Research

J.
VICTORIA MONTESSORI SCHOOL

MALAPIT, SAN ISIDRO, NUEVA ECIJA
1
CHAPTER I
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction
Grade 7 students are examples of individuals who need
to learn basic and advance English since they are the ones
who are new to the so-called “high school life”. English is
the dominant business language and it has become almost a
necessity for people to speak English if they are to enter
a global workforce.
In our current society, we can say that our own
language is the most significant heritage that we had
received from our ancestors. It makes our lives so easy to
communicate with others, and at the same time it stimulates
peace and order in our whole country.
Philippines have known world-wide because of our
country’s pride like our athletes, artists and leaders.
Aside from that, we are also known for being confident,
hospitable and family-oriented. Other foreign countries
admire those qualities and that makes us so proud to be a
Filipino. And since we are Filipinos, we always do
challenge ourselves to improve for the better. We believe
that, in able to compensate with other countries; we should
improve our English literacy and vocabulary.
English language is considered as the universal
language. According to studies, Filipinos are naturally-

J. VICTORIA MONTESSORI SCHOOL
2
born linguistically diverse. This is the ability to adopt,
use and comprehend at least five (5) different languages.
This study gave former President Gloria Macapagal Arroyo to
construct a certain law which implemented the use of
English language for subject matters in every school levels
last 2003. She also verbalized how important the English
literacy for our commerce and economy as far as the World
Market is concerned. It stands as our own weapon as we
fight for our success, according to Ricardo Nolasco Ph. D.,
President of Philippine Language Commission.
Now, after learning the history and importance of
English literacy in our country, we may proceed to our main
topic which is the students vs. speaking English.
Students nowadays find it quite difficult to
understand English language. So how much more to speak it?
The reason is that, they are not using the languages’ rules
which are; formulating, testing and evaluating. It is
enough for them to know and to use the words. They are
always disregarding the last rule which is the evaluation
or the understanding of words beyond the written text. That
is why they always end up hanging.
On the higher level, there are certain steps to be an
effective speaker or even English language speaker.
First, Speaking English primarily starts through
listening. Among macro skills, listening plays the most
important role. How can we learn to speak if we don’t
listen? Even infants start at this stage. Researchers have

3
proved that an effective listener is also an effective
speaker and vice versa.
Second, reading. There is a saying that “Reading is to
the mind, what exercise is to the body.” means that the
more we read, the more knowledge we can get. Students must
read more often in order to enhance their vocabulary which
they can use in speaking English.
Third, students can use their pen first to express
their thoughts and ideas. They can write simple essays,
poems, songs or even their daily journal to practice their
grammar. Being a good writer is most likely being a good
speaker.
This study showed different factors that affect the
Grade 7 students in J.Victoria Montessori School in terms
of Speaking English Language. It is also made the readers
realize that; Students must not be scared in Speaking
English. They have to face it as a challenge and they have
to be much eager for their goal’s attainment.
The learning of English speaking skill is a preference
for a lot of English as a Foreign/Second Language (EFL/ESL)
learners. Language learners sometimes evaluate their
success in language learning based on how well they have
improved in their spoken language ability. Teachers and
textbooks use either direct approaches that concentrate on
particular aspects of oral interaction such as turn-taking
and topic management or indirect approaches which make
situations for oral interaction by group work, task work,

4
and other strategies (Richards 1990). According to Harmer
(2007) and Pourhosein Gilakjani (2016), human communication
is a complex process. Persons need communication when they
want to say something and transmit information. Speakers
use communication when they are going to inform someone
about something. Speakers apply language according to their
own goals. So speakers should be both listeners and
speakers at the same time for the effective communication.
Speaking is very important in second language
learning. Despite its importance, speaking has been
overlooked in schools and universities due to different
reasons like emphasis on grammar and unfavorable teacher-
student proportions. Speaking has been absent from testing
because of the problem in assessing it objectively and the
time it takes to carry out speaking tests (Clifford, 1987).
Speaking is a skill which is worthy of attention in both
first and second language. Learning the speaking skill is
the most important aspect of learning a second or foreign
language and success is measured based on the ability to
perform a conversation in the language (Nunan, 1995).
Speaking is one of the most important skills of all
the four language skills because individuals who learn a
language are referred to as the speakers of that language
(Ur, 1996). The main aim of English language teaching is to
give learners the ability to use English language
effectively and correctly in communication (Davies &
Pearse, 2000). However, it seems that language learners are

5
not able to communicate fluently and accurately because
they do not have enough knowledge in this field.
When we talk about speaking, we do not mean just
saying the words through mouth. It means conveying the
message through the words of mouth. This skill is often
ignored in some teachers’ classes. Learners do not have
enough opportunity either in their classes or outside to
speak English. Unfortunately, speaking is not an important
part ofteachers’ exams. Learners need a lot of practice to
learn to speak. Learners can improve their speaking skill
through listening and repeating. Teachers can give their
learners some structures and ask them to repeat. This can
remove their learners’ shyness. Teachers can use short
questions and short dialogues in the classrooms to develop
their students’ speaking skill (Bashir, Azeem, & Dogar,
2011). Of the most difficult skills language learners face
in language learning is speaking skill. It is believed that
speaking is the most important of the four language skills.
Many learners state that they have spent so many years
studying English language but cannot speak it appropriately
and understandably (Bueno, Madrid, & Mclaren, 2006).
According to Mazouzi (2013), learners’ activities
should be designed based on an equivalence between fluency
and accuracy achievement. Both fluency and accuracy are
important elements of communicative approach. Classroom
practice can help learners develop their communicative
competence. So they should know how the language system
works appropriately.The first characteristic of speaking

