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Chapter I

THE PROBLEM

Introduction

The English language deserves to be given importance in the educational system

of this country on account of its ability to produce graduates who are globally

competitive, equipped with needed language skills, and have a professional edge over

those who were taught in Filipino. English is not only placed as the country's second

language, but it is also a tool for establishing communicative competence among

Filipinos. Many Filipinos are making an effort to communicate in English despite their

limited English proficiency. Some people are unable to form even simple sentences.

There are many reasons why individuals are unable to transcend, conquer, or overcome

their communication skills weaknesses or even try to piece together the causes of such

bad communication.

According to Pachina (2022), average Filipinos are having the most difficulty in

grammar and proficiency in English, sometimes college students from these areas are still

not very good in the English language even if they have given enough years of study in

school. Even after spending years studying the language, college students still struggle to

communicate and express themselves in it. The subjects that are often taught in English

are exposed to them more. Sadly, grammar issues still arise in oral communication

among college students nowadays. Most of the time, they lack information about proper

grammatical usage in the English language, are uneasy, and lack confidence.

Grammatical difficulties that students have are influenced by their difficulties with

spoken communication.
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According to the study of Caringal (2014) [Link]., there are a number of Filipinos

who are not so good at speaking in English and are trying hard to express themselves in

English. Some cannot construct even a simple sentence using the English language and

are confused with the rules regarding grammar. Regardless of their area of specialization,

students must be equipped with the English language skills and competent enough despite

the fact that English is not their native language. Nowadays, even in non-English classes,

English is the medium of instruction which calls for students’ competency in the

language. Students must have a wide range of vocabulary, be grammatically competent

speakers, and good communicators of the English language.

Basically, communication involves the exchange of opinions, ideas, and thoughts

between the sender and the receiver. Similarly, people differ in the way they

communicate with others. Verbal communication, otherwise called oral communication,

can be portrayed in an assortment of ways. Oral Communication suggests message

through mouth. It includes individuals communicating with each other, be it direct

conversation or telephonic conversation. Speeches, presentations, and discussions are all

forms of oral communication. It is generally recommended when the communication

matter is temporary or where a direct interaction is required. Being skillful in

communicating orally is a good advantage to an individual for it can be used as a major

asset in convincing one person. Almost everyone who give a communication feels

nervous beforehand about fulfilling these expectations, but success comes with

preparation and practice. Competent communication requires speaking clearly and

confidently with the grammatical knowledge they have acquired.

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The problem that most students face today is how to communicate competently

with the usage of English language. It is lamentable to note that students, even though

they are already in their higher years in school, are observed to have difficulties in

expressing themselves clearly. They should be aware of the fact that the personality of a

person can be mirrored in one’s ability to present ideas and information intelligently. This

study will help the learners to identify the common problem why most of the learners are

still having grammatical difficulties in oral communication given the fact that most of the

students studied and underwent subjects that were taught in English. This will also be a

guide on how students overcome grammatical difficulties they are experiencing in usage

of the English language.

This study particularly sought to determine the factors influencing students'

grammatical difficulties in oral communication and to come up with proposed activity

that will address the problems being encountered by the students in learning English

language. The area of this study included selected first-year students of Bachelor of

Secondary Education Major in English in Batangas State University Jose B. Zuno -

Rosario Campus
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Statement of the Problem

This study aimed to determine the factors influencing the students’ oral

grammatical difficulties in oral communication.

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

1.1 age;

1.2 sex; and

1.3 section?

2. What are the factors influencing students’ grammatical difficulties in oral

communication in terms of:

2.1 syntax; and

2.2 phonology?

3. Is there any significant differences between the students’ grammatical

difficulties in oral communication when grouped according to their profile variables?

4. What educational website may be developed to address the grammatical

difficulties in oral communication of the students?

Hypothesis

This study tested the following null hypothesis.

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Ho : There is no significant difference between the factors influencing students’

1

grammatical difficulties in oral communication and profile variables.

