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Chapter I

The Problem and Its Scope

Background

The Philippines recognized English as one of its official languages, and it

remained a vital part of local culture and daily life. It was the medium of instruction of

our country and was known to be the international language. It was used in schools to

help shape the brains of the young people who will make up the Philippines' future. Due

to the fact that it is the language of academia, it may be accessed by a large audience.

Business, science, technology, governance, education, and worldwide communication are

all conducted in English. The majority of people who use English as a communication

medium are non-native speakers due to the language's versatility and role as a worldwide

lingua franca (Rindal & Piercy, 2013; Modiano, 2009). Speaking is the verbal method of

expressing thoughts, feelings, and ideas. It ranks among the most crucial abilities for

learning English. Yet other abilities like listening, reading, and writing must be taught

collectively (Oradee, 2012). Nonetheless, it is common knowledge that not all students of

English are fluent speakers. They may not know enough English, particularly in

speaking, among other things, which could be the cause. To ensure that listeners fully

grasp what they are saying, speakers must carefully plan their words and delivery

(McMillan, 1987). The speakers must think carefully about what they will say before

speaking. Another issue is that learners are not commonly exposed to English usage in

some nations where English is not the first or second language (Muamaroh, 2013). As a

result, they are unable to speak naturally with it.

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According to Cagatay (2015)'s investigation into the speaking phobia of Turkish

EFL students, FLSA (foreign language speaking anxiety) rises when speaking with native

speakers. An inclusive English language program that enables pupils to speak and

communicate well is not prioritized in highly competitive government schools, where the

emphasis is on achieving results of a high standard to advance education and university

placement. Hence, the aforementioned points clearly illustrate the different issues that

South Korean students have with learning. Due to a number of factors, including

variations in sentence structure, alphabet(s), vowel sounds, and intonation, English is one

of the hardest languages for Japanese students to master. Japanese professors place more

of an emphasis on teaching grammar rules than on practicing conversations, which makes

it challenging for pupils to use English in everyday settings. According to a study on ESL

students in Malaysia, even though they have passable language abilities, individuals with

poor self-esteem, low motivation, and high apprehensions struggle with speaking (Leong

& Ahmadi, 2017). In Pakistan, Nazir, Bashir, and Raja (2014) discovered that ESL

students are aware of the consequences of not being able to express oneself in English

and even of the consequences of making mistakes when performing communicative

tasks. When ESL students use the English language to explain anything in class, their

anxiousness is frequently on display.

In the Philippines where the current study was conducted, English language is the

medium that most subjects use. It is important to understand the English language to be

able to interact with more people. With all the positive insights regarding Filipinos’

proficiency in English during the previous years, it cannot be denied that there are still

vast challenges that the current educational system is facing at the moment, especially
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when it comes to the speaking abilities in using the English language by the students in

today’s generation. Most of the students don't have enough confidence so they feel

anxious every time they need to speak. Also, the factors why the majority of students opt

not to use English as their conversational medium are having a lack of confidence,

shyness, anxiety, and not enough opportunity to speak during their English class (Hisona

& Mancilla, 2019). Although speaking is considered a main language skill that students

should improve, it has been widely noticed that they face many difficulties in speaking

English. Learners of English in the Philippines often do not have opportunities to speak

English outside the classroom, and for many of them, the course book is the only place

where they meet English (Al Zedjali, 2009). For speaking as one of the oral

communication skills, a study of Juhana (2012) found out psychological factors that

hinder students from speaking and the causes of the factors. It was revealed that

psychological factors such as fear of making mistakes and lack of motivation hinder

students from speaking in English class. Those factors, like fear of making mistakes,

were commonly caused by their fear of being laughed at by their friends. The possible

solution to overcome those psychological factors, most students believe that motivating

them to be more confident to speak English is worth considering. This finding suggests

that the teachers should be more aware of their students’ hindrance to speak in English

class.

Speaking is a social activity where individuals build and share meanings in a

given context (Chaney, 1998:13). Majority of the language learners in the world study

English to develop speaking proficiency. However, speaking is not an easy skill to master
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especially for non- english and non-english department students. Previous studies

revealed that speaking in English language was the main problem encountered by the

non-English department students. It is suggested that students should improve their

English speaking skills in communicating with others because this is one of the most

widely used and studied internationally. English acts as a global language and it is used as

a means of communication in most countries both as first language, second language and

as a language. Ur (1996:201) stated that speaking is the most important skill of the four

skills aside from reading, listening, and writing. Students encounter speaking problems

both in linguistics (vocabulary, grammar, pronunciation) and psychological (fear of

mistake, shyness, anxiety, lack of confidence and motivation) aspect that is why many

students rarely make conversation, deliver statements and give opinions by using English

whether in classroom or out of the classroom. Knowledge in English is necessary if one

wants to be successful in life. It is the window of the modern world. This is true because

the advanced countries have opened their doors for recruiting technically qualified

persons.

Only those who have a command over the English language are given a job

(Nishanthi, 2018:872). In today’s interconnected world, English has become the

dominant language of global communication. This means that proficiency in English can

provide individuals with greater opportunities to communicate and collaborate with

people from different parts of the world. Being highly skilled in English speaking gives

benefits for students to enjoy the English language (Kusdianang & Bharat,2016).

Understanding the difficulties faced by non-English speakers can help to create more

inclusive language learning environments and resources. For the skills to develop,
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students as well as teachers must utilize the learning and material sources available. As

stated by Richards (2002) that the majority of language learners in the world study

English to develop speaking proficiency. In other words, the ability of English is

measured by the result in speaking skills or oral communication. That is why studying the

difficulties encountered by non-English department students would help the teachers and

even students think of possible ways to address this problem such as providing language

support by offering additional resources to help non-English department students improve

their speaking skills, this may include language learning software, online resources or

tutoring services. Encouraging non-English speakers to practice their English skills by

creating opportunities for them to communicate in English, this may include group

discussions, role-playing exercises, or language exchange programs. Encouraging the

students to seek professional assistance from a language teacher, tutor, or language

learning center. Or creating a supportive environment by fostering a culture of inclusivity

and respect. Non- English speakers should feel comfortable asking questions and seeking

help without fear of judgment or criticism. Mastering the English language involves

mastering English speaking, through speaking language, users can deliver a message

well, convey, and build strong relationships.

First variable is the linguistic aspect. According to Mahripah (2014), some

linguistic aspects of language, such as phonology, syntax, vocabulary, and semantics,

have an impact on EFL learners' speaking ability. Thornbury (2005) declared that

pronunciation is the lowest level of knowledge learners typically pay attention to. For

EFL learners, learning phonology is a challenging aspect of language learning. English is

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not a phonetic language, as is well known. That is, English words' pronunciations do not

correspond to their spellings. Because of their surrounding contexts, such as tenses and

phonemes that come after them, words with similar spellings may occasionally be

pronounced differently. For non-native English speakers, this can lead to a lot of issues

and occasionally cause them to produce English words that are unclear. Some students try

to speak in their mother tongues in speaking classes because it is so much easier for them

(Tuan & Mai, 2015). There are a few reasons why students use their mother tongue in

speaking classes, according to Harmer (1991). The first reason is that students will

attempt to use their language when teachers ask them to speak about a subject with which

they are unfamiliar. The second reason is that using one's mother tongue comes very

naturally to students. Students will automatically use their first language to explain

something to their classmates if teachers do not encourage them to speak in English.

Furthermore, having a limited vocabulary can be a barrier to speaking English.

Conceptualization concerns the kinds of information selected to express meaning. In EFL

learning without having adequate vocabulary knowledge, learners may not show the

desired results in the language learning process and its competence (Macis & Schmitt,

2017). In the view of Adam (2016), a lack of vocabulary knowledge hinders the real

communication of EFL learners to a great extent. Therefore, students with a limited

vocabulary may be less confident when speaking English because they are afraid of using

the wrong words or expressions or of not being able to express themselves effectively.

The speaking process includes conceptualization, formulation, and articulation (Levelt,

2007). Formulation is the skill of the speaker in selecting and using the right words in the

right grammatical context. Therefore, if a student does not possess formulation skills,
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then their speaking skills can be replaced by "hesitations, false starts, grammatical

inaccuracies, and limited vocabulary (Hughes, 2002, p. 77)”. Because English is

becoming more widely used as a language of communication, issues relating to English

accents have drawn attention from all over the world. As a result, accent attitudes may

also contribute to difficulties in speaking English (Paakki, 2013). Students, therefore,

struggle to respond to speakers with different accents and struggle to participate in a

conversation if the speaker's intonation is difficult to understand. The second variable is

the psychological aspect defined as concerned with the student's mind and thoughts. In

fact, psychological factors have a negative impact on students' ability to speak English.

Although the majority of students believe they have an excellent knowledge of English

vocabulary and grammar, they are uneasy when speaking the language. One's fear of

making mistakes, shyness, hesitancy, and lack of confidence when speaking English were

the main issues (Haidara, 2016). Regarding the fear of making mistakes and shyness,

some students think they won't have any issues if they only have to communicate with

one another in English, but they claim to feel shy if they speak with lecturers or give

presentations in front of the class and make a mistake. This suggests that the student's

anxiety about making mistakes is also a result of their feelings of shyness when they use

poor English in front of their professors or the class. The first problem that students face

in class is inhibition. Regarding hesitation and lack of confidence, students claim that

they experience these feelings when speaking with people whose English is more

advanced than theirs, such as lecturers, native English speakers, and others. If the other

person does not understand a particular aspect of what they are discussing, they may

suddenly realize that they are hesitating and unsure of whether what they are saying is
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correct or incorrect. Since they don't sound like native English speakers, the majority of

those students believe that their English is poor. In actuality, they remain silent until they

are positive that what they have to say is accurate and pronounced as native English

speakers would.

Language is a tool for learning for all students, whether they are learning in their

first language or a second one. It is the medium via which students receive the lesson's

material and express their thoughts. From the problem described above, the researchers

try to analyze the difficulties encountered when speaking English both in linguistic and

psychological aspects. In this case, the researcher is interested in carrying out the study

on "The Difficulties Encountered in Speaking English by the First Year Non-English

Department Students of Negros Oriental State University- Siaton Campus". Gaining

knowledge about it helps us to become more "language conscious". In order to achieve

this, the following research questions are addressed: What is the level of difficulties in

speaking English among first year students? Is there a significant relationship between

the linguistic and psychological aspect?

Statement of the Problem

This section highlights the need to address the specific questions about The

Difficulties Encountered by the First Year students in speaking the English language.
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Purpose:

This study aimed to identify problems regarding difficulties experienced by

non-English students in Speaking English.

Specific:

There were two research questions answered in this research:

● What is the level of difficulty in speaking English among the first year

non-English major students?

● Is there a significant relationship between the linguistic and psychological

aspect?

Significance of the Study

The purpose of this study was to give the following people with vital knowledge

and information about the subject matter from the respondents, current studies, or thesis.

Students

This study has served as a guide and reference for students or researchers who

were undertaking similar studies. The direct recipients of the output of this research were

the 1st year Non-English major students of Negros Oriental State University-Siaton

Campus. By improving language-learning techniques, it was possible to produce greater

learning and discipline to endure and prosper in society. This can support keeping

students highly engaged in their academics and give them a safe place to go when they

are having difficulties. Instead of taking part in class debates or presenting presentations,
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some students felt more at ease expressing their thoughts in speaking using the English

language in private conversations or online forums. All students have succeeded and

developed confidence in other areas by taking these variances into consideration and

employing a range of speaking strategies.