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performance is fluency and it is the main aim of teachers
in teaching speaking skill. According to Hughes (2002),
fluency is the learners’ ability to speak in understandable
way in order not to break down communication because
listeners may lose their interest. Hedge (2000) expressed
that fluency is the ability to answer coherently by
connecting the words and phrases, pronouncing the sounds
clearly, and using stress and intonation. The second
characteristic of speaking performance is accuracy.
Learners should be fluent in learning a foreign language.
Therefore, teachers should emphasize accuracy in their
teaching process. Learners should pay enough attention to
the exactness and the completeness of language form when
speaking such as focusing on grammatical structures,
vocabulary, and pronunciation (Mazouzi, 2013).According to
Thornbury (2005), learners’ correct use of grammatical
structures requires the length and complexity of the
utterances and the well-structured clauses. To gain
accuracy in terms of vocabulary means to select suitable
words in the suitable contexts. Learners sometimes apply
similar words or expressions in various contexts which do
not mean similar things. So learners should be able to use
words and expressions correctly. Thornbury (2005) declared
that pronunciation is the lowest level of knowledge
learners typically pay attention to it. In order to speak
English language accurately, learners should master
phonological rules and they should be aware of the various
sounds and their pronunciations. Learners should also know

7
the stress, intonation, and pitch. All of these elements
help learners speak the English language easily and
effectively.
Objectives
The researchers believes that through determining the
environmental factors of speaking English language plays a
significant role in learning process, to enhance the
vocabulary of Grade 7 students in J.Victoria Montessori
School, to develop their speaking and communication skills.
In additional to that, Speaking English allows them to
actually broaden their world, from job opportunities to the
ability to relate to people from every country.
Anywhere they want to go in the world they can find
someone who speaks English. If they account only the
country where the English language is the official
language, the United Kingdom, Australia, U.S.A., Canada,
Ireland, New Zealand and the Caribbean countries, there are
more than 400 million native English speakers. Simply put,
they must recognize that English is an international
language, the main language of this planet.
The statistics reveal that more than a quarter of the
world’s population speaks English that means that about 1.6
billion people understand and relate with the help of the
language of Shakespeare. To not mention that most of the
films are in English, the largest film industry, Hollywood,
is produced in English.
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It is true that in the world are more than 3 billion
people who speak Chinese; however it is very unlikely that
in addition to the mother tongue there is someone else who
wants to learn Chinese characters.
Most of the international trade agreements are
concluded in English, and is the most widely used language
for international business meetings.
Good English is not only classy but a possibility to
continue studies and specializations in the best
universities in the world, which are in fact, in countries
where they speak English.
Education is very important to improve yourself but
learning English also improves the quality of life. You
have access to jobs that you could not even take into
consideration, you can evaluate an international career and
you can live in many countries with the ease of being able
to go shopping or negotiate a rent for the house.
The benefits they bring in the life of a person’s
knowledge of the English language are countless. What is
important to understand is that the English language is
able to knock down a lot of barriers, including cultural
ones.
Knowing the habits and customs of other countries
allows us to understand ourselves and others. By better
understanding our fellow man around the world we are always
surprised at how we are different and similar at the same

9
time. The English language allows us to relate and
therefore to understand each other.
REVIEW OF RELATED LITERATURE
This review of related literature discusses the
importance of speaking skills and how these skills are
ought to be taught, practiced and improved effectively.
(Wallace et. Al 2004) in terms of speaking, state that
students improve their formal speech when teachers provide
insights on how to organize their ideas for presentation.
Students can give better speeches when they can organize
their presentation in a variety of different ways,
including sequentially, chronologically and thematically.
They need practice in organizing their speech around
problems and solutions, causes and results, and
similarities and differences.
After deciding about the best means of organization,
they can practice speeches with another student or with the
whole class. Teachers can also help students adapt their
speeches and informal talks so as to correspond to the
intended audience, the information to be communicated, and
the circumstances of the occasion at which they will speak.
The teachers can illustrate how well-known speakers have
adapted their presentations in ways to suit these different
circumstances.
Teachers can enable learners to present ideas to
individual peers, peer groups and entire classes of
students. They can learn to speak on a subject of their own

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choosing or on teacher assigned topics. Preparing for
debates and participating in them help students to see both
sides of various issues. Students also benefit from
interviewing others and from participation in dramatic
presentations. Students may enjoy speaking about their
personal experiences. When given this opportunity, they can
benefit from instruction in the elements of good story-
telling. Both teachers and students can provide suggestions
for students’ speeches. In constructively criticizing
others, learners can learn to apply criteria for good
speech and employ tactful social skills. In doing so, they
can increase and improve their own speaking skills.
Students can also learn speaking and social skills by
suggesting possible improvements to one another’s practice
speeches. Positive experiences in speaking can lead to
greater skills and confidence in speaking in front of
larger groups. Children, adolescents and adults sometimes
fear the challenge of sustained, formal speaking before
large groups.
Teachers can help reduce unrealistic fears by pointing
out how common they are among people and what to do about
them. They can also help to reduce such fears by
maintaining a friendly atmosphere in the class and
providing opportunities for students to practice alone or
with one other student and then before increasingly larger
groups. Thus, students can practice speaking in front of
their peers who face the same situation. Students can