Theoretical Framework

Noam Chomsky's Theory of Universal Grammar

Chomsky's theory posits that language consists of both deep structures and

surface structures: Outward-facing surface structures relate phonetic rules into sound,

while inward-facing deep structures relate words and conceptual meaning.

In the 1960s, linguist Noam Chomsky proposed a revolutionary idea: We are all

born with innate knowledge of grammar that serves as the basis for all language

acquisition. In other words, for humans, language is a basic instinct. The theory,

however, has long been met with widespread criticism — until now. A new study

presents compelling evidence to suggest Chomsky may have been right all along.

The ability to walk upright for long periods of time is distinctly human; it sets

apart from our closest genetic cousins, the great apes. However, walking is both innate

and learned, and while every human child is born with the underlying mechanisms
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needed to do so, the skill will never manifest without proper guidance and examples,

Slate reported.

In this respect, Chomsky taught that language is much like walking. Although

humans learn by example, he proposed that we are all born with a fundamental

understanding of the underlying mechanisms of language. Chomsky's original work,

called universal grammar, is the reason why humans can recognize grammatically correct

yet nonsensical phrases, such as "colorless green ideas sleep furiously." Past research has

shown our ability to distinguish words from nonwords even without an understanding of

the language, is a skill that even non-verbal babies possess. Researchers have long failed

to prove this same instinctual knowledge also exists for grammar.

The most commonly accepted viewpoint on language acquisition suggests

humans learn language by observing and memorizing grammatical cues. This theory

posits that our understanding of language is built solely on experience, not an internal

language processing feature. However, researchers from New York University recently

used new technology to prove Chomsky's theory may have been factual all along (not

unlike other scientists whose ideas were ahead of their time).

For the study, the team recruited volunteers to listen to word phrases spoken in

both English and Mandarin Chinese, including predictable sentences like "New York

never sleeps," grammatically correct yet less predictable sentences like "Pink toys hurt

girls," and word lists like "eggs, jelly, pink, awake", a press release reported. These

sentences were specifically designed so all obvious indications of grammar, such as voice
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intonation cues, were missing. This ensured the only indication of grammar would come

from the subjects' own minds, not the sentences themselves.

As subjects listed on, researchers measured their brain activity using two tools:

magnetoencephalography and electrocorticography. The first measured tiny magnetic

fields created by brain activity and the second measured brain activity in patients

undergoing brain surgery.

Results revealed brain activity changed depending on whether the volunteers had

listened to a sentence, a phrase, or a word list. This showed that the subjects were able to

process the grammar minus the obvious learned cues. "Because we went to great lengths

to design experimental conditions that control for statistical or sound cue contributions to

processing, our findings show that we must use the grammar in our head," explained

researcher David Poeppel in the release.

According to Poeppel, our brains lock onto every word to comprehend phrases

and sentences. He said, "The dynamics reveal that we undergo a grammar-based

construction in the processing of language." In an email to Medical Daily, Poeppel

explained that although it is difficult, if not impossible, to prove theories, the data

ascertained in his research supports crucial aspects of Chomsky's theory, namely that

listeners build abstract, hierarchical constituent structures of linguistic information.

Poeppel also recognized the controversy in his finding, seeing as the preferred view is

that grammar is achieved by using acoustic cues such as intonation, and statistical cues,

like word transition. This further explains the necessity of education through act. When

children are taught by the use of art, they are allowed to express themselves and awaken
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the sensory organs. With art, most complex theories can be understood by learners since

they are involved with the process. Teachers must therefore understand Dale's cone of

experience in order to increase retention and understanding since this means effective

teaching. It is in the above-mentioned context that the researchers decided to anchor this

research to Dale's Cone of Experience.