Teachers

Teachers were crucial in forming the futures and minds of young people. Students

have been taught knowledge and skills, and teachers had also mentored and inspired them

to become productive and responsible members of society. Through this research,

instructors were able to pinpoint areas for improvement in their methods and had made

the necessary changes. This has also aided teachers in better meeting the needs of their

students and encourage their engagement and learning especially in speaking the English

language. Also, educators have developed strong, encouraging relationships with their

students and created a more positive learning environment by being aware of how

students viewed their instructors. This research also enabled people who have a big

impact on the teaching-learning process to reaffirm and concentrate more on their

specialties, improving the learning environment for students and instructors, in particular

the instructors of BSCRIM-1, BSHM-1, BSBA-1, and Non-English Majors of CTEd such

as BSED Social Studies-1, Math-1, and BEED-1.

School Management

The concept of student’s management was a reality that students have strategic

roles in the teaching and learning process in a school. Students were the subject of the

management. With that important management, schools have organized students

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effectively and efficiently (Barry S. Parsonson, 2012; Haydar, 2013; Miqdadi, 2014). The

institution has provided a learning environment through this study and enabled students

to pursue research that has a real influence on society. This study has helped the

institution developed its English-language curriculum. This research has supported

innovative approaches to improve students' knowledge, abilities, attitudes and has

prepared them for future global competition. The progress of school administration,

language-learning techniques, and the teaching-evaluation strategy were all benefits of

this study.

Language Research

Language research played a crucial role in various research studies across

different disciplines. In communication and data collection, language research helped

develop effective ways of communication between researchers and study participants. It

enabled researchers to design questionnaires, interviews, and surveys that were clear,

concise, and culturally appropriate. Understanding language nuances and structures aided

in obtaining accurate data and reducing potential misinterpretations. In fields like

linguistics, psychology, and education, language research investigated the acquisition,

development, and processing of language. By studying language patterns, syntax,

phonetics, and semantics, researchers gained insights into how individuals learn

languages, which have informed educational practices, intervention strategies, and

language therapy. Researchers conducted textual analysis and discourse studies and

investigated the content and structure of written and spoken texts. These studies explored

how language is used to convey meaning, represent ideologies, and shape social

interactions. Language research in this context provided insights into social, political, and
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cultural discourses and contributed to fields like literature, media studies, sociology, and

political science.
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Theoretical Framework

Interactionist/Social Theory

To broaden our knowledge, we must be aware of learning theories that are based

on the relationships between the various factors used to assess the Difficulties

Encountered by First Year students in Speaking the English Language. According to the

interactionist/social paradigm, children learned language through interaction with other

kids and adults, and language only served the function of communication. It emphasized

how crucial the setting and culture were for learning a language. Interactionists

emphasized the importance of social interactions and also acknowledged the existence of

innate biological mechanisms (Jensen & Arnett, 2017; Levine & Munsch, 2018). The

most well-known interactionist thinker was Lev Vygotsky, who gave other interactionists

a theoretical foundation on which to build their own theories of language learning.

Jerome Bruner, who was influenced by Vygotsky's work, held the view that social

interaction was crucial to the growth of cognition in general and language in particular.

Bruner created the language acquisition support system (LASS) in opposition to

Chomsky, who focused on innate mechanisms of language acquisition such as the

concept of a language acquisition device (LAD) (Bakhurst & Shanker, 2001). The social

and cultural interactions that foster and support language learning were referred to as

LASS. This covered both child-directed language exposure (parentese, dialogic reading)

and the many activities kids do while learning new words. The LASS emphasized that the

environment was prepared to expose and help children in learning languages, in contrast

to the LAD, which emphasized that children were born with the capacity to learn
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languages. The body of research contrasting language learning from live encounters

against pre-recorded exposure played from a screen device provided a strong justification

for the crucial importance of social interaction and not just language exposure in general.

Toddlers were less likely to learn a new word from a speaker on a recorded video than

they were from an in-person speaker (Krcmar et al., 2007; Krcmar, 2010; Kuhl, Tsao &

Liu, 2003; Roseberry et al., 2014; Troseth et al., 2018). Toddlers typically learn better

from an actual event or person who is there, even if language learning via video does

occur in some cases when learning from video is directly contrasted to learning from

face-to-face interactions. Infants show higher language learning when two or more

infants are present, even when language is provided through a screen. Patricia Kuhl and

her coworkers proposed that interpersonal social cues offered in a face-to-face setting

"attract infants' attention and motivate learning" and that the sharing of "information that

is referential in nature" is made possible by the presence of a person in order to explain

what is missing from video (Kuhl, 2007). When provided on video, a speaker's

communicative goals could be less obvious, and it might be harder to discern linguistic

components.

The interactionist method can also be used to describe how a child's language

development is impacted by variations in the quantity and quality of language exposure.

When thinking about how infants acquire language, it is important to emphasize the

disparities in language exposure across diverse contexts because the contexts in which

children are raised might vary greatly (Rowe & Weisleder, 2020). Different language

exposure, even exposure very early in life, such exposure at a neonatal intensive care unit

(NICU) for premature babies, can have long-lasting impacts.

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Language Acquisition Theory

According to Chomsky's theory of language learning, learning a new language is

a physiologically controlled process that makes use of neural circuits in the brain that

have developed to store linguistic data. Chomsky came to the conclusion that children

need an innate ability known as the "language acquisition device" to learn languages. In

other words, people are endowed from birth with a "device" for learning any human

language. Chomsky's hypothesis contends that human brain architecture inherently

supports the ability to learn and utilize languages. Prior to his work, it was generally

accepted that language was acquired by experiential learning. Humans pick up language

by unintentionally storing data in the brain that can be utilized for a variety of written and

oral communication later on, claims Chomsky. Also, he thinks it's crucial for kids to learn

excellent language skills at crucial early stages of development. This is so that the

youngsters can learn how to interact with others and operate in society.

Over the last fifty years, several theories have been put forward to explain the

process by which children learn to understand and speak a language. The data presented

in the table provides valuable insights into the linguistic difficulties individuals encounter

when speaking English. It reveals correlations, patterns, and relationships among these

challenges, offering meaningful implications for language learning. One significant

correlation found is between having a limited vocabulary and experiencing difficulty

expressing thoughts verbally. This suggests that individuals with a smaller range of words

may find it challenging to communicate effectively, leading to feelings of hesitation and

fear when speaking. Additionally, a correlation exists between confusion in choosing the

right words and struggling to construct sentences correctly. This indicates that difficulties
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in selecting appropriate vocabulary can hinder the formation of grammatically accurate

and coherent sentences. Another correlation observed is between difficulties in keeping

up with fast speakers and struggling to structure responses appropriately. This suggests

that individuals who have trouble following rapid speech may also face challenges in

organizing their own spoken responses effectively. Furthermore, the data reveals a

correlation between difficulty responding to speakers with different accents and

challenges in understanding unfamiliar intonation patterns. This highlights the connection

between comprehending diverse accents and grasping unfamiliar patterns of intonation.

Lastly, the findings demonstrate a relationship between concerns about pronunciation and

feelings of shame. Pronunciation difficulties can lead to self-consciousness and

embarrassment while speaking English. Overall, these findings align with expectations

and contribute to our understanding of the intricate nature of language learning,

emphasizing the interconnectedness of linguistic challenges encountered when speaking

English.

In the field of language acquisition, various theories have been proposed to

explain how children learn and develop their language skills. One such theory is

behaviorism, which suggests that children imitate adults and that their correct utterances

are reinforced through rewards or praise. This perspective is attributed to the behaviorist

perspective, exemplified by Burrhus Frederic Skinner. On the other hand, the innateness

theory proposes that a child's brain possesses specialized mechanisms for language

learning right from birth. This notion is often associated with Noam Chomsky's

contributions. Another perspective, known as the cognitive theory, views language as just

one facet of a child's overall intellectual development. This perspective aligns with the
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ideas put forth by Jean Piaget. These theories provide different lenses through which

language acquisition can be understood, highlighting the importance of social

interactions, innate mechanisms, and broader cognitive development in shaping children's

language abilities.

We'll talk about each of these individually. Before we proceed, it is crucial to

understand that they should not be viewed as just opposing hypotheses that follow one

another in order. Although behaviorism is today acknowledged to provide only a very

limited explanation, each theory has advanced our collective knowledge by emphasizing

a different facet of the procedure.

Behaviorism

Behaviorist psychologists experimented on animals in order to build their

theories. They discovered that by fostering habit formation, it was possible to teach

animals like rats or birds to execute certain tasks. Researchers gave praise for good

behavior. Positive reinforcement was the term used for this. Negative reinforcement was

used to punish or simply not reward undesirable behavior.

The behaviorist B. F. Skinner then proposed this theory as an explanation for

language acquisition in humans. In Verbal Behavior (1957), he stated:

"The basic processes and relations which give verbal behavior its special

characteristics are now fairly well understood. Much of the experimental work

responsible for this advance has been carried out on other species, but the results have

proved to be surprisingly free of species restrictions. Recent work has shown that the
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methods can be extended to human behavior without serious modifications." (cited in

Lowe and Graham, 1998, p68)

According to Skinner, children copy their parents' or teachers' language.

Successful attempts are rewarded because an adult who hears a youngster speak will

compliment the child and/or grant its request. Hence, effective speech is remembered

while ineffective speech is reinforced. Language is founded on a system of principles or

structures that cannot be understood by merely copying individual words. Children's

errors show that they are actively developing and implementing rules, not just passively

imitating them. For instance, a child who uses the word "drank" instead of the word

"drank" is not imitating an adult but is instead abusing a norm. The young learner has

found that /d/ or /t/ sounds are added to the base form of verbs to create the past tense.

Because there are irregular verbs that don't act in this way, "mistakes" are made. Such

types are frequently referred to as virtuous errors or wise mistakes. The same stages of

language development are experienced by the great majority of kids. There seems to be a

clear progression of steps. We speak of developmental benchmarks. The care the child

receives or the type of culture they are raised in don't appear to have a significant impact

on the sequence, with the exception of a few extreme examples (such as the case of

Genie).

Children rarely receive a lot of direct grammar correction. Parents are more

concerned with manners and honesty. It seems that truth value, rather than well-formed

syntax, governs explicit verbal reinforcement by parents, which mildly paradoxically

results in the typical product of such a training schedule being an adult whose speech is

highly grammatical but not particularly truthful, according to Brown, Cazden, and
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Bellugi (1969) (cited in Lowe and Graham, 1998). There is proof that language

acquisition has a key phase. Youngsters who do not learn language before the age of

seven or thereabouts will never catch up completely. The most well-known illustration is

Genie, who was found in 1970 at the age of 13. She had grown up in seclusion and with

little to no typical human interaction. She was obviously troubled and lacking in many

areas. Her caretakers made subsequent attempts at rehabilitation, including teaching her

to talk. She had some success, mostly in expanding her vocabulary, but she never

developed the speaking fluency or grammatical proficiency of a typical five-year-old.

Innateness

In 1957, Noam Chomsky released a critique of behaviorism. Together with some

of the previously mentioned points, he placed particular emphasis on the deficient

language input that kids receive. Adults rarely use grammatically correct sentences in

their speech. Moreover, the child only hears a limited portion of the language.