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practice presenting information, answering questions and
holding group discussions.
Frequent classroom presentations and discussions
enable teachers to diagnose and remedy problems. Students
can benefit from learning by setting themselves
presentation goals and assessing their own progress.
Observing proficient speakers can help students to set such
goals. Practicing oral presentation in these ways can
lessen students’ anxieties while, at the same time, helping
them to learn the subject matter of the lesson. Students
are less likely to be fearful and anxious and more likely
to do well if they are well prepared. Preparedness can be
enhanced by in-depth mastery of the subject matter,
appropriate organization and rehearsing the presentation.
According to Bailey (2000), speaking is a process of
interaction where speakers intend to build meaning through
producing, receiving and processing information. From those
theories, the researcher concludes that speaking is
important to communicate with other people and it is used
as media to show ideas, opinions, thoughts and feeling to
other.
According to Harmer, there are three basic reasons why
it is a good idea to give students speaking task with
provoke them to use all and any language at their comment.
Those are:
1. Rehearsal - Getting student to have a free
discussions, gives them a chance to rehearse having

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discussions outside the classroom. Teacher asks students to
rehearse outside classroom in order to know how their
speaking ability can improve. From those, students can
improve their speaking ability except in the class.
2. Feedback - Speaking tasks where students are trying
to use all and any language that they know to provide
feedback for both teacher and students. Teacher can see how
well their class is doing and what language problems they
have. Students can also see how easy they find a particular
kind of speaking and what they need to do to improve.
Students activities can give them enormous confidence and
satisfaction, and with sensitive teacher guidance and can
encourage them into further study.
3. Engagement - Good speaking activities can be highly
motivating. If all students are participating fully and if
the teacher has set up the activity properly and can give
sympathetic and useful feedback, they will get tremendous
satisfaction from it. Many speaking tasks (role-play,
discussion, problem solving etc) are intrinsically
enjoyable in themselves. In this thesis, the researcher
will explain about expression of asking for and giving
opinion that it is one of the material English at the
eighth grade.
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Conceptual Framework
The primary focus of this research is to study the
“Environmental Factors that Affect the Grade 7 students in
J.Victoria Montessori School in Terms of Speaking English
Language” in order to have a Quality in teaching Physical
Education.
Factors Affecting Speaking Skill
If teachers want to help learners overcome their
difficulties in learning speaking skill, they should
identify some factors that influence their speaking
performance. Learners’ speaking performance are influenced
by factors like performance conditions, affective factors,
listening skill, and feedback during speaking tasks (Tuan &
Mai, 2015). The first factor is pertinent to performance
conditions. Learners carry out a speaking activity under
different conditions. Performance conditions impact
speaking performance and these conditions involve time
pressure, planning, the quality of performance, and the
amount of support (Nation & Newton, 2009). The second
factor is related to affective ones. Oxford (1990) said
that one of the important factors in learning a language is
the affective side of students. According to Krashen
(1982), a lot of affective variables have been connected to
second language acquisition and motivation, self-
confidence, and anxiety were the three main types that have
been investigated by many researchers. Listening ability is
the third factor. Doff (1998) says that learners cannot
improve their speaking ability unless they develop

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listening ability. Learners should comprehend what is
uttered to them in order to have a successful dialogue.
Shumin (1997) represented that when students talk, the
other students answer through the listening process.
Speakers have the role of both listeners and speakers. It
can be concluded that students are not able to reply if
they cannot comprehend what is told. That is to say,
speaking is very closely related to listening. Topical
knowledge is the fourth factor. Bachman and Palmer (1996)
defined it as the knowledge structures in long-term memory.
That is, topical knowledge is the speakers’ knowledge of
related topical information. It enables students to
applylanguage with respect to the world in which they live.
Bachman and Palmer (1996) assert that topical knowledge has
a great impact on the learners’ speaking performance. The
sixth factor is related to the feedback during speaking
activities. A lot of learners expect their teachers to give
them the necessary feedback on their speaking performance.
According to Harmer (1991), the decisions that instructors
adopt towards their learners’ performance depend on the
stages of the lesson, the tasks, and the kinds of mistakes
they make. Harmer (1991) also continued that if instructors
directly correct their students’ problems, the flow of the
dialogue and the aim of the speaking task will be spoiled.
Baker and Westrup (2003) supported the above statement and
said that if learners are always corrected, they will be
demotivated and afraid of talking. It has been suggested
that instructors should always correct their learners’