The researchers believed that with the use of educational websites, the factors

why most of the students experience difficulties in grammar will be addressed. With the

use of this theory, educational websites were made and introduced to the teachers to help

them lessen the factors of why the students who stepped up in college are not yet

grammatically competent even though they have spent most of their years studying

subjects with English language especially in oral communication.

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Conceptual Paradigm

The study focused on the factors influencing students’ grammatical difficulties in

oral communication. The paradigm shows the flow of the study based on input-process-

output.

Input Process Output

Profile of the
respondents in terms
Administration of Test
of:
Questionnaire
age
sex Proposed Educational
section Website entitled
Statistical Treatment of
“GramMind” to
Data
address the students’
Factors influencing grammatical
students’ grammatical difficulties in oral
Analysis and
difficulties in oral communication.
Interpretation of Data.
communication in
terms of:
syntax
phonology
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Figure 2

Research Paradigm of Factors Influencing Students’ Grammatical Difficulties in

Oral Communication

The questionnaires given to the students determined the factors influencing

grammatical difficulties in oral communication.

The conceptual framework design in this study gives an overview of what is the

researchers’ target.

The proponents made use of a better way of explaining the flow of the said

research such as IPO, which means Input, Process, and Output. Input is the term for what

is inserted into the research, the process is the way the research will activate the

following input, and output is the result of the following process.

The input represents the profile of the respondents (age, sex, and section). The

process contains the use of survey questionnaires to assess the factors influencing the

grammatical difficulties in oral communication of the learners. The gathered data was

analyzed and interpreted.

Finally, the output of this study is the proposed educational website entitled

“GramMind” which contains information, lessons, and activities to lessen being

influenced by the factors influencing students’ grammatical difficulties in oral

communication of the first-year students of Bachelor of Secondary Education Major in

English in Batangas State University Jose B. Zuno - Rosario Campus.

Scope, Delimitation, and Limitation of the Study

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This study aimed to determine the factors influencing students' grammatical

difficulties in oral communication at Batangas State University Jose B. Zuno - Rosario

Campus A.Y 2022 - 2023. It covered the factors influencing students' grammatical

difficulties in oral communication in the areas of syntax and pragmatics. This data was

conducted to first-year students of Bachelor of Secondary Education Major in English

with the age ranging from 17-19 years old. The proposed educational website entitled

“GramMind” was prepared as the output of the study.

This study used a data-gathering instrument which is a questionnaire to provide a

valid and reliable outcome to identify the factors influencing students' grammatical

difficulties in oral communication of first-year students of Bachelor of Secondary

Education Major in English. The research was delimited to students from other major

courses. College of Teacher Education from second year, third year, and fourth year in

other courses and majors were also not included in this study.

Regarding its limitations, the area of this study included the selected first-year

students of Bachelor of Secondary Education Major in English in Batangas State

University Jose B. Zuno - Rosario Campus. The population and sample were limited to

fifty-eight (58) English students during the second semester of School Year 2022-2023.

Significance of the Study

The researchers believe that this study will benefit the administrators, teachers,

students, and future researchers.

To the administration of Batangas State University, the result of this research

is a great help in helping them come up with better plans to improve programs and the
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educational website that can be used for school advancement, especially those pertaining

to grammatical competence in oral communication.

To the teachers, the result of this study is of great importance because they can

find solutions to the difficulties they have been encountering in teaching English and

other related subjects. Furthermore, it will help them improve their skills and abilities to

obtain a complete knowledge of teaching English. It will lead to the creation and

innovation of educational websites and the use of varied and appropriate teaching

strategies.

To the students, the results are for their own benefit because it will help them to

eagerly give importance to grammatical lessons that will help them communicate. The

use of educational websites in the teaching of English language in oral communication

will act as a motivating factor for them to take an interest in the English language classes.

To the future researchers, who work on the same concern may benefit from the

study as they are endowed with substantial data. They may use the results of this study to

validate their own results and the research literature to enhance the text of their own

study. In addition, the study may serve as a guide for other researchers who are also

interested in conducting a study of the same nature but from a wider point of view on the

different concerns, settings, and aspects.