Chomsky came to the conclusion that children must have a natural aptitude for

learning languages. This hypothesis claims that the process is biologically predetermined

and that the human species has evolved a brain with neural circuits that already hold

knowledge about language at birth. Hearing speech activates the child's innate propensity

to learn language, and the child's brain is able to comprehend what is heard in accordance

with the underlying principles or structures it already possesses. The Language

Acquisition Device is the name given to this innate ability (LAD). Chomsky did not

claim that an English child is born with any particular knowledge of the language, of
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course. He claimed that common principles underlie all human languages. It is the

responsibility of the child to determine how the particular language he or she hears

reflects these fundamental ideas.

The discussion of language learning is still centered on Chomsky's

groundbreaking hypothesis. Nevertheless, it has been altered, both by Chomsky and other

people. Initially, Chomsky believed that the LAD held specialized linguistic knowledge.

Dan Isaac Slobin has proposed that it may be more like a mechanism for working

out the rules of language:

"It seems to me that the child is born not with a set of linguistic categories but

with some sort of process mechanism - a set of procedures and inference rules, if you will

- that he uses to process linguistic data. These mechanisms are such that, applying them

to the input data, the child ends up with something which is a member of the class of

human languages. The linguistic universals, then, are the result of an innate cognitive

competence rather than the content of such a competence." (cited in Russell, 2001)

Slobin has noted that the human anatomy is oddly well-suited to voice production.

We have developed a vocal tract that enables the exact articulation of a diverse repertory

of vocal sounds, unlike our closest living relatives, the giant apes. Broca's area and

Wernicke's area are two regions of the brain that have been specifically linked by

neuroscientific research to separate linguistic activities. Depending on the location of

brain injury, stroke sufferers can provide useful information. They may experience a

variety of linguistic dysfunctions, such as difficulty finding words and difficulty

understanding syntax. Attempts to educate chimpanzees to use plastic signs or hand

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gestures for communication have met with opposition. While our ape relatives can learn

individual "words," it is likely that they have little to no knowledge of grammar. The

LAD seems to be at work in the development of creole forms of English. Language

expert Derek Bickerton has researched how Surinamese creoles with Dutch roots

developed. Slaves who had escaped from their captors and were living together had to

use their very limited Dutch to communicate. The outcome was a pidgin, a limited variety

of language. The adult speakers had studied Dutch as a foreign language and under

difficult circumstances, and they were past the key age at which they might learn a new

language fluently. Surprisingly, the descendants of these slaves developed the pidgin into

a complete language called a creole, according to linguists. They were presumably

unconscious of the process, but the result was a variant of language that adheres to its

own set of reliable norms and has a wide range of expressive possibilities. There are also

English-based creoles, both in the Caribbean and elsewhere.

Cognitive

The development of a child's mind or cognitive abilities was considered in

relation to language acquisition by the Swiss psychologist Jean Piaget. He made the case

that a youngster must comprehend a notion before learning the specific language form

that communicates that concept.

A good example of this is seriation. There will be a point in a child's intellectual

development when s/he can compare objects with respect to size. This means that if you

gave the child a number of sticks, s/he could arrange them in order of size. Piaget
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suggested that a child who had not yet reached this stage would not be able to learn and

use comparative adjectives like "bigger" or "smaller".

Another feature that is frequently mentioned in connection with cognitive theory

is object permanence. Children don't seem to be aware of the existence of things they

cannot see during the first year of life. When an object disappears from view, it is no

longer there. Children understand that objects have an existence independent of their

perception by the time they are 18 months old. The cognitive hypothesis highlights the

significant vocabulary growth that occurs in kids at this age and suggests a connection

between object permanence and the acquisition of object labels. Recent theories have

emphasized the significance of the language input that children receive from their

caregivers, in contrast to Chomsky's work. Language can only be taught in the context of

engagement with others who want to speak with you since it exists for the purpose of

communication. According to interactionists like Jerome Bruner, adult language use

when speaking to children, often known as "child-directed speech" or CDS, has been

carefully modified to aid in the learning process. This assistance is frequently referred to

as a child's language learning scaffold. In reaction to Chomsky's LAD, Bruner also came

up with the term Language Acquisition Support System or LASS. Colwyn Trevarthen

investigated the interactions between parents and babies who were too young to talk. He

came to the conclusion that long before actual words are spoken, games and non-verbal

communication help to create the turn-taking framework of speech.

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Linguistic Theory

One of the most influential theories about human language is that of Noam

Chomsky. It is also referred to as biolinguistics or generative grammar. It explains how

any utterance in any natural human language can be understood and produced due to an

underlying brain structure. Furthermore, it enables the acquisition and mastery of

language to begin quickly and with less cognitive processing. Also, it grows virtually

automatically.

These theories provide a helpful corrective to Chomsky's earlier viewpoint, and it

appears plausible that a youngster will learn more quickly with regular engagement.

Nonetheless, it has already been mentioned that children in all cultures go through the

same phases of language acquisition. Also, we have discovered that some cultures do not

have adults speak to children in particular ways; therefore, CDS may be helpful but does

not appear to be necessary in all cultures. There are a lot of linguistic developmental

commonalities among many distinct cultures. According to Chomsky, the Language

Acquisition Device, an inbuilt language-acquisition mechanism contained in the brain, is

the cause of these commonalities (LAD). Chomsky contends that the LAD is a unique

language processor that houses fundamental, universal linguistic principles that give kids

the natural ability to speak and learn languages. Only the environment can stimulate the

LAD's maturation. Chomsky held that language was a characteristic of the human species

and that only humans were born with the LAD.

Despite its significance, Noam Chomsky's linguistics theory is contentious. As a

result, many academics disagree that it provides a satisfactory account for how languages
 24

are learned and used. There are two reasons for this complaint. The first may be

Chomsky's explanation of how concepts develop in the mind. Moreover, the second is

that Chomsky thinks some syntactic rules are universal. That is, understood in all

languages. So, it appears that Chomsky's theory of language is primarily a theory of

competence rather than performance. This is due to the fact that it doesn't take into

consideration how language is produced or perceived in typical situations. In Chomsky's

linguistic theory, language is explained in ideal, abstract conditions that are difficult to

translate into how language is really utilized today.

These theories provide a helpful corrective to Chomsky's earlier viewpoint, and it

is likely that regular engagement will help a kid learn more quickly. Nonetheless, it has

already been mentioned that children learn to speak at the similar phases across all

cultures. Also, we've noticed that certain cultures don't have adults communicate to kids

in particular ways, so CDS may be helpful but isn't necessarily necessary.

 25

Conceptual Framework

Figure 1

The Conceptual Paradigm of the Study

As shown in the diagram above, it assumed that the difficulties encountered when

speaking English was positively related to the speaking skills of the non-English

department students in speaking the English language. It meant that the difficulties

encountered when speaking English language had likely affected their speaking skills.

This was clearly illustrated in the "arrow" leading to the box pointing to the non-English

department student's speaking skills.

 26

Problems in Speaking

In learning English, some students tend to make problems or errors when they try

to utter words, phrases or sentences. Problems or errors in speaking cannot correct

themselves, therefore it needed explanation.

Linguistic Factors

According to Ur (1991:121), there were some problems faced by the students in

speaking. The problems of speaking are;

1) Inhibition

The students usually inhibited when trying to speak some words in speaking

activities. Because they worried about making mistakes and were simply shy in speaking

English language.

2) Nothing to say

The students cannot think of anything to say, because they had no motivation to

express themselves in speaking. Actually, the students lacked confidence and less

vocabulary in their speaking ability. And they feel insufficient in language skills to

express exactly what they want to say.

3) Low participation
 27

The students had low participation when they speak, this meant that they had only

very little talking time. This problem was compounded by the tendency of some learners

to dominate, while others spoke very little or not at all.

4) Mother tongue use

The students used their mother tongue in speaking activities, because it was

easier, and also, they felt less exposed if they were speaking their mother tongue. If they

were talking in small groups, it can be quite difficult to get some classes – particularly the

less disciplined or motivated ones-to keep to the target language.

Psychological Factors

According to Juhana (2012:101) here, there were some psychological factors that

faced by the students in speaking English, they are;

1) Fear of Mistake

As argued by many theorists, fear of mistakes became one of the main factors of

students' reluctance to speak” in English in the classroom. With respect to the fear of

making mistakes, Juhana (2012: 101) adds that this fear is linked to the issue of

correction and negative evaluation. In addition, this was also much influenced by the

students‟ fear of being laughed at by other students or being criticized by the teacher. As

a result, students commonly stopped participating in the speaking activity. Therefore, it

was important for teachers to convince their students that making mistakes is not a wrong

or bad thing because students can learn from their mistakes.

 28

2) Shyness

Shyness was an emotional thing that many students suffered from at some time

when they were required to speak in English class. This indicated that shyness could be a

source of problem in students‟ learning activities in the classroom especially in the class

of speaking. Actually, the students felt that shyness makes their mind go blank or that

they will forget what to say.

3) Lack of Confidence

It was commonly understood that students' lack of confidence” usually occurred

when students realized that their conversation partners did not understand them or when

they did not understand other speakers. In this situation, they rather kept silent while

others were talking, and had shown that the students lacked confidence to communicate.

4) Lack of Motivation

Motivation was an important aspect to be noticed in that it had affected students’

reluctance to speak” in English. In this sense, motivation was a key consideration in

determining the preparedness of learners to communicate. Juhana (2012:103) further

added that motivation was an inner energy. The motivation helped the students enhance

their study interest.

Scope and Limitation

This study focused on the difficulties encountered by first-year non-English

department students in speaking English. The data collection was conducted to 188

students of the total population in first year non-English major student of Negros

Oriental State University- Siaton Campus in the school year 2022-2023. The study was
 29

done through the utilization of questionnaires to the students as a survey and reference.

The researcher has provided hard copies of the survey questions to the respondents.

Through this strategy the researchers were able to know the difficulties encountered by

non-English major students in speaking English.

Definition of Terms

This section explains the definition of the key terms used in this study to avoid

misunderstanding.

Communicative Skills. English skills that are used to give information, the

opposite of receptive skills that are used to receive information, these communicative

skills include speaking and writing skills.

English as Foreign Language. The foreign or uncommon level about the use of

English language practice and exposure in the society.

Linguistic aspect. In this study, linguistics is used as an indicator of the aspects

encountered by the first-year non-English major in speaking English, which are the

vocabulary, grammar, and pronunciation.

Psychological aspect. In this study, the psychological aspect is used as an

indicator of the aspects encountered by the first-year non-English major in speaking

English, which are the fear of mistakes, shyness, lack of confidence, and lack of

motivation.

Speaking Difficulties. Conditions and factors that act as a barrier to the ability to

speak in the English language might affect elements of speaking such as spelling,

punctuation, intonation, and body language.