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mistakes positively and give them more support and
persuasion while speaking. According to Mahripah (2014),
EFL learners’ speaking skill is affected by some linguistic
components of language like phonology, syntax, vocabulary,
and semantics and psychological factors such as motivation
and personality. Phonology is a difficult aspect of
language learning for EFL learners. As we know, English is
not a phonetic language. That is, pronunciation of English
words are not similar to their spellings. Words with
similar spellings are sometimes pronounced differently
because of their surrounding contexts like tenses and
phonemes that come after them. This can cause a lot of
problems for non-native speakers of English and they
sometimes get confused in producing the English words. EFL
learners should have the knowledge of words and sentences.
They should comprehend how words are divided into different
sounds and how sentences are stressed in specific ways.
Grammatical competence can help speakers apply and perceive
the structure of English language correctly that leads to
their fluency (Latha, 2012). Native speakers say what they
want without having any problems because they are familiar
with the language. If they have problems in expressing some
concepts, they try to use other ways of telling those
things. They may make certain mistakes syntactically but
these mistakes do not change the meaning of the sentences
they want to express and this doesn’t create serious
problems for the listeners to comprehend them. But the
mistakes non-native speakers commit are those that change

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the meaning of utterances they want to convey and can
create some problems for their understanding (Mahripah,
2014). Motivation can influence and be influenced by the
components of language learning. According to Merisuo-Storm
(2007), an integrative and friendly view towards the people
whose language is being learned makes sensitize learners to
the audio-lingual aspects of language and making them more
sensitive to pronunciation and accent of language. If
learners have an unfriendly attitude towards the language,
they will not have any substantial improvement in acquiring
the different features of language. The above sentences
support the view that just communicative competence is not
sufficient for learners to improve their speaking skill.
Without positive attitudes towards the speaking
performance, the aim of speaking will not be obtainable for
learners.
The fear of speaking English is pertinent to some
personality constructs like anxiety, inhibition, and risk
taking. Speaking a language sometimes results in anxiety.
Sometimes, extreme anxiety may lead to despondence and a
sense of failure in learners (Bashir, Azeem, & Dogar 2011).
According to Woodrow (2006), anxiety has a negative effect
on the oral performance of English speakers. Adults are
very careful to making errors in whatever they tell. In
their opinion, errors show a kind of unawareness which can
hinder them to speak English in front of other people.
Speaking anxiety may originate from a classroom condition
with the different abilities of language learners. Learners

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are divided into two groups: strong and weak ones. The
strong learners often dominate the slow and weak ones. The
weak learners do not usually want to talk in front of the
strong ones which leads to their silence during the whole
class activity.
Inhibition is a feeling of worry that stops people
from telling or performing what they want (Cambridge A. L.
Dictionary, 2008). All human beings make a series of
defenses to protect the ego. Due to the fact that
committing mistakes is a natural process of learning a
language, it certainly causes potential threats to one’s
ego. These threats disappoint the learners to talk English
and prefer to be silent rather than being criticized in
front of a large number of people (Brown, 2000). Risk-
taking is pertinent to inhibition and self-respect. EFL
learners who have a low self-respect tend to stop taking a
risk of committing mistakes in their speaking tasks which
resulting in the inhibition to the betterment of their
speaking skill (Mahripah, 2014).
Previous Studies on the Factors Affecting Speaking Skill
In this section, some studies pertinent to the factors
influencing speaking skill are reviewed. Park and Lee
(2005) investigated the connection between second language
learners’ anxiety, self-confidence, and speaking
performance. One hundred and thirty two Korean learners
participated in this research. The results obtained from
this research showed that students’ anxiety level had a

18
negative relationship to their oral performance. Boonkit
(2010) carried out a study on the factors increasing the
development of learners’ speaking skill. The results
represented that the use of appropriate activities for
speaking skill can be a good strategy to decrease speakers’
anxiety. The results also revealed that the freedom of
topic choice urged the participants to feel comfortable,
persuaded to speak English, and increased the speaking
confidence among EFL learners. Ali Dincer and Savas
Yesilyurt (2013) carried out a study towards teachers’
beliefs on speaking skills based on motivational
orientations. The results of their study indicated that the
teachers had negative opinions about speaking instruction
though they believed that it was of great significance in
speaking skill. The results also revealed that the teachers
felt unskilled in oral communication though they had
various motivational orientations towards speaking English.
The researchers indicated that that learners have different
opinions about the significance of speaking skill in
English language and this difference is related with the
learners’ motivational, orientational and their
competent/incompetent feelings in speaking skill. The
results demonstrated that learners’ self-assessment about
their speaking skill was negative and they expressed
themselves as incapable speakers of English. Just some of
them expressed that they had a good position in taking part
in speaking tasks.Tanveer (2007) examined the factors
caused anxiety for learners in learning speaking ability

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and the impact of anxiety on target language communication.
The obtained results indicated that learners’ feeling of
stress and anxiety stop their language learning and
performance abilities. The researcher emphasized that the
high anxiety lowers the learners’ speaking performance.
Eissa, Misbah, and Najat (1988) performed a study towards
the difficulties of using English as a means of instruction
and communication. The results of this study displayed that
learners had many difficulties in using English language as
a means of instruction. A lot of participants stated that
their learners have low English proficiency. The results
also indicated that a lot of learners faced serious
difficulties in understanding the lectures’ content without
translating or applying L1 to deliver the content of the
lectures.
Urrutia and Vega (2010) demonstrated that learners’
oral performance was influenced by their lack of
vocabulary, diffidence, and fear of being despised. It was
also indicated that learners’ cooperation, self-confidence,
vocabulary knowledge, and the class environment encouraged
them to improve their speaking skills. Prieto (2007)
performed a study about the cooperative learning tasks. The
findings of her study showed that one way to improve
speaking skill is to interact with others, learn from
others, and the choice of the topics based on the learners’
interests in order to encourage them.
Bozorgian (2012) investigated the relationship between
listening skill and the other language skills. The results

20
revealed that there is a close correlation between
listening comprehension and language proficiency. That is,
the higher the listening score, the better the speaking
score. Lukitasari (2003) carried out a study towards
learners’ strategies in overcoming their speaking problems.
The results obtained from this study show that learners
face a lot of speaking difficulties such as inhibition,
nothing to say, low participation, and mother tongue use in
their speaking classes. The other result of this study
demonstrate that learners did not better their speaking
skill because they had not learnt three components of
speaking called vocabulary, grammar, and pronunciation.

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Research Paradigm
As shown in the Table 1, the study was guided by a
Schematic Model, on how the research was undertaken. The
first box was the input that described the different
factors that affect the Grade 7 students in J. Victoria
Montessori School in terms of speaking English Language,
the second box was the process where in the researchers
conducted a survey with the Grade 7 students and data
gathering through the use of questionnaire. And the last
box was the output of the study where in the researchers
met the desired goals.
INPUT
INPUT PROCESS OUTPUT
Different factors The researchers Most of the

Environmental
conducted a respondents are
that affect
Factors thatthe
survey with the not proficient
Grade
affect7 the
students
Grade in the English
in J.Victoria
7 students in PROCESS
Grade 7 Students
at J.Victoria Language.
Montesorri
J.Victoria School Montessori Improving
in terms of
Montessori  Speaking
School, and
Brgy. English
Listening Tests Proficiency is a
Speaking
School inEnglish
Language
terms Malapit, San
 Evaluation
Isidro, Nuevaof The OUTPUT
must.
of Speaking Listening and The
Ecija.
English Language Speaking Skills of
INPUT
Data the
gathering
respondents.
The profile of through the use
Different factors
the students in of
that affect the
terms of: questionnaire.
Grade 7 students
in J.Victoria
 Level
Montesorri
 GenderSchool
in terms of
Speaking English
 Gender
TABLE 1. RESEARCH PARADIGM
22
STATEMENT OF THE PROBLEM
This study aimed to evaluate the English Speaking
Skills of Grade 7 students of J. Victoria Montessori
School. Specifically, this study sought to answer the
following:
1. How respodents’ profile described in terms of:
1.1. Age
1.2. Gender
2. How may the environmental factors affect the Grade
7 in terms of speaking English language?
2.1. Do you find it hard to express yourself in
English Language?
2.2. Do you get inferior whenever you are with
someone who’s fluent in Speaking English?
2.3. Do you have time reading
dictionaries(whether to find certain meanings or just
out of curiosity)?
2.4. Do you find constructing sentences
enjoyable?
2.5. Do you know how to use the correct grammar
and pronunciation?
2.6. Do students practice their skills in
speaking English?
2.7. Do you understand some unfamiliar words?

23
2.8. Are you able to construct sentences?
2.9. Do you speak English during class hour?
2.10. Do you use English as your medium of
communication?
3. Is there any significant relationship between
respondents annd the environmental factors in Speaking
English?
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Hypotheses
There is a significant relationship between
respondents and environmental factors in speaking English.

25
SIGNIFICANCE OF THE STUDY
The researchers believed that this research would be
beneficial to the following:
ENGLISH TEACHERS. Teachers should be able to identify the
factors that affect the student’s problem in speaking
English.
SCHOOL ADMINISTRATORS. For the administrators, be guided as
to what trainings/seminars they should provide to the
teachers and the learners to become effective in speaking
English.
STUDENTS. Students should be able to acquire knowledge
about the factors that affect English speaking
capabilities.
FUTURE RESEARCHERS. The researchers should be able to know
about the effectiveness of the different factors in
speaking English.
SCOPE AND LIMITATION
This study focused on and was limited to the
evaluation of the English Speaking Skills of J. Victoria
Montessori School Grades 7 students (15 in total) in
English.
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DEFINITION OF TERMS
For better understanding of the study, the researchers
gave several terms that were defined conceptually and
operationally as will be used in the study.
1. EFL/ESL – English as Foreign/Secondary Language
2. English literacy - as the ability to read and write in
English.
3. Evaluating - to form an idea of the amount, number, or
value of; assess.
4. Fluency - is defined as the ability to read with speed,
accuracy, and proper expression.
5. Formulating - to create or devise methodically.
6. Grammar – the set of rules that explains how words are
used in a language.
7. Linguistically diverse - is a way to talk about varied
types of traits including language family, grammar, and
vocabulary.
8. Macro skills - refer to the primary, key, main, and
largest skill set relative to a particular context.
9. Pronunciation – the way in which a word or name is
pronounced.
10. Testing - to check the quality, performance, or
reliability of (something), especially before putting it
into widespread use or practice.