Definition of Terms

The following terms were defined to better understand the study. The following

terms are conceptually and operationally defined.

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English language. This refers to a system of production of meaning for the

expression of living by English people and it is used as a second, third, and foreign

language (Sanuvickybless, 2021). In this study, this refers to the second language and

medium of instruction in school and university.

Grammatical difficulty. This refers to the difficulty in second and foreign

language acquisition often as part of an attempt to relate the efficacy of different types of

instruction to the degree of difficulty of grammatical structures (Graus and Coppen,

2015). In this study, this refers to the issue that needs to be addressed to determine the

factors influencing it.

Grammatical error. This refers to a term used in prescriptive grammar to

describe an instance of faulty, unconventional, or controversial usage, such as a

misplaced modifier or an inappropriate verb tense (Nordquist, 2020). In this study, this

refers to one of the usual problems encountered by students, specifically college students.

Growing environment. This refers to the composite of human practices and

material systems, much as an ecology is the combination of living things and physical

environment and is also called a learning environment (Balog, 2018). In this study, this

refers to the physical, social, and psychological conditions in which learning occurs.

Individual differences. This refers to various variables such as physical

characteristics (height, weight), intelligence, interest, perception, gender, ability, learning

styles and personality traits (Arı and Deniz, 2008). In this study, this refers to the factor

of grammatical difficulties in oral communication, which shows that every individual is

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different from each other in terms of different characteristics and styles that the students

have.

Limited learning opportunities. This refers to the fewer opportunities in second

language learning that result in students' difficulties utilizing the language skills outside

of language classrooms (Maesin et. al, 2009). In this study, this refers to situations where

individuals have restricted access to educational resources.

Oral communication. This refers to speaking and listening skills needed to

participate verbally in discussions, exchange thoughts and information, make clear, and

convincing presentations, and interact with a variety of audiences (Collins, 2014). In this

study, it refers to how the students orally communicate, interact, and share their ideas

with other people.

Phonology. This refers to the study of speech sounds with reference to their

distribution and patterning (Nordquist, 2019). In this study, this refers to the branch of

linguistics that is concerned with sound structure and how the speaker uses the sound to

express meaning.

Syntax. This refers to the arrangement of words and phrases in a specific order

(Ellis, 2022). In the study, this refers to the branch of linguistics that deals with the

organization of words in a sentence.

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Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the conceptual literature, research literature, and synthesis.

It forms the background of the study and provides insight that helps the researcher

conceptualize the framework necessary to the study.

Conceptual Literature

The researchers reviewed the following readings, studies, and theories to

understand more of their study. The discussion includes the grammar, grammatical

competence, grammatical difficulties, and oral communication which are the main

problems of the study.

Grammar. Grammar is the discovery and description of language forms and

structure that serve as clues to meaning communication. When a child studies grammar,

they can describe a large variety of sentence patterns that make up language. We study

the form and function of communication words that we use in a sentence. This also refers

to the structure of words and the patterns of sounds that make up the words.

In accordance with Tafida and Okunade (2016), Grammar is defined as a science

dealing with the systematic rules of language. It forms inflection and syntax and the art of
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using them correctly. One should be fully aware of grammar rules, knowledge of correct

grammar, punctuation, and writing correct grammar sentences, which are essential if you

wish to learn the English language. As a child grows up, they learn advanced concepts in

grammar, however it has been observed that many people have poor understanding of

grammar, which reflects from their written and oral communication.

English grammar presupposes eight parts of speech namely: noun, pronoun,

adjective, adverb, preposition, conjunctions, interjections, and verbs. Students are taught

to be competent in the fictional use of these grammatical elements. However, the

researcher who has relatively spent years in the English language teaching career has

noted that one of the main problems of the students is their functional grasp of subject-

verb agreement. ESL students’ problematic difficulties in their use of subject-verb

agreement are becoming more obvious and rampant, and it cuts across the different grade

levels where students belong. From the primary school towards the university level, many

students are noted in their speech and writing as not being able to abide with the rules of

subject-verb agreement. The more worrisome dimension of this problem is that such

fiasco extends even to professionals who use English in their lectures or those among the

honorable members of state and national assemblies or those engaged in varied media

outfits. Errors in subject-verb agreement are becoming widespread and it seems as if

many people are either no longer aware of the rules or they simply undermine the

importance of grammar rules, for as long as they are able to convey their message.

According to the study conducted by Getie (2020), learners were both

instrumentally and integratively motivated since most responses indicated that they

wanted to learn English to secure good jobs, to pass the National Examinations
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(instrumental), to live abroad and to have a good profession in English (integrative). In

addition, students have positive attitudes towards learning the English language; they

know the status and importance of English, and they are interested in learning school

subjects in the English language.

Grammar is a key concept in learning a language. This means that grammar

functions as an aid to learning instead of being an object of knowledge per se, and the

importance of grammar cannot be ignored or neglected (Rutherford, 1987; Corder, 1988;

Kachru, 2010; Debata, 2013). Broadly speaking, grammar is important because it is the

language that makes it possible to talk about the language, yet for many language

teachers and learners, the importance of grammar is associated with the accurate use of

language for effective communication. Moreover, according to Nan (2015), knowing

grammar is not enough for real communication, but an inadequate knowledge of

grammar would severely constrain one’s ability for effective communication. Thus,

grammar is a lexicogrammatical resource for making meaning. In the process of making

meaning, grammar changes in both form and meaning to ensure appropriate use in

different situations. Additionally, Ellis (2002) claimed that, while there have been

significant changes in the methods of language teaching in recent years, the status of

grammar instruction is an issue that language teachers still have to sort out.

According to Cruz, et. al (2001) grammar is the science which deals with words,

forms of words, word combination and the relationship between words. It is a system of

rules for the use of a language or the study of what is preferred and what is to be avoided

in effective speech and writing. It tells us what words do in sentences and how they
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combine to convey meaning. It is the use of words appropriate to a language as it is

spoken and written. The word -amnia comes from the Greek word "grama", meaning

"letter" or written symbol. English grammar consists of a set of rules that help guide the

use of correct written and spoken English, the approach to English grammar includes two

views: that a language can be correctly used only through a thorough grounding in a

grammar book, and that a language is a logical system, whose symmetrical structure is

exhibited in grammar books. Grammar follows speech and not the other way around.

That is why the rules of grammar are sometimes discarded in some idiomatic expressions.

Grammar is the study and practice of the rules by which words change their forms and

are combined into sentences. There are two basic elements that you need to remember,

the rules of grammar and the study and practice of the rules. More often most students

fail in the second element. They have memorized the rules, but just don't know how to

use them in speaking and writing.

As stated by Cetinkaya and Tilfarlioglu (2020), grammar can be considered as the

heart of the language. Language learners give much importance to grammar. Learning

grammar has a crucial role in the language learning process. Grammar offers a lot of

benefits for language learning. Learning grammar allows learners to use the language

efficiently and correctly. Grammar rules are important for learners to have a fluent and

good communication. Without grammar rules, communication does not happen

accurately.

According to Ho (2021), there are many factors that affect learners' learning

process in grammar. In which it is important for learners to identify the factors that affect

their learning process in order to dominate their learning in terms of being successful.
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The focus of this study will be English grammar learning since apprehending grammar of

the second language is challenging but essential as it plays a pivotal role in effective

communication. Therefore, this literature review kind of study aims to produce new, up-

to-date and consolidated factors affecting grammar learning which the researchers have

identified based on the researches of different authors within the Southeast Asian

countries. This research will then be of benefit to the educators, students, institution, and

future researchers. Though English grammar learning is challenging but essential for

English-as-a-second-language (ESL) learners. It is vital for ESL learners to develop

effective learning strategies to facilitate grammar learning.

Polat (2017) says that debate on the prime role of grammar knowledge in

language learning and its reflections on the educational outcomes has been a matter of

research for some time. In countries where the grammar translation method in teaching

has been the most popular medium of language education, the ways how to teach

grammar and the ideas on how to make it more meaningful and fruitful have become a

significant concern. To illustrate, while teaching grammar, some instructors prefer to use

their native tongues rather than English to make the instructions clearer and more

understandable for the learners. In addition, some others prefer immediate grammar error

correction in language classes to underline the importance of accurate language use.

However, in the same language teaching contexts, a minority of teachers still believe that

grammar is an integral part of speaking, reading and writing, and should only be given in

reading texts, communicative dialogues, sample essays, and listening practices. All those

different teaching perspectives derive us to the point that if the attitudes of teachers are
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studied, it will be easier and more rationalistic to see the role of grammar in language

teachers' minds.

Similarly, Polat (2017) called grammar instructions as a 'hook' for learners by

which they could form a basis to build up their proficiency in producing utterances in

English. Polat (2017) also noted that the learners could later use the implicitly taught

grammatical forms unconsciously in oral and written contexts if they are provided with

correct grammatical forms with numerous examples and certainly enough chance to

practice. However, rather than the existence of grammar teaching in language classes, the

ways on how to teach grammar has been the real matter of discussions up to now since

the basic role of grammar in teaching a foreign language has been a controversial issue

over the years. Grammar teaching and grammatical accuracy have been considered as the

basic elements to help learners communicate in the target language. However, with the

introduction of Communicative Approach in the 1970s, the way how teachers see

grammar in language learning changed and the language programs had to revise their

syllabi considering the merits of communicative practices. More contextual and

interactive books and techniques appeared to let the practitioners teach grammar

meaningfully.

Similarly, in the following years Polat (2017) asserted that grammar is a

phenomenon that can be gained naturally with meaningful instructions and claimed that

language classes where simply grammar rules are taught are nothing more than a waste of

time. Many others supported this claim, but were criticized as well. For instance, Polat

(2017) claims that grammar teaching is not simply a way to transfer some rules to

students but a way to let them understand how the language is formed by themselves.
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Nonetheless, pedagogical grammar, which was not supported by realia and contextual

language, did not make much difference on students' language development. Contextual

and meaningful language teaching made a great impact on language teachers and with

this new trend, it was planned to achieve that learners should have a chance to use

language they learnt in a real context with native speakers but it was nothing more than a

utopia for the learners in Turkey. Therefore, language teachers have to design or edit

various forms of teaching grammar through games, videos, pictures, etc. in order to make

grammar teaching a part of meaningful learning.

According to Murcia (2008) it is important, therefore, to define grammar in a way

that suits both purposes- that is, a way that accounts for both the structure of the target

language and its communicative use. In order to do so, it is a need to take into

consideration how grammar operates at three levels: the sub sentential or morphological

level, the sentential or syntactic level, and the suprasensual or discourse level. Traditional

structural accounts have dealt with grammar at sub sentential and sentential level.

The second qualification remake concerning grammar rules is that they often

appear to be arbitrary formulations. Substantial and sentential rules sometimes appear

arbitrary to make learning more difficult. Giving students reasons for why things are the

way they are can aid students in learning English grammar, it is believed it also helps

students see how grammar and communication interface, thus addressing, although not

entirely solving, the common problem of students' not being able to activate their

knowledge of grammar when they are engaged in communication.

According to Frederick (2015), the accurate usage of grammar in compositions

and written answers are necessary as described, writing simply would not be writing
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without the rules that shape words and string together sentences into fluid paragraphs and

comprehensible arguments. We use these rules every day while sending text messages,

writing essays, producing business reports, or even when we update Facebook statuses.

Yet, despite the prevalence of writing in our everyday lives, proper grammar has been

kicked to the curb. Despite the prevalence of writing in our everyday lives, proper

grammar has been kicked to the curb. Rather than focusing on syntax, educators are

increasingly concerned with language fluency, which stems from a communicative

language teaching approach rather than a traditional syntactic approach.

In the study of Aquino (2002), the rules of grammar, as the dictionary suggests,

are about how words change and how they are put together in sentences. Grammar, then,

is the way which words change themselves and group together to make sentences. The

grammar of language is what happens to words when they have plural or negatives or

what word order is used when we make questions or join two clauses to make one

sentence. The rules of grammar tell us how we should form words and sentences in a way

that is accepted as "grammatical" or correct, as the rules reflect the inherent structure of a

language.

In grammar, the major change has been the simplification of grammatical forms.

Old English (700-1100) was a highly inflected language, one that made grammatical

distinctions by the changes in the form of a word. Along with this simplification of

grammatical forms went a great increase in vocabulary as new words were introduced

through associations with foreign cultures. Grammatical competence is mastery of the

linguistic code; the ability to recognize the lexical (spelling) morphological (meaning

bearing units of a language) syntactical (meaning) and phonological (sounds) features to

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form words and sentences. Learners in a communicative classroom learn to use a rule of

usage/ grammar, not to state it as was the intent of language, using the audio- lingual

method. It is said that grammar is a complex system in which all parts of grammar are

mutually defining and there is no simple linear path we can take in explaining one part in

terms of another. The grammatical correctness is described as analyzing and explaining

in a sentence while the letter is focused in the attempt of making the learners understand

how to use the language in a real context.

Grammatical Competence. As written time and again, the grammatical aspect of

language, which is regarded as a system of rules governing the conventional arrangement

and relation of words in a sentence, comprises morphology and syntax. The former

concerns itself with the structure of individual words, the way in which their form varies

to express specific contrasts in the grammatical system, i.e. number, gender, tense,

aspect, etc., whereas the latter concerns the grammatical structure of groups of words

(clauses and sentences) in addition to the linear concatenation of word classes (noun,

verb, adverb, adjective etc.). Consequently, we should say that grammar is responsible

for the translation of informative prose style. (Gasparyan, 2010).

According to Nassaji and Fotos (2011), grammatical competence is the speakers’

knowledge of the forms and meanings that exist in grammar, and a theoretical knowledge

of how to use them. This type of knowledge is reflected in the grammar rules. In other

words, competence is in the head. Tasks that are sentence-based typically develop

grammatical competence. Likewise, Eisenmann and Summer (2012) state that not only

has grammatical competence focus long been considered a necessary part of language

instruction; it has also even to this day often been considered a sufficient condition for
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successful language learning. In formal grammar teaching, the classroom contents are

typically organized mainly based on analysis of language forms, rather than language

functions and real communication. The language is often divided into parts and taught in

isolation.

However, Larsen-Freeman (2010) explains that grammatical competence has a

different starting point than formal grammar, and the focus is mainly on social

interactions, communication and why some forms are more appropriate than others.

Some say that language is not considered to be a set of rules, since language used is

important. This is somewhat problematic because grammar does have to do with rules

and the structure of the language. It cannot be claimed that grammar is purely functional,

although it has functions and these functions are of utmost importance.

Also, Ur (2009) defines grammatical competence as anything the learners are

asked to do that produces a clear outcome and that the function of the task is simply to

activate the learners in such a way as to get them to engage with the material to be

practiced in an interesting and challenging way. Other terms used in relation to grammar

tasks are exercise and activity. The term exercise often refers to the conventional

textbook procedure, which focuses much on correct forms, and can be done correctly

without much understanding and meaning. Furthermore, it is elucidated that grammatical

competence is defined as the ability to recognize and produce the distinctive grammatical

structures of a language and to use them effectively in communