroom

__problem with information dissemination

__ weak connection between students and teachers

8. What factors may affect your expertise in using the language?

__teacher's teaching method __ lack of educational materials

__students' willingness to learn the language __ how frequent the language is used

9. What methods do you prefer in studying the English language?

__ oral lessons

__ written activities

__ visual presentations

10. What would be the possible reason for you to have low self-confidence in using English
language?

__ difficulty in adjusting to another culture and going out their comfort zone which is the Filipino
language.

__ fear of being judged.

__ fear of committing mistakes

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__ low-expertise with the languag

Sample Statistical computations

1. What is the demographic profile of the respondent in terms of age?

 15-17 21
 18-20 9
 21 above 0

2. What is the demographic profile of the respondent in terms of gender?

 male 11
 female 19
3. What is the demographic profile of the respondent in terms of section?

 11-GAS A 2

 11-GAS B 2  12-GAS A 4
 11-GAS C 3  12-GAS B 4
 11-GAS D 2  12-GAS C 3
 11-GAS E 4  12-GAS D 4
 11-GAS F 2

4. What factors do you pay attention the most when using English language?
 grammar 24
 section/class 0
 diction/pronunciation 2

5. What is the major factor that makes it difficult for you to use English language?
 criticism 14
 teacher’s comment and reaction 11
 self-confidence 5

6. What factors may serve as motivation for you to use English language?
 using English language with other classmate or with a group 13
 teacher’s motivational words 8
 knowledge with the language 9

7. What may be the effect of having communication problem between students and teachers
to the academic performance of students?
 failed grades 8
 lost of interest inside the classroom 5
 problem with information dissemination 10
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 weak connection between students and teachers 7

8. What factors may affect your expertise in using the language?

 teacher's teaching method 11
 students' willingness to learn the language 10
 lack of educational materials 1
 how frequent the language is used 8

9. What methods do you prefer in studying the English language?

 oral lessons 13
 written activities 13
 visual presentations 4

10. What would be the possible reason for you to have low self-confidence in using English
language?
 difficulty in adjusting to another culture and going out their comfort zone which is the
Filipino language. 12
 fear of being judged. 9
 fear of committing mistakes 7
 low-expertise with the language 2