27
CHAPTER II
RESEARCH METHODOLOGY
This chapter presents the method of research used for
data gathering, the population, the description of the
respondents, instrumentation and the data gathering
procedure.
Research Method Used
Quantitative research can be explained as a statement
of affairs as they are at present with the researcher
having no control over variable. Moreover, “descriptive
research may be characterized as simply the attempt to
determine, describe or identify what is, while analytical
research attempts to establish why it is that way or how it
came to be”. (research-methodology.net)
Quantitative research is “aimed at casting light on
current issues or problems through a process of data
collection that enables them to describe the situation more
completely than was possible without employing this
method”. (research-methodology.net)
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Population
The total number of the respondents are 15 comprising
of Grade 7 students.
Description of the Respondents
The respondents of this study were the Grades 7 (ages
12-15) of J.Victoria Montessori School, Brgy. Malapit, San
Isidro, Nueva Ecija.
Instrumentation
This study used survey as instrument for gathering the
data needed.
Data Gathering Procedure
The researchers conducted a survey with the Grade 7
Students at J.Victoria Montessori School, the survey is
about the Possible Problem that a Student’s in Speaking
English.
29
RESEARCH LOCALE
This study was conducted in J. Victoria Montessori
School in Malapit San Isidro, Nueva Ecija.
Elementary
Gym
Rooms
Library
High
school
Rooms
(JHS &
Pre-elem SHS)
Room
Computer
Room Clinic
Principal’s
Canteen
Office
30
CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter involves presentation, analysis and
interpretation of data gathered by the researchers.
1. Profile of the Respondents
Table 2
Age Distribution of the Respondents
Age Frequency Percentage
(f) (%)
Below 12 years old 4 27%
13-14 years old 10 67%
More than 14 years 1 6%
old
Table 2 shows the age distribution of the respondents.
It can be seen that out of 15 respondents 10 or 67% were
13-14 years old, 4 or 27% were below 12 years old, and 1 or
6% were more than 14 years old.

31
Table 3
Sex Distribution of the Respondents
Sex Frequency Percentage
(f) (%)
Male 6 40%
Female 9 60%
Total 15 100%
Table 3 shows the sex distribution of respondents. It
can be seen in the table from the total of 15 respondents
most of them were female with 9 or 60% and 6 or 40% were
male.
32
Possible Problem that a Student Encounter in Speaking
English
Table 4
Do you find it hard to express yourself in
English Language?
9
53%
8
7
6
5
27%
4
20%
3
2
1
0% 0%
0
5 4 3 2 1
Table 4 shows the result of how hard to express
themselves in speaking language. It can be seen in the
table that the highest percentage of 53% respondents
interpreted as “Satisfactory”.
According to Gulam Mustafa Ali Khan (2015) the
Difficulties in speaking English Language are: fear of
committing mistakes and express feelings and emotions.

33
Table 5
Do you get inferior wheneveryou are with
someone who is fluent in Speaking English?
12 73%
10
4 20%
2 7%
0% 0%
0
Outstanding Very Satisfactory Satisfactory Fair Needs
Improvement
Table 5 shows the result of getting inferior whenever
they are someone who is fluent in Speaking English. It can
be seen in the graph that the highest the highest
percentage of 73% respondents interpreted as
“Satisfactory”.
The result of the study was also agreed by the
response of the respondents from an open ended interview
that they are afraid in Speaking English Bee they do not
want to become an object of ridicule in grammatical errors
and pronunciations.
34
Table 6
Do you have time reading dictionaries
(whether to find certain meanings or just out
of curiosity)?
8 47%
7
6 33%
5
4
3 13%
2 7%
1 0%
0
5 4 3 2 1
Table 6 shows the results of respondents’ using or
reading dictionaries. It can be seen in the table that the
highest percentage of 47% respondents interpreted as “Very
Satisfactory”.
The result of study was also agreedby the response of
the responent from an open ended interview that reading
dictionaries will help the students to know the correct
pronounciation of the words, identify the root words and
serve as vocabulary builder.

35
Table 7
Do you find constructing sentences
enjoyable?
8
46%
7
40%
6
5
4
3
2
7% 7%
1
0%
0
5 4 3 2 1
Table 7 shows the result of respondents’ constructing
sentences. It can be seen in the table that the highest
percentage of 46% respondents interpreted or “Very
Satisfactory”.
The result of study was also agreed by the response of
the respondents from an open ended interview that
constructing sentences enjoyable because it helps us to
become globally competitive and communicate with other
country.
36
Table 8
Do you know how to use the correct grammar
and pronuncation?
4.5
27%
4
3.5
20% 20% 20%
3
2.5
13%
2
1.5
1
0.5
0
5 4 3 2 1
Table 8 shows the results of how to use the correct
grammar and pronunciation. It can be seen in the table that
the highest percentage of 27% respondents interpreted as
“Very Satisfactory”.
The result of study was based by the response of the
respondents from an open ended interview using correct
grammar and pronunciation is the way of how you communicate
other and plays a significant in socialization.

37
Table 9
Do students practice their skills in speaking
English?
8
46%
7
40%
6
5
4
3
2
7% 7%
1
0%
0
5 4 3 2 1
Table 9 shows the result of how they practice their
skills in speaking English. It can be seen in the table
that the highest percentage of 46% respondent interpret as
“Very Satisfactory”.
According to Yuliya Geikhman (2018),”How to improve
Spoken English” the 14 incredible methods are: think in
English tongue twister, listen and repeat, pay attention to
stress sound, sing along to English songs, learn word forms
w/ new words, learn phrases not words, learn your most
common saying, prepare for specific situations relax and
tell a story from your language in English.

38
Table 10
Do you understand some unfamiliar words?
6
33% 33%
5
27%
4
2
7%
1
0%
0
5 4 3 2 1
Table 10 shows the result of how to understand
unfamiliar words. It can be’ seen in the table that the
highest percentage both obtained 33% respondents
interpreted as “Very Satisfactory” and “Satisfactory”.
The result of the study agreed by the response of the
respondents from an open ended interview that through
reading is the best way to understand the un familiar words
and through the help of books, dictionary will improve the
vocabulary skills of the learners.

39
Table 11
Are you able to construct sentences?
7
40%
6
5
27%
4
20%
3
13%
2
1
0%
0
5 4 3 2 1
Table 11 shows the result ability to construct
sentences. It can be seen in the table that the highest
percentage obtained 40% respondents interpreted as
“Satisfactory”.
that sentence structure help to make sure that usage of
transitional words and to ensure the information within the
sentence is clear.
40
Table 12
Do you speak english during class hour?
8
47%
7
3
14% 13% 13% 13%
2
0
5 4 3 2 1
Table 12 show the respondents of how do they speak in
English during class hour. It can be seen in the table that
the highest percentage obtained 47% of respondents
interpreted as “Satisfactory”.
that speaking in English during class hour is the best way
to practice the speaking skills and the good factor to
establish a good rapport.

41
Table 13
Do you use english as your medium of
communication?
6
34% 33%
5
4
20%
3
13%
2
1
0%
0
5 4 3 2 1
Table 13 shows the respondents on how to use English
as a medium of communication. It can be seen in the table
that the highest percentage obtained 34% of respondents
interpreted as “Very Satisfactory”.
that English as a medium of communication serve as a good
point in a many aspects like job interviews, and establish
a good communication of every country because English
language is a universal language.

42
CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This study attempted to evaluate the English Speaking
skills of Grade 7 students of J.Victoria Montessori School.
Findings
The findings reveal that:
1. Problem that students Encounter in speaking English
- 1.1. Out of is respondents 8 or 53% were answered
satisfactory while 3 or 20% were answered fair in the
expression of speaking English language
1.2. Out of 11 respondents, 11 or 73% were answered
fair in satisfactory while 1 or were answered fair in the
inferiority in speaking English
1.3. or 33% of the respondents answered satisfactory
while or 7% were answered outstanding in reading
dictionaries,
1.4. or 46% of the respondents answered very
satisfactory while both fair and outstanding obtained 7% of
respondents in constructing sentences.
1.5. Out of 15 respondents 27% answered
verysatisfactory while 13% were answered fair in using
correct grammar and pronunciation.

43
1.6. Out of 15 students, 46% answered very
satisfactory while both fair and needs improvement answered
7% in practices in speaking English skills.
1.7. Out of 15 students, 33% answered both satisfactory and
Fair while 7% were answered needs improvement in
understanding unfamiliar word.
1.8. Out of 15 students, 40% answered satisfactory
while 13% answered fair in ability to construct sentences.
1.9.47% of the respondents were answered satisfactory
while 13% answered fair, very satisfactory and needs
improvement in speaking English during class hour.
1.10. 34% of the respondents were answered very
satisfactory while 14% answered fair in English as medium
of communication.
Conclusions
1. Some of the students were not able express to speak
English language fluently, and some of them are fear to
commit mistakes in communicating.
2. The ability of some students cannot construct
sentences.
3. The students’ knowledge and competencies in speaking
English and using of correct grammar and pronunciation is
not enough.
4. The practices in speaking English language in everyday
living is not enough.

44
Recommendations
1. Read Every Day - Try to read a well-written magazine
article, book or news article every day. Nonfiction and
technical books will quickly teach them new ways to think
and speak with words they may be unfamiliar with, but any
type of reading will help them along.
2. Use a Thesaurus - keep a thesaurus handy and use it
when they find themselves using a word too often, or using
a word that they know does not quite convey the right
meaning. This will help them better express themselves, and
they will also learn a new word in the process.
3. Identify Empty Words – Words such as “uh” or “um” are
called Empty words. Look for these empty words when writing
that do not offer any substance to your reader and replace
them with something more appropriate. The same principle
applies to phrases and sentences, so make sure to not use
six or seven phrases to say something that could be better
communicated in one sentence filled with carefully-chosen
words.
4. Play Games - There are tons of games that will help
them improve their writing vocabulary while having fun. Try
downloading fun word games on phones or computers so they
can get some practice while they unwind after a busy day.
Some games are designed to build vocabulary skills, but
there are plenty of others that will help them practice
spelling, phonics, and even typing skills.

45
CHECKLIST
Name: __________________________________________________________
Level/Section: ______________________________
Gender: ___________________________________
Possible Problem that a Student Encounters in Speaking English:
QUESTIONS 5 4 3 2 1
1. Do you find it hard to express yourself in English
Language?
2. Do you get inferior whenever you are with someone
who’s fluent in Speaking English?
3. Do you have time reading dictionaries (whether to find
certain meanings or just out of curiosity)?
4. Do you find constructing sentences enjoyable?
5. Do you know how to use the correct grammar and
pronunciation?
6. Do students practice their skill in speaking english?
7. Do you understand some unfamiliar words?
8. Are you able to construct sentences?
9. Did you speak English during class how?
10. Do you use English as your medium of communication?
Legends: 5 – Outstanding 2 – Fair
4 – Very Satisfactory 1 – Needs improvement
3 – Satisfactory
46
Curriculum Vitae
Name: Abegail B. DelaCruz
Birthday: September 12,2000
Birth Place: San Isidro, Nueva Ecija
Nationality: Filipino
Civil Status: Single
Parents: Ramon DelaCruz
Roneva DelaCruz
Home Address: San Roque, San Isidro
Educational Attainment
2011-2012: Elementary
San Roque,Elementary School
San Roque,San Isidro,Nueva Ecija
2016-2017: Secondary
Calaba National High School
Calaba, San Isidro, Nueva Ecija

47
Name: Nestlyn Mangilit
Birth Day: February, 28, 1999
Birth Place: San Isidro Nueva Ecija
Parents: Ernesto Mangilit
: Lutgarda Mangilit
Home Address: 512 Poblacion San Isidro Nueva Ecija
: San Isidro Central School
: San Isidro Nueva Ecija
: J.Victoria Montessori School
: Malapit, San Isidro, Nueva Ecija

48
Name: Rachel Mangilit
Birth Day: June, 12, 2000
Birth Place: Natividad North Cabiao Nueva
Ecija
Parents: Conrado Mangili
: Amelia Mangilit
Home Address: Nativida North Cabiao Nueva Ecija
: Maligaya Elementary School
: Maligaya Cabiao Nueva Ecija
: Cabiao National High School
: Cabiao, Nueva Ecija

49
Name: Ryan Giether Mesina
Birthday Day: April, 23, 1999
Birth Place: Gapan City Nueva Ecija
Parents: Roger Mesina
: Theresa Mesina
Home Address: Ramoso Street Malapit San Isidro Nueva Ecija
: General De Jesus College
: San Isidro, Nueva Ecija
: J.Victoria Montessori School
: Malapit San Isidro

50
Name: Bezer Sta.Ines Rigor
Birth Day: March, 21, 2001
Birth Place: San Antonio Hospital
Parents: Edwin Rigor
: Norieta Rigor
Home Address: Malapit San Isidro Nueva Ecija
: Malapit East Elementary School
: Juan R. Liwag Memorial High School
: Gapan Nueva Ecija

51
Name:Tristan Ryandelle Teodoro
Birth Day: January, 9, 2001
Birth Place: Tunasan, Muntinlupa
Parent: Gemma Teodoro
Home Address: Poblacion, San Isidro, Nueva Ecija

52
Name:Rebrhayn Tolentino
Birth Day: October, 28, 2000
Birth Place: Pampanga
Parents: Ber Tolentino
: Mary Grace Tolentino
Home Address: Malapit, San Isidro, Nueva Ecija

53
References
https://www.researchgate.net/publication/44835944_Teaching_
speakspe_listening_and_writing
https://www.digilib.uinsby.ac.id/1284/5/Bab%202.pdf
https://www.research-methodology.net
https://www.universitylanguageschool.com

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J.

VICTORIA MONTESSORI SCHOOL

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Grade 7 students are examples of individuals who need

who are new to the so-called “high school life”. English is

the dominant business language and it has become almost a

necessity for people to speak English if they are to enter

In our current society, we can say that our own

language is the most significant heritage that we had

received from our ancestors. It makes our lives so easy to

communicate with others, and at the same time it stimulates

peace and order in our whole country.

Philippines have known world-wide because of our

country’s pride like our athletes, artists and leaders.

Aside from that, we are also known for being confident,

hospitable and family-oriented. Other foreign countries

admire those qualities and that makes us so proud to be a

Filipino. And since we are Filipinos, we always do

challenge ourselves to improve for the better. We believe

that, in able to compensate with other countries; we should

improve our English literacy and vocabulary.

English language is considered as the universal

language. According to studies, Filipinos are naturally-

born linguistically diverse. This is the ability to adopt,

use and comprehend at least five (5) different languages.

This study gave former President Gloria Macapagal Arroyo to

construct a certain law which implemented the use of

English language for subject matters in every school levels

last 2003. She also verbalized how important the English

literacy for our commerce and economy as far as the World

Market is concerned. It stands as our own weapon as we

fight for our success, according to Ricardo Nolasco Ph. D.,

President of Philippine Language Commission.

Now, after learning the history and importance of

English literacy in our country, we may proceed to our main

topic which is the students vs. speaking English.

Students nowadays find it quite difficult to

understand English language. So how much more to speak it?

which are; formulating, testing and evaluating. It is

always disregarding the last rule which is the evaluation

or the understanding of words beyond the written text. That

is why they always end up hanging.

On the higher level, there are certain steps to be an

effective speaker or even English language speaker.

First, Speaking English primarily starts through

listening. Among macro skills, listening plays the most

important role. How can we learn to speak if we don’t

listen? Even infants start at this stage. Researchers have

proved that an effective listener is also an effective

speaker and vice versa.

Second, reading. There is a saying that “Reading is to

the mind, what exercise is to the body.” means that the

more we read, the more knowledge we can get. Students must

read more often in order to enhance their vocabulary which

they can use in speaking English.

Third, students can use their pen first to express

their thoughts and ideas. They can write simple essays,

poems, songs or even their daily journal to practice their

grammar. Being a good writer is most likely being a good

This study showed different factors that affect the

Grade 7 students in J.Victoria Montessori School in terms

of Speaking English Language. It is also made the readers

realize that; Students must not be scared in Speaking