 30

Chapter II

Review of Related Literature

● Definition of Speaking

Speaking is the process of conveying or sharing ideas orally (Eliyasun, Rosnija,

and Salam, 2018:1). Therefore, if learners do not learn how to speak and never practice in

the classroom, they soon lose interest in learning and get motivation to learn or practice

English speaking. Learners who do not develop strong oral skills during this time will

find it difficult to keep face with their peers in the later years. Additionally, according to

Zuhriyah (2017:122), speaking is the way of people to express something and for

communicating to other people orally. Speaking is the first way to interact with others in

the social community because in daily activities people cannot be separated from

interaction and communication. Meanwhile Leong and Ahmadi (2017:34) state that

speaking is not only just saying words through mouth (utterance) but it means conveying

a message through the words. By speaking, people can convey information and ideas,

express opinion and feeling, share experiences, and mention social relationships by

communicating with others. Haryudin and Jamilah (2018: 61) state that speaking English

is a foreign language that should be done by many practices to master it. The learners

should practice in the classroom activity and also outside of the class because with a lot

of practice the learners will have the habit of using English language and their speaking

will be fluent.
 31

● Importance of Speaking

Learning to speak is considered as the most important skill for students because it

is used to communicate in a large society. Speaking is one way to communicate ideas and

thoughts orally. Speaking is very important to people. To enable people to communicate,

we need to apply the language in real communication. According to Gert and Hans in

Efrizal (2016), speaking is speech or utterances with the purpose of having the intention

to be recognized by the speaker and the receiver processes the statements in order to

recognize their intentions. Speaking is productive skills, since its procedure ideas,

message or suggestion according to Chastain in Dinihari et al (2016). The Oxford

Advanced Learner's Dictionary (2008:426), also stated that to speak means to say words

or to talk about something, to have a conversation with somebody, to address somebody

in word etc. Besides that, Gert and Hans in Efrizal (2016), stated that speaking is speech

or utterances with the purpose of having the intention to be recognized by the speaker and

the receiver processes the statements in order to recognize their intentions. Harris in Iman

(2017), states that speaking is a complicated thing to do, requiring simultaneous use of

different abilities, wherein included in this are requiring pronunciation, grammar,

vocabulary, fluency, and comprehension. As additional information, Rebecca in Efrizal

(2012) language, learners need to recognize that speaking involves three area knowledge

mechanics (pronunciation, grammar, and vocabulary).

● Linguistic Aspect

Sokip (2020) points out that language learning skills cannot be separated from the

aspects of education such as the role of teacher, role of teaching materials and
 32

curriculum, the teaching method adopted by the teacher, teaching media, and

infrastructure of the institution. The role of a teacher in the classroom as a facilitator may

increase the learning proficiency of learners but if the teacher is authoritarian in the

classroom, then learners are just passive learners and do not get opportunities for

language practice.

● Vocabulary

The study of Heriansyah (2012) pointed out that lack of vocabulary, not

being confident to speak, not being used to talk in class are the major difficulty in English

speaking which are also similar in this present study. Learning vocabulary is one of the

major most important concerns of the foreign language learning. In EFL learning without

having adequate vocabulary knowledge, learners may not show the desired results in the

language learning process and its competence (Macis & Schmitt, 2017). In the view of

Adam (2016) lack of vocabulary knowledge hinders the real communication of EFL

learners to a great extent. Hence, it is predictable that undergraduate EFL learners should

have the appropriate vocabulary knowledge. For the betterment of developing vocabulary

learning, researchers have been making enormous efforts to locate the different aspects of

learning vocabulary to aid EFL learners. Nunan (2017), a leading researcher in the field

of L2 vocabulary, asserts that learners have to use certain techniques and strategies for

achieving certain proficiency of vocabulary knowledge. In the field of Second Language

Acquisition (SLA) vocabulary development has fascinated the scholars to play their part

where vocabulary growth is comparatively low (Hughes & Reed, 2016). Thornbury in

Fuadi et. al. (2013) says that without grammar there can be very little ideas that can be

conveyed and without vocabulary, nothing can be conveyed. This is in line with
 33

Thornbury (2002) in Ahmad Fuadi et. al. says that you can say very little with grammar,

but you can say almost anything with words.

● Accent

Yule (2014) defines Standard English as the idealized variety of English. The

standard variety is commonly associated with mass media and education, printed books

and news, and the variety of English that is taught as a second or foreign language. There

can be different kinds of standard variation of a language depending on where it is

spoken, such as Standard American English (SAmE) and Standard British English (SBrE)

(Yule, 2014). Speaking with an accent is, according to Yule (2014), “the description of

aspects of pronunciation that identify where an individual speaker is from, regionally or

socially” (Yule, 2014, p. 243). With that definition, everyone would have an accent,

marking belonging regionally or socially.

The majority of earlier research on L2 English accents has concentrated on

listeners' perceptions of accented speech delivered by certain reference groups. But

because interaction is two-way, speakers' perceptions of their own varieties ought to have

an impact on their motivation, confidence, and desire to communicate in a second

language (L2). However, little introspective study has been done on how L2 English

speakers perceive their own accents. Additionally, in various learning environments,

learners' attitudes toward accent frequently reflect historical, political, and economic

circumstances. (Kang, 2015). Tokumoto and Shibata (2011) used their subjects'

awareness of and evaluation of their own accents to study the introspection of L2 English

speakers. They evaluated the evaluations provided by college students in Malaysia, South

Korea, and Japan, three Asian nations. The findings demonstrated how uniquely their
 34

individual English variations were seen. They came to the conclusion that socio-historical

circumstances and the emphasis on English instruction in each country appeared to affect

how L2 English speakers build attitudes toward a target language.

According to Tokumoto and Shibata (2011), the political and historical contexts of

the cultures may have had an impact on how L2 English speakers formed their language

attitudes. Comparing three Asian nations (Japan, Malaysia, and South Korea), they

discovered that Malaysian college students had the most positive attitudes on their own

accents whereas Japanese students had the strongest negative attitudes. They asserted that

each country's history, sociopolitical climate, and educational objectives may influence

their own trend.

Many researchers have also pointed out that the attainment of a native-like accent

or pronunciation is not only extremely difficult but may even be impossible (Derwing &

Munro 2009; Long, 1990; Moyer 2013) Moyer, A. (2013). Foreign accent: The

phenomenon of non-native speech. Cambridge University Press. McCrocklin and Link

(2016) found that EFL students wanted to speak with a native-like accent because they

would feel more pride and acceptance in the classroom.

● Mother-tongue based

Padhila (2017) The students that used to speak their mother tongue (local

language) in their daily activities found difficulty to speak another language, moreover if

it is English which they used only when they were in an area that required them to use

English. They have to adjust their tongue to pronounce the English word one by one and

follow the way the English native-speaker pronounces it. 16The local language influences

the way the students speak English, e.g. in the aspect of accent. Suliman (2014) research
 35

results state that students rely on the translation method from their mother tongue to

understand certain instructions in addition to producing speech. In order to compare

these, the main concern of my research is to focus on the influence of mother tongue on

university speaking students and emphasize accents, dialects, pronunciation, etc. The

mother tongue enables students to understand concepts, lexical or grammatical or

academic terms (Nguyen, 2012). This implies that the mother tongue is the language with

which the individual is most familiar and has been in c+ontact for a long period of time.

Suliman (2014) research results state that students rely on the translation method from

their mother tongue to understand certain instructions in addition to producing speech.

● Pronunciation

Pronunciation and phonology are obviously related to speaking and listening.

Pronunciation training improves speaking abilities by helping learners to develop clear

speaking skills. Clarity of speaking improves intelligibility and minimizes effort for

interlocutors. We know that pronunciation training can also help develop perception

abilities, even though experimental evidence is still limited (Linebaugh & Roche, 2015).

Many studies on the English language and pronunciation errors made by English

language learners worldwide have been done. This study looks into the English

pronunciation errors experienced by Indonesian college students. Because Indonesian

vowel sounds, vowel-letter combinations, silent letters, and the sounds of two or three

combinations of consonant letters are so inconsistent, many college students there find it

difficult to pronounce some English words. Although English is only used as a second

language by students in Indonesia, they nevertheless find and use it in their daily lives,

particularly when they are dealing with English 1 and English 2 as one of their subjects in
 36

schools or colleges, or more if they choose specific majors. Because English is an

international language, they should learn it if they want to succeed in their studies and

compete with others in the world after high school or college. Speaking in English is the

most crucial ability. Also, individuals must become fluent in English pronunciation in

addition to grammar usage. Due to significant phonological variations between English

and Bahasa Indonesia, Indonesian learners of English often have trouble pronouncing

English words, especially while speaking. Hassan (2014) identified four factors in his

research that many linguists and researchers believe have contributed to difficulties for

English learners in pronouncing English words. These factors are "the differences of the

sound system between the (LI) and the (L2), the inconsistent nature of some sounds in

English, the interference of mother tongues, and the impact of spelling on

pronunciation."

By examining and compiling the responses of the respondents, the researchers

discover that Indonesian students encounter a variety of difficulties when learning

English, particularly when pronouncing English words. These difficulties include the

inconsistent pronunciation of single-vowel letters and double-vowel letters. The sorts of

consonant sounds mispronunciation that have been identified include

single-consonant-letter sound and final-consonant-letter sound. The primary distinction

between the two languages is that the latter lacks silent letters (such as the silent "e" and

"g," as well as fricative and affricative sounds). Moreover, double consonant word

combinations are not understood by Indonesians. The significant morphological

variations present a number of challenges for Indonesian students while pronouncing

English words.
 37

● Psychological Aspect

Alam and Ashrafuzzaman (2018b) also explored similar kinds of difficulties faced

by the students in Bangladesh. They further state that, fear of mistakes, and

self-confidence are the most common difficulties of speaking in Bangladesh which is in

line with this study.

● Lack of confidence

Kayaoğlu and Sağlamel (2013) found several causes of language anxiety. They

are (1) linguistic difficulty in the form of lack of vocabulary, lack of grammatical

understanding and bad pronunciation; (2) cognitive challenges in the form of feelings of

fear can not communicate, fear of failing the test, the fear of making mistakes, shame to

fail in front of others, low self-esteem; (3) lack of understanding of the original language;

(4) teacher’s role and competitiveness. The results showed that the speaking anxiety of

respondents was more due to linguistic difficulty, especially the lack of vocabulary, less

understanding of grammar, and bad pronunciation.

It is commonly understood that students’ lack of confidence usually occurs when

students realize that their conversation partners have not understood them or when they

do not understand other speakers. In this situation, they would rather keep silent while

others are talking, showing that the students lack confidence to communicate. He and

Chen (2010) state the main cause of students’ confidence is their low ability in speaking

English. A similar opinion is stated by Adalikwu (2012) that self-confidence is a belief

that someone has it in his/her ability to succeed in a task, based on whether he/she is able

to do that or not a task in the past. So, when students are confident about their abilities

irrespective of their past experiences, they will succeed in their learning.

 38

● Motivation

Babu (2010) argues that lack of motivation in learning causes students’ hesitation

to speak English in the classroom. He says that the background of this situation is that

students are not motivated by the teachers towards communication in English. To

motivate students to learn well and actively communicate in English, teachers should

have passion, creativity and interest in their students. In other words, students’ motivation

is really influenced by the teachers’ teaching performance. Therefore, it is important that

teachers also show enthusiasm in their teaching performance. According to Juhana (2012)

further adds that motivation is an inner energy. From the motivation, the students will

enhance their study interest. English language teachers need to stimulate students and

support their positive speaking capabilities and proficiencies rather than snub them,

and this positive speaking to the foreign language learners will make them feel

stress-free, comfortable, motivated and self-confident.

● Shyness

Shyness is an emotional thing that many students suffer from at some time when

they are required to speak in English class. This indicates that shyness could be a source

of problem in students’ learning activities in the classroom especially in the class of

speaking. In line with this, Baldwin (2011) further explains that speaking in front of

people is one of the more common phobias that students encounter and feeling of shyness

makes their mind go blank or that they will forget what to say. This theory is also

supported by the result of this research in which most students fail to perform the

speaking performance at their best. As they say, their inability to show their ability in

speaking is also influenced much by their feeling of shyness. In other words, it can be
 39

said that shyness plays an important role in speaking performance done by the students.

Furthermore, Bowen (2005), and Robby (2010) maintained that a substantial number of

shy students are instigated by their nature to be very still and quiet while explaining the

causes of shyness. In this regard, the majority of students are not very self-assured and

have a tendency to be shy, as they find speaking English in front of their classmates, and

teachers to be very unsociable.

● Mistakes

Hieu (2011) cited in He and Chen (2010) explain that students feel afraid of the

idea of making mistakes as they are worried that their friends will laugh at them and

receive negative evaluations from their peers if they make a mistake in speaking English.

Students’ fear of making mistakes in speaking English has been a common issue

especially in an EFL context like in Indonesia. Of the four language skills, speaking is

one that requires practice in the classroom in order to develop fluency. Unfortunately,

students often fear making mistakes in front of their classmates and teachers. More

specifically, we can say that the “Fear of negative evaluation is the apprehension about

other people’s evaluations” (Lucas, Miraflores & Go, 2011, p.102). This fear of negative

evaluation leads to a speaking anxiety that makes students scared to speak in class. When

they are scared to speak, they have difficulties developing the fluency that is needed to

improve their English-speaking skills. Moreover, when students are given no preparation

time before speaking, they often encounter speaking anxiety. This typically occurs when

a teacher calls upon a student to answer a question without time for them to think. This

has devastating effects on students as they instantly feel nervous and have trouble

thinking due to this apprehension. For instance, in her research, Mak found that
 40

“…speaking in front of the class in a second/foreign language classroom without

preparation is the most speaking-in-class anxiety-provoking factor” (2011, p.209).

Students have a fear of making mistakes, and this adds to the speaking anxiety levels.

Thus, singling out students in the classroom often has devastating effects on speaking

development and should be avoided.

 41

Chapter III

Methodology

Research Design

The study employed a quantitative research design, which emphasized objective

measurements and the statistical, mathematical, or numerical analysis of data collected

through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data

using computational techniques.

Research Locale

Negros Oriental State University, the location of the study, was the only College

University in Siaton, with approximately 354 freshman students according to our survey,

which was located at Poblacion III, Siaton, Negros Oriental. The school was under the

supervision of the Commission on Higher Education (CHED). The respondents of the

study were first-year non-English major students.

Population and Sampling Procedure

The initial data of the study was collected to determine the respondent's

population. First-year students of the non-English major were eligible to participate in the

study as respondents. The non-English major BS CRIM, BSHM, BSBA, BEED, BSED

MATH, and BSED-SOCIAL STUDIES were the non-English departments of NORSU –

SC that were covered in the study. The size of each sample was then determined. The

population or sample size was calculated with a 99.99% degree of confidence using
 42

Sloven's formula. The student population's sample size was subject to stratified random

sampling, which helped us determine how many respondents were needed from each part

of the class. To eliminate biases and ensure representativeness, the respondents were

selected randomly.

Table 1 The table presents information on the respondents' population and sample

size for different departments. It shows the number of respondents in each category

within each department, the total number of respondents and sample size for each

department, and the percentage of each department within the total sample.

Respondents population and sample size

Department N n %

BS CRIM

A = 38 38 20

B = 40 40 21 31.92

C = 35 35 19

BSHM 44 23

A = 44 44 23 24.86

B = 44

BSBA

A= 45 45 24 24.58
 43

B = 42 42 22

BEED

A = 30 30 16 8.47

BSED MATH - 18 18 10 5.08

BSED SOC. STUD – 18 10 5.08

18

% = 99.9
∑ 𝑁 = 354 ∑ 𝑛 = 188. 29
 44

Research Instrument

The study used a pen and paper ready-made questionnaire as the research

instrument for the respondents. The questionnaire consisted of three sections: (1) general

information, (2) linguistic aspects, and (3) psychological aspects. We adopted this

research questionnaire from Balqisa Asa Hatrina Rizki, Atni Prawati, and Masyhur and

the title of their study is A Survey on Speaking Problems Faced by the Second Year

Students of English Department of Universitas Riau.

In the general information section, respondents were asked about their

demographic information, such as name, age, sex, and degree. Due to research ethics and

data privacy considerations, filling out this section was optional, and respondents had the

decision to either fill it or not.

Linguistic aspect

The linguistic aspect section contained ten-item statements that measured a

student's level of difficulties regarding pronunciation, mother-tongue based learning,

accent, and vocabulary.

Pronunciation referred to the way in which words were spoken, while

mother-tongue based learning referred to using the language or languages that children

were most familiar with to aid in learning. Accent referred to a distinctive mode of

pronunciation associated with a particular nation, locality, or social class. Vocabulary is

an individual word or a set of words which have specific meaning. Kamil and Hiebert

(2005) state that generally, vocabulary is the knowledge of meanings of words.

 45

Psychological aspect

The psychological aspect section also contained ten-item statements that

measured a student's level of difficulties regarding lack of confidence, motivation,

shyness, and mistakes.

Lack of confidence referred to hesitating to voice opinions in meetings.

Motivation referred to the extent to which a student was drawn towards or pushed away

from communicating competently in English. Shyness referred to feeling nervous or

embarrassed in social situations, and mistakes referred to errors in language use, such as

wrong verb tense, forgotten articles, or incorrect word order.

Research Respondents

The respondents of this study were the 1st year BSHM (46), BSCRIM (60),

BSBA (46) and BSEd Social Studies (10), BSEd Math (10) and BEEd (16) at Negros

Oriental State University Siaton Campus.

Data Collection Procedure

A letter of permission was sent to the dean of Negros Oriental State University –

Siaton Campus. Once the letter of permission to conduct the study was approved, the

researchers distributed the survey questionnaire to the said respondents. After the

respondents finished answering the survey questionnaire, the researchers collected the

answered questionnaires and proceeded with data analysis and data interpretation. The

survey questionnaires were delivered to the non-English freshmen, who were the research

population, in order to gather information about their problems in speaking. Additionally,

 46

the researchers randomly selected several students to complete the survey questionnaire

to make the research more specific and objective.

Statistical Treatment of Data

The collected data was subjected to data analysis using weighted mean, standard

deviation, and Spearman Rho. Weighted mean and standard deviation were used to

analyze, interpret, and present the perceived level of difficulties of speaking English

using a Likert scale.

Spearman's Rank Correlation was used to determine if there was a significant

relationship between the linguistic aspect and psychological aspect.

Ethical Considerations

Informed consent

The objective of this ethical section was to safeguard the academic institutions,

individuals participating in the research, and their personal and professional interests.

This section outlined the procedures that the researcher had to follow to respect the

confidentiality and privacy of the research respondents. The function of the ethics review

board in conducting the current study was also covered in this section. The survey

provided a section on informed consent to guarantee that participation in the study was

voluntary. Participation in the study was entirely optional. The respondents were entitled
 47

to stop taking part at any moment without incurring any penalties. The respondents had

legal rights; thus, the researcher was still liable for any mistakes made.

Confidentiality

The researcher was responsible for maintaining the confidentiality of the

respondents' information and protecting it from unauthorized access, use, disclosure,

alteration, loss, and theft (2017 (Research Ethics Board). The researcher was responsible

for ensuring that any materials used in the study that included sensitive data were

protected from unauthorized access. Only the researcher and the designated statistician

for data had access to the data and replies of survey respondents.
 48

Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter contained a detailed presentation and discussion of data analysis and

the results of this study. The analysis and interpretation of data were carried out in two

phases. The first part, which was based on the results of the demographic profile of the

respondents, was discussed. The second part, which was based on the results of the

survey questionnaire, dealt with a quantitative analysis of data.

Respondent Profile

Table 2 provided information on three variables: Age, Gender, and Course, along

with their respective categories. It summarized the distribution of respondents based on

their age, gender, and course, allowing for a clear understanding of the demographic

composition of the sample..

Age, gender and course of respondents

Variable Category TOTAL

Frequency Percentage

(%)

AGE 18 25 13.30

19 90 47.87

20 36 19.15
 49

TOTAL 188 100

Respondents of all ages (18 through to over 24) were represented, with slightly

larger numbers in the lower age bracket 19 accounting for 90 (47.87 of the respondents,

respectively (Table 2). The oldest age bracket was 24 which accounted for 2 (1.06%) of

the respondents. The proportion of ages of males to females was about 36.17% and

63.83% in all age groups.

Linguistic Aspect

Table 3 summarized individuals' responses on various linguistic aspects related to

speaking in English, with ratings on a 1 to 5 scale. It highlighted concerns such as limited

vocabulary, difficulty expressing ideas verbally, confusion in using appropriate

vocabulary, challenges in responding to fast speakers, struggles with sentence

construction, and reliance on the mother tongue to avoid misunderstandings. Participants

also faced difficulties with accents, intonation comprehension, and self-consciousness

about pronunciation. The ratings, ranging from medium to high, indicated the prevalence

of these linguistic challenges.

Perceived level of difficulty in speaking English among students in linguistic

aspect
Linguistic Aspect Mean SD Description

1. I feel afraid to speak in English because 3.63 0.90 High

my vocabulary is limited.

2. It feels difficult for me to express ideas 3.66 0.83 High

verbally when speaking.

3. I often get confused to combine and use 3.68 0.81 High

the proper vocabulary to speak.

4. I rarely respond to my partner when 3.26 0.92 Medium

 50

speaking because they speak faster.

5. I have difficulty to arrange the words 3.46 0.92 High

into sentences to speak in English.

6. I just want to speak when I think my 3.99 0.87 High

grammar is correct.

7. I have a habit of using my mother 4.11 0.73 High

tongue when speaking to avoid
misunderstanding.

8. I have difficulty responding to speakers 3.62 0.87 High

with various accents.

9. I have trouble responding to a 3.80 0.79 High

conversation if the speakers’ intonation is
not understandable.

10. I get ashamed to speak in English 3.37 1.09 Medium

because I do not have a good
pronunciation.

Aggregate Mean 3.66 0.55

Table 3 Perceived level of difficulty in speaking English among students in

linguistic aspect

Many individuals used their mother tongue to avoid misunderstandings with a

mean rating of 4.11 and a standard deviation of 0.73. Grammar correctness held

significant importance, causing individuals to prefer speaking only when they believed

their grammar was flawless; it had a mean rating of 3.99 and a standard deviation of 0.87.

Understanding speakers with unclear intonation was also challenging with a mean rating

of 3.80 and a standard deviation of 0.79. Expressing ideas verbally was perceived as

difficult; it had a mean rating of 3.66 and a standard deviation of 0.83, which often led to

confusion when combining and using the appropriate vocabulary with a mean rating of

3.68 and a standard deviation of 0.81. Difficulties also arose in responding to speakers

with various accents that had a mean rating of 3.62 and a standard deviation of 0.87.
 51

Some individuals found it challenging to arrange words into coherent English sentences

with a mean rating of 3.46 and a standard deviation of 0.92, while others struggled with

responding to faster-speaking conversation partners with a mean rating of 3.26 and a

standard deviation of 0.92. Individuals experienced medium levels of embarrassment

regarding their perceived lack of good pronunciation with a mean rating of 3.37 and a

standard deviation of 1.09. The linguistic aspect of speaking in English posed numerous

challenges for individuals, causing a lot of fear because of limited vocabulary that had a

mean rating of 3.63 and a standard deviation of 0.90. In summary, the linguistic aspect of

speaking in English encompassed challenges related to vocabulary, expression,

confusion, response speed, sentence formation, grammar, reliance on the mother tongue,

accents, intonation, and pronunciation.

The findings of this study aligned with existing knowledge in the field of second

language acquisition and contributed new insights to our understanding of

English-speaking challenges. They supported previous research emphasizing the role of

limited vocabulary in hindering effective communication (Heriansyah, 2012; Macis &

Schmitt, 2017; Adam, 2016; Nunan, 2017). This highlighted the need for learners to

focus on enhancing their vocabulary skills for language proficiency. Additionally, the

study provided new insights into difficulties in understanding speakers with various

accents and the influence of socio-historical circumstances and educational objectives on

learners' accents (Yule, 2014; Kang, 2015). This expanded our understanding of accent

comprehension and the importance of adopting a positive attitude towards different

accents. The findings also shed light on challenges arising from mother-tongue influence
 52

on accents, dialects, and pronunciation (Padhila, 2017; Suliman, 2014), emphasizing the

need to address this influence for enhanced English-speaking proficiency. Furthermore,

the study confirmed the well-known difficulties learners faced in pronunciation due to

differences between native language and English sound systems (Linebaugh & Roche,

2015; Hassan, 2014), highlighting the significance of pronunciation training for clear and

intelligible speaking skills. These findings had practical implications for language

teaching and learning, including designing vocabulary-focused activities, providing

exposure to diverse accents, raising awareness of mother-tongue influence, and

implementing pronunciation exercises (Heriansyah, 2012; Macis & Schmitt, 2017; Adam,

2016; Nunan, 2017; Yule, 2014; Kang, 2015; Padhila, 2017; Suliman, 2014; Linebaugh &

Roche, 2015; Hassan, 2014). By addressing these challenges, language instructors could

enhance English speaking abilities, promote effective communication, and improve

overall language proficiency.

The difficulties encountered by individuals in speaking English, such as relying

on their mother tongue, grammar correctness, understanding unclear intonation,

expressing ideas verbally, combining appropriate vocabulary, responding to different

accents, arranging words into coherent sentences, responding to fast-speaking

conversation partners, embarrassment regarding pronunciation, and limited vocabulary,

supported the theories of interactionist/social theory and language acquisition theory. The

interactionist/social theory emphasized the importance of social interactions and cultural

context in language learning, which aligned with the challenges faced by individuals in

speaking English due to cultural and linguistic differences. The language acquisition
 53

theory, particularly the innateness perspective, suggested that language learning was a

biologically predetermined process, and the difficulties in speaking English could be

attributed to the innate mechanisms of language acquisition and the limited language

input individuals received. The cognitive theory also offered insights into language

acquisition by highlighting the role of cognitive abilities and conceptual understanding in

language learning.

Psychological Aspect

In this study, the psychological aspect of speaking English was examined, with a

specific focus on individuals' attitudes and emotions towards the language. Table 4

presented the perceived level of difficulty in speaking English among students in the

psychological aspect. The data revealed a range of experiences and concerns, including

fear of making mistakes and receiving correction, lack of confidence due to potential

ridicule from friends, experiencing memory lapses, and feeling ashamed due to limited

English proficiency. Nervousness, anxiety, and a preference for silence or individual

work were also evident. The aggregated mean score suggested a moderate level of

psychological distress related to speaking English.

Table 4

Perceived level of difficulty in speaking english among students in psychological

aspect
Psychological Aspect Mean SD Description

11. I do not want to make a mistake in 3.48 1.08 High

speaking because I am afraid of getting
correction.
 54

12. I have less confidence to speak 3.53 1.05 High

English because I think my friend will
laugh at me when I speak.

13. When I start to speak in English, I get 3.47 0.96 High

blank and forgot everything suddenly.

14. I feel ashamed to speak English 3.49 1.07 High

because I do not have fluent English
ability.

15. I feel nervous when I speak English 3.72 0.96 High

with and or in front of other people.

16. I feel anxious when speaking and end 3.63 0.85 High
up saying nothing.

17. I do not want to speak in English 3.19 0.98 Medium

because I am afraid that my partner will
not understand what I am saying.

18. I do not understand what my speaking 3.07 1.02 Medium

partners say so I would rather keep silent.

19. I would rather work alone than work 3.15 1.09 Medium
in a team which will force me to speak
English.

20. I speak in English just because my 3.37 1.07 Medium

lecturer told me to do so.

Aggregated Mean 3.41 0.68

In the psychological aspect of speaking in English, individuals experienced

various concerns and negative emotions. Anxiety was prevalent when speaking English

in front of others, resulting in nervousness with a mean rating of 3.72 and a standard

deviation of 0.96. They feared making mistakes and receiving corrections, indicating a

high level of concern with a mean rating of 3.48 and a standard deviation of 1.08. Many

individuals felt embarrassed and ashamed due to their perceived lack of fluent English

ability with a mean rating of 3.49 and a standard deviation of 1.07. This anxiety and
 55

speech inhibition could lead to individuals feeling too anxious to say anything with a

mean rating of 3.63 and a standard deviation of 0.85. The occurrence of a mental blank,

where individuals forgot everything suddenly, disrupted their cognitive processes with a

mean rating of 3.47 and a standard deviation of 0.96. There was a medium level of

concern that partners may not understand them, leading individuals to avoid speaking in

English with a mean rating of 3.19 and a standard deviation of 0.98. Some individuals

preferred silence over engaging in conversation due to a lack of understanding from their

speaking partners, indicating a medium level of avoidance with a mean rating of 3.07 and

a standard deviation of 1.0. Additionally, there was a moderate preference for solo work

among individuals who would rather not be part of a team that required English

communication, with a mean rating of 3.15 and a standard deviation of 1.09. Finally,

some individuals only spoke in English because of instructions from their lecturers,

demonstrating a medium level of compliance with a mean rating of 3.37 and a standard

deviation of 1.07.

Analyzing the given data on the psychological aspects of speaking in English

revealed correlations, patterns, and relationships among various variables. The data

indicated positive correlations between anxiety and factors such as nervousness, fear of

mistakes and corrections, embarrassment, speech inhibition, and mental blank. Overall,

individuals experienced moderate levels of anxiety and related negative emotions, with

consistent mean ratings ranging from 3.07 to 3.72. These findings aligned with

expectations based on previous research and theory, highlighting the common challenges

non-native speakers faced when using a second language. The data confirmed the impact
 56

of anxiety and psychological barriers on language production, supporting the need for

interventions and support systems to address language anxiety and facilitate effective

communication in English.

The findings from the related studies aligned with existing knowledge on the

psychological aspects of speaking in English, confirming that factors such as linguistic

difficulties, low ability, lack of motivation, shyness, and fear of making mistakes

contributed to language anxiety and hindered students' confidence. These insights

deepened our understanding by highlighting specific linguistic challenges and the

influence of perceived ability and motivation on students' confidence levels. The practical

implications of these findings were significant as they informed educators and

policymakers on designing interventions and creating supportive learning environments

that addressed these challenges. By targeting vocabulary, grammar, pronunciation, and

motivation, educators could help students overcome language anxiety and foster a

supportive classroom atmosphere that promoted confidence and fluency in speaking

English.

In the context of the Difficulties Encountered by First Year students in Speaking

the English Language, the psychological aspect revealed various concerns and negative

emotions experienced by individuals. When speaking English in front of others, anxiety

was prevalent, leading to nervousness, fear of making mistakes, and concern about

receiving corrections. Additionally, individuals often felt embarrassed and ashamed due

to their perceived lack of fluent English ability. These anxieties and speech inhibitions
 57

could result in individuals feeling too anxious to say anything and experiencing mental

blanks where they forgot everything suddenly. There was also a medium level of concern

that partners may not understand them, leading to avoidance of speaking in English and a

preference for silence over engaging in conversation. Some individuals also preferred

solo work over being part of a team that required English communication. Finally, some

individuals only spoke in English due to instructions from their lecturers, demonstrating a

medium level of compliance. These findings supported the interactionist/social theory,

which emphasized the importance of social interactions and cultural settings for language

learning. The theory highlighted the role of social interaction, language exposure, and

language acquisition support systems in facilitating language learning. It contradicted the

behaviorist theory, which suggested that language acquisition occurred through imitation

and reinforcement, as it showed that language learning was influenced by internal

psychological factors and social interactions rather than solely external reinforcement.

Relationship of Linguistic and Psychological Variables

The table in the study examined the relationship between linguistic and

psychological variables. Spearman's Rho correlation coefficient was used to determine

the strength and significance of the association between these variables. The results

revealed a strong positive correlation (r = 0.69, p < 0.00000) between linguistic and

psychological factors, indicating that changes in language-related aspects were closely

associated with corresponding changes in psychological experiences. These findings

provided valuable insights into the influence of language on psychological states and
 58

emphasized the significance of investigating the interaction between linguistic and

psychological factors.

Variables Spearman's Rho P value Interpretation

Linguistic and 0.69 0.00000 There is a

psychological significant
positive
correlation
between the
two variables.
Table 5. Correlation Analysis Between Linguistic and Psychological Aspects.

This research study examined the relationship between linguistic and

psychological variables, and the results revealed a significant positive correlation, with a

Spearman's Rho coefficient of 0.69 (p < 0.001). These findings provide empirical

evidence supporting the interdependence and substantial association between linguistic

and psychological factors.

The research study aimed to understand the connection between language and

psychology. The results showed that there was a strong positive relationship between

these two variables. This meant that changes or patterns in language corresponded to

changes or patterns in psychological factors. In other words, the way we used language

was connected to our thoughts and emotions. The findings supported the idea that

language and psychology were closely related. This research added to what we already

knew by providing concrete evidence for this connection. It had important implications

for fields like psychology, linguistics, and cognitive science, as it helped us better

understand human behavior, thinking, and communication. Future studies could focus on
 59

exploring how exactly language and psychology interacted, which could lead to more

targeted interventions and improve our understanding of how language and psychology

worked together.

This research study explored the relationship between linguistic and

psychological variables, specifically investigating the presence of a significant positive

correlation between them. The study revealed empirical evidence supporting the

interdependence of these factors, highlighting their substantial association. By examining

the connection between language and psychological processes, this research contributed

to the existing knowledge by providing concrete evidence of their interconnectedness.

Additionally, the practical implications of these results lay in the potential for developing

targeted interventions and strategies that leveraged language to enhance mental

well-being and promote effective communication.

This research study investigated the relationship between linguistic and

psychological variables, revealing a significant positive correlation of Spearman's Rho

coefficient = 0.69 and p < 0.001. These findings provided empirical evidence supporting

the interactionist/social theory of language learning, which emphasized the role of social

interactions and cultural context in language acquisition. The interactionist perspective,

influenced by thinkers like Lev Vygotsky and Jerome Bruner, posited that language

learning occurred through interaction with others and highlighted the importance of

social cues and communicative goals in facilitating language development. The study's

results aligned with this theory, demonstrating the interdependence of linguistic and
 60

psychological factors in language acquisition. Contrary to the behaviorist perspective,

which suggested that language learning was driven by imitation and reinforcement, the

interactionist/social theory emphasized the significance of social interactions and the

environment in supporting language learning. Additionally, the study's findings

contributed to the debate on the innateness theory proposed by Noam Chomsky. While

Chomsky's theory posited an innate language acquisition device, the research supported

the notion that language learning was influenced by both innate and environmental

factors, highlighting the crucial role of social interactions and linguistic exposure in

language development. Therefore, this study's results offered support for the

interactionist/social theory while providing insights into the complex relationship

between linguistic and psychological variables in language learning.

 61

Chapter V

Summary of Findings, Conclusions and Recommendations

In this chapter, the researcher presented the significant findings, conclusions, and

recommendations derived from the research. The data collected were carefully analyzed

to summarize the key discoveries, enhancing understanding of the topic. Based on these

findings, the researcher drew conclusions directly addressing the research question and

objectives. These conclusions provided valuable insights into the broader implications

and suggested potential areas for further investigation. Additionally, practical

recommendations were provided, offering straightforward steps and strategies to address

identified gaps, challenges, or opportunities. The aim was to facilitate positive change,

promote progress, and deepen knowledge in the field. This chapter served as a concise

guide, consolidating the research outcomes and providing guidance for future research

and practical application.

Summary of Findings

What is the level of difficulty in speaking English among the first-year non-

English major students?

The findings revealed that non-English major students faced difficulties in

speaking English. The non-English major students in this study were reported as having a

high level of difficulty in speaking English across linguistic aspects, including

vocabulary, expression, sentence construction, grammar, language barriers, and

pronunciation, indicating a need for support. Additionally, they faced psychological

 62

challenges such as fear of correction, lack of confidence, anxiety, fear of judgment, and

reluctance to speak, which can hinder their language development and emphasize the

importance of addressing these barriers for effective English communication.

Is there a significant relationship between the linguistic and psychological

aspect?

It can be noted that there is a significant positive correlation between the

linguistic and psychological aspects. This suggested that linguistic aspects such as

pronunciation, accent, mother-tongue instruction, and vocabulary, had an impact on

psychological factors such as lack of confidence, motivation, shyness, and making

mistakes.

Conclusions

The research has explained the difficulties encountered in speaking English,

particularly among students from non-English major at Negros Oriental State University's

Siaton Campus, as well as determining the relationship between the linguistic and

psychological aspects. The research findings showed that the majority of the students

have shown that their highest level of difficulty in speaking English includes the habit of

using their mother tongue when speaking to avoid misunderstanding as well as

nervousness. Various difficulties encountered also include grammar correctness, clear

intonation, vocabulary, accent, being afraid to speak, pace in speaking, bad

pronunciation, less confidence, being afraid of getting corrections, fluency, nervousness,

anxiety, being afraid to be misunderstood, and their level of understanding when using
 63

English when speaking. For the second part or objective of the study, researchers found

that the relationship between linguistic and psychological aspects of speaking English is

high, therefore concluding that there is a substantial relationship between the two in

relation to a student's ability to speak English.

The strong correlation between the linguistic and psychological aspects of

speaking English among students from non-English major at Negros Oriental State

University's Siaton Campus signifies the intricate interplay between language proficiency

and the mental and emotional state of individuals. The findings suggest that students'

difficulties in speaking English are not solely limited to language-specific challenges but

are deeply rooted in psychological factors such as nervousness, anxiety, and a lack of

confidence. The habit of resorting to the mother tongue to avoid misunderstandings

further highlights the psychological barrier that inhibits effective English communication.

Consequently, addressing these psychological aspects alongside linguistic training

becomes imperative for enhancing students' ability to speak English fluently and

confidently.
 64

Recommendations

1. Learners can enhance their vocabulary by regularly learning new words and

phrases. They should read books, articles, and listen to podcasts or watch movies

in English to expose themselves to a wide range of vocabulary. The more they

practice speaking English, the more comfortable and fluent they will become.

They should engage in conversations with native English speakers or join

language exchange programs where they can interact with fellow learners. Create

a welcoming and inclusive atmosphere in the school by encouraging respect and

understanding among students and staff. This can help reduce anxiety and

promote a sense of belonging for those facing language difficulties.

2. Teachers and administrators should be mindful of their language use, employing

clear and concise communication. Additionally, they should be flexible in their

teaching methods to accommodate different learning styles and provide additional

explanations or examples when needed. Facilitate opportunities for students to

work together in pairs or small groups, where English proficient students can help

their peers who are struggling. This promotes collaboration, boosts confidence,

and creates a supportive learning community.

3. Further research, surveys, observations, and interviews with language learners

would help gather valuable data to gain a deeper understanding of these

challenges and develop effective strategies to address them. One recommendation

for conducting a study on the difficulties encountered by students in speaking

English is to incorporate both qualitative and quantitative research methods. By

 65

combining these two approaches, you can gather a comprehensive understanding

of the various challenges faced by students and obtain valuable insights into the

nature and extent of these difficulties.

Suggested Topics for Further Study

This study has identified several areas where further research is warranted to

continue expanding knowledge about determining difficulties encountered in speaking

English both in linguistic and psychological aspects. Such areas include the following:

1. Explore the impact of psycholinguistic interventions on English speaking

proficiency.

2. Examine the role of peer support and collaborative learning in addressing

linguistic and psychological difficulties.

3. Investigate the benefits of creating language learning communities where students

can practice speaking English together, provide feedback, and support each other.

4. Investigate how language and psychology interact, leading to more targeted

interventions and an improved understanding of how language and psychology

work together.
 66

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Sokip. (2020). Overcoming the problem of learning foreign language skills in the classroom.

Universal Journal ofEducational Research, 8(2),

[Link]

Suliman, A. (2014). Native Language Interference in Someone's English Communication.

International Journal of English and Education.

[Link]

Tokumoto, M., & Shibata, M. (2011). Asian students’ attitudes towards the pronunciation of their

varieties of English. World Englishes.

[Link]

Zuhriyah, Mukminatus. 2017. Storytelling to Improve Students’ Speaking Skill. In English

Education: Jurnal Tadris Bahasa Inggris. Vol. 10 (1)

[Link]

[Link]
 78

Appendices
Appendix A
Transmittal Letters
May 17, 2023

MARILYN P. MACAPANGAL, DBA

Campus Administrator
Barangay 3, Siaton, Negros Oriental

Thru: GLAISA T. CATALAN, Ph.D.

 79

Dean, CTE

CHLOE I. CADIZ
Campus Research Coordinator
Dear Ma'am:
We, BSED ENG III students of this beloved Institution, are currently conducting research on
"The Difficulties Encountered in Speaking English by the First Year Non-English Students of
Negros Oriental State University - Siaton Campus". This study is a major requirement for
completing our course subject BSEDENG20 Language Education Research.
To address this concern, we would like to ask permission to conduct a final survey among your
students. The data and findings obtained will be strictly confidential and will only be used for
our research. We are intently hoping for your approval and positive response on this matter. You
may contact us on this mobile number 09392576216 or email us to this account
doromasr@[Link].
Attached is the copy of the survey instrument and the informed consent. Thank you for your
support.

Respectfully yours,

RHEA MAE M. DOROMAS CATHYKING V. JANDOG

MARIA JHESSA MAE R. MAGDASOC ZANDRA KIM P. PARTOSA

VENIJA QUINICOT CRISE ANNE SILAY

CHEENIE E. SOLIS

Noted by

KENNETH B. PAEL, PhD

Research Adviser
May 17, 2023
MARILYN P. MACAPANGAL, DBA
Campus Administrator
Barangay 3, Siaton, Negros Oriental

Thru: GLAISA T. CATALAN, Ph.D.

Dean, CTE
 80

CHLOE I. CADIZ
Campus Research Coordinator

Dear Ma'am:
We, BSED ENG III students of this beloved Institution, are currently conducting research on
"The Difficulties Encountered in Speaking English by the First Year Non-English Students of
Negros Oriental State University - Siaton Campus". This study is a major requirement for
completing our course subject BSEDENG20 Language Education Research.
To address this concern, we would like to ask permission to conduct a final survey among your
students. The data and findings obtained will be strictly confidential and will only be used for
our research. We are intently hoping for your approval and positive response on this matter. You
may contact us on this mobile number 09392576216 or email us to this account
doromasr@[Link].
Attached is the copy of the survey instrument and the informed consent.

Thank you for your support.

Respectfully yours,

RHEA MAE M. DOROMAS CATHYKING V. JANDOG

MARIA JHESSA MAE R. MAGDASOC ZANDRA KIM P. PARTOSA

VENIJA QUINICOT CRISE ANNE SILAY

CHEENIE E. SOLIS

Noted by

KENNETH B. PAEL, PhD

Research Advise
May 17, 2023

MARILYN P. MACAPANGAL, DBA

Campus Administrator
 81

Barangay 3, Siaton, Negros Oriental

Thru: DAN JEROME BARRERA, Ph.D.

Dean, CCJE

GLAISA T. CATALAN, Ph.D.

Dean, CTE

CHLOE I. CADIZ
Campus Research Coordinator

Dear Sir:
We, BSED ENG III students of this beloved Institution, are currently conducting research on
"The Difficulties Encountered in Speaking English by the First Year Non-English Students of
Negros Oriental State University - Siaton Campus". This study is a major requirement for
completing our course subject BSEDENG20 Language Education Research.

To address this concern, we would like to ask permission to conduct a final survey among your
students. The data and findings obtained will be strictly confidential and will only be used for
our research. We are intently hoping for your approval and positive response on this matter. You
may contact us on this mobile number 09392576216 or email us to this account
doromasr@[Link].
Attached is the copy of the survey instrument and the informed consent. Thank you for your

support

Respectfully yours,

RHEA MAE M. DOROMAS CATHYKING V. JANDOG

MARIA JHESSA MAE R. MAGDASOC ZANDRA KIM P. PARTOSA

VENIJA QUINICOT CRISE ANNE SILAY

CHEENIE E. SOLIS

Noted by

KENNETH B. PAEL, PhD

Research Adviser
 82

May 17, 2023

MARILYN P. MACAPANGAL, DBA

Campus Administrator
Barangay 3, Siaton, Negros Oriental

Thru: CANDIDO G. KINKITO Jr., Ed.D.

Assistant Campus Administrator, Dean, CAS

GLAISA T. CATALAN, Ph.D.

Dean, CTE

CHLOE I. CADIZ
Campus Research Coordinator

Dear Sir:
We, BSED ENG III students of this beloved Institution, are currently conducting research on
"The Difficulties Encountered in Speaking English by the First Year Non-English Students of
Negros Oriental State University - Siaton Campus". This study is a major requirement for
completing our course subject BSEDENG20 Language Education Research.
To address this concern, we would like to ask permission to conduct a final survey among your
students. The data and findings obtained will be strictly confidential and will only be used for
our research. We are intently hoping for your approval and positive response on this matter. You
may contact us on this mobile number 09392576216 or email us to this account
doromasr@[Link].
Attached is the copy of the survey instrument and the informed consent. Thank you for your
support.

Respectfully yours,

RHEA MAE M. DOROMAS CATHYKING V. JANDOG

MARIA JHESSA MAE R. MAGDASOC ZANDRA KIM P. PARTOSA

VENIJA QUINICOT CRISE ANNE SILAY

CHEENIE E. SOLIS

Noted by
 83

KENNETH B. PAEL, PhD

Research Adviser

Appendix B
Instrument

INFORMED CONSENT
TITLE OF STUDY
Student Satisfaction and English Language Acquisition in Online Learning During COVID-19 at
Negros Oriental State University- Siaton Campus
PRINCIPAL INVESTIGATORS
CORONEL, ANA ROSE D.
DOROMAS, RHEA MAE M.
JANDOG, CATHYKING V.
MAGDASOC, MARIA JHESSA MAE R.
PARTOSA, ZANDRA KIM P.
QUINICOT, VENIJA
SILAY, CRISE ANNE
SOLIS, CHEENIE E.

NEGROS ORIENTAL STATE UNIVERSITY

POBLACION 3, SIATON
09392576216
doromasr@[Link]
PURPOSE OF STUDY
You are being asked to take part in a research study. Before you decide to participate in this
study, it is important that you understand why the research is being done and
what it will involve. Please read the following information carefully. Please ask the researcher if
there is anything that is not clear or if you need more information.
The purpose of this study is to investigate the relationship between students’ satisfaction and
English Language Acquisition in online learning during the COVID- 19.
STUDY PROCEDURES
For students:
The research employs a 5-point Likert scale questionnaire with five sections, namely satisfaction,
learner motivation, perceived challenges of E-learning, interaction, and
academic performance on language acquisition in E-learning relative to online distance learning
amid the COVID-19 pandemic. This questionnaire is expected to be
accomplishable in 10-15 minutes. The survey questionnaire will be circulated through
face-to-face interaction.
 84

RISKS
You may decline to answer any or all questions and you may terminate your involvement at any
time if you choose.

BENEFITS
For students:
With improved online instruction, students will directly benefit from the consideration of
employed teaching methods and social factors that affect their learning. The students, as the
primary customers of knowledge and skills, will have more interactive and engaging learning
experiences despite the limitations of online learning.
CONFIDENTIALITY
Your responses to this survey will be anonymous. Please do not write any identifying
information on your survey.
Measures taken to ensure confidentiality:
• Assigning code names/numbers for participants that will be used on all research notes and
documents
• Keeping notes and any other participant information in a locked file cabinet in the personal
possession of the researcher
Participant data will be kept confidential except in cases where the researcher is legally obligated
to report specific incidents. These incidents include, but may not be
limited to, incidents of abuse and suicide risk.
CONTACT INFORMATION
If you have questions at any time about this study, you may contact the researcher whose contact
information is provided above.
VOLUNTARY PARTICIPATION
Your participation in this study is voluntary. It is up to you to decide whether or not to take part
in this study. If you decide to take part in this study, you will be asked to
sign a consent form. After you sign the consent form, you are still free to withdraw at any time
and without giving a reason. Withdrawing from this study will not affect
the relationship you have, if any, with the researcher. If you withdraw from the study before data
collection is completed, your data will be returned to you or destroyed.
CONSENT
I have read and I understand the provided information and have had the opportunity to ask
questions. I understand that my participation is voluntary and that I am free to
 85

withdraw at any time, without giving a reason and without cost. I understand that I will be given
a copy of this consent form. I voluntarily agree to take part in this study.
Participant's signature ______________________________ Date __________
Investigator's signature _____________________________ Date __________
Investigator's signature _____________________________ Date __________
Investigator's signature _____________________________ Date __________
Investigator's signature _____________________________ Date __________
Investigator's signature _____________________________ Date __________
Investigator's signature _____________________________ Date __________
Investigator's signature _____________________________ Date __________

The Difficulties Encountered in Speaking English by the First Year Non-English Major
Students of Negros Oriental State University- Siaton Campus
Name (Optional): Degree and Year:
Sex: Age:
​Questions

✔️
Directions: Please indicate your level of agreement or disagreement with each of the statements
provided regarding difficulties encountered when speaking English. Put a check ( ) mark in the
box of your answer. There are no right or wrong answers. Rest assured that your answers will be
kept strictly confidential and you will not be identified.
Scale:
5- Strongly Agree (indicates that the characteristic is always manifested)
4- Agree (indicates that the characteristic is often manifested)
3- Undecided (indicates that the characteristic is sometimes manifested)
2- Disagree (indicates that the characteristic is seldom manifested)
1- Strongly Disagree (indicates that the characteristic is never manifested)
​Linguistics Aspect
Problems in Speaking Strongly Agree Undecided Disagree Strongly
Agree (4) (3) (2) Disagree
(5) (1)

1. I feel afraid to speak in

English because my
vocabulary is limited.
 86

2. It feels difficult for me to

express ideas verbally when
speaking.

3. I often get confuse to

combine and use the proper
vocabulary to speak.

4. I rarely respond to my
partner when speaking
because they speak faster.

5. I have difficulty to
arrange the words into
sentences to speak in
English.

6. I just want to speak when

I think my grammar is
correct.

7. I have a habit of using

mother tongue when
speaking to avoid misunder-
standing.

8. I have difficulty
responding to speakers with
various accents.

9. I have trouble responding

to a conversation if the
speaker's intonation is not
understandable.

10. I get ashamed to speak

in English because I do not
have a good pronunciation.
​
​
​
​
​Psychological Aspect
Problems Strongly Agree Undecided Disagree Strongly
in Agree (4) (3) (2) Disagree
 87

Speaking (5) (1)

11. I do not want to make a

mistake in speaking
because I am afraid of
getting
correction.

12. I have less

confidence to speak
English
because I think my friends
will
laugh at me
when I speak.

13. When I start to speak in

English, I get blank and
forget
everything
suddenly.

14. I feel ashamed

to speak English
because I do not have
fluent English ability.

15. I feel nervous

when I have to speak
English with and or in
front of other
people.

16. I feel anxious when

speaking
and end up
saying nothing.

17. I do not want to speak

in English
because I am afraid that my
partner will not
understand what I am
saying.
 88

18. I do not
understand what my
speaking
partners say so I would
rather keep silent.

19. I would rather work

alone than
work in a team which will
force
me to speak
English.

20. I speak English just

because my
lecturer told me to do so.
[Link]

Appendix C
Proponents

PERSONAL BACKGROUND

Name: Coronel, Ana Rose D.

Address: Purok 8, Barangay Malabuhan, Siaton, Negros Oriental

Place of Birth: Purok 8, Barangay Malabuhan, Siaton, Negros

Oriental.

Date of Birth: August 14, 2001

Civil Status: Single

Cell Phone Number: 09659083418

Email Address: coronelanarose@[Link]

 89

EDUCATIONAL BACKGROUND

Tertiary: Negros Oriental State University- Siaton Campus (2020 - PRESENT)

Senior Highschool: Sumaliring High School (2019 - 2020)

Junior High School: Sumaliring High School (2017 - 2018)

Elementary: Ramon Ponce de Leon Elementary School (2013 - 2014)

PERSONAL BACKGROUND

Name: Doromas, Rhea Mae M.

Address: Poblacion 2, Siaton, Negros Oriental

Place of Birth: Mantuyop, Siaton, Negros Oriental

Date of Birth: February 18, 2002

Civil Status: Single

Cell Phone Number: 09392576216

Email Address: doromasr@[Link]

EDUCATIONAL BACKGROUND

Tertiary: Negros Oriental State University- Siaton Campus (2020 - PRESENT)

 90

Senior High School: Siaton National High School (2019 - 2020)

Junior High School: Siaton National High School (2017 - 2018)

Elementary: Felipe Tayko Memorial School (2013 - 2014)

PERSONAL BACKGROUND

Name: Jandog, Cathyking V.

Address: Caticugan, Siaton, Negros Oriental

Place of Birth: Kimadzil, Carmen, Cotabato

Date of Birth: July 07, 2001

Civil Status: Single

Cell Phone Number: 09478596436

Email Address: katyzingjandog07@[Link]

EDUCATIONAL BACKGROUND

Tertiary: Negros Oriental State University (2020 - PRESENT)

 91

Senior High School: Sumaliring, Siaton, Negros Oriental (2019 - 2020)

Junior High School: Paciente Cesar G. Cabrera High School (2017 - 2018)

Elementary: Lindy Pajunar Memorial School (2013 - 2014

PERSONAL BACKGROUND

Name: Magdasoc, Maria Jhessa Mae R.

Address: Aguinaldo St. Brgy. 2, Siaton, Negros Oriental

Place of Birth: Aguinaldo St. Brgy. 2, Siaton, Negros Oriental

Date of Birth: June 25, 2002

Civil Status: Single

Cell Phone Number: 09658023546

Email Address: jhessamaemagdasoc@[Link]

EDUCATIONAL BACKGROUND

Tertiary: Negros Oriental State University (2020 - PRESENT)

 92

Senior High School: Siaton National High School (2019 - 2020)

Junior High School: Siaton National High School (2017 - 2018)

Elementary: Felipe Tayko Memorial School (2013 - 2014)

PERSONAL BACKGROUND

Name: Partosa, Zandra Kim P.

Address: Dumandan, Mayabon, Zamboanguita, Negros Oriental

Place of Birth: Dumandan, Mayabon, Zamboanguita, Negros Oriental

Date of Birth: June 01, 2002

Civil Status: Single

Cell Phone Number: 09759403153

Email Address: zandrapartosa@[Link]

EDUCATIONAL BACKGROUND

Tertiary: Negros Oriental State University (2020 - PRESENT)

 93

Senior High School: Jose Marie Locsin Memorial High School (2019 - 2020)

Junior High School: Jose Marie Locsin Memorial High School (2017 - 2018)

Elementary: Felix Morito Tio Memorial Elementary School (2013 - 2014)

PERSONAL BACKGROUND

Name: Quinicot, Venija

Address: Poblacion 2, Siaton, Negros Oriental

Place of Birth: Poblacion 2, Siaton, Negros Oriental

Date of Birth: August 16, 2001

Civil Status: Single

Cell Phone Number: 09357715011

Email Address: venijaflores@[Link]

EDUCATIONAL BACKGROUND

Tertiary: Negros Oriental State University (2020 - PRESENT)

 94

Senior High School: Siaton National High School (2019 - 2020)

Junior High School: Siaton National High School (2017 - 2018)

Elementary: Felipe Tayko Memorial School (2013 - 2014)

PERSONAL BACKGROUND

Name: Solis, Cheenie E.

Address: Barangay 1, Siaton, Negos Oriental

Place of Birth: Provincial Hospital - Dumaguete City

Date of Birth: April 22, 2001

Civil Status: Single

Cell Phone Number: 09291427733

Email Address: solischeenie26@[Link]

EDUCATIONAL BACKGROUND

Tertiary: Negros Oriental State University (2020 - PRESENT)

 95

Senior High School: Siaton National High School (2019 - 2020)

Junior High School: Siaton National High School (2017 - 2018)

Elementary: Felipe Tayko Memorial School (2013 - 2014)

PERSONAL BACKGROUND

Name: Silay, Crise Anne

Address: Napacao, Siaton, Negros Oriental

Place of Birth: Cong. Lamberto L. Macias Memorial Hospital -

Poblacion 3, Siaton, Negros Oriental

Date of Birth: February 10, 2002

Civil Status: Single

Cell Phone Number: 09085606533

Email Address: criseannesilay@[Link]

EDUCATIONAL BACKGROUND
 96

Tertiary: Negros Oriental State University (2020 - PRESENT)

Senior High School: Paciente Cesar G. Cabrera High School (2019 - 2020)

Junior High School: Paciente Cesar G. Cabrera High School (2017 - 2018)

Elementary: Lindy Pajunar Memorial School (2013 - 2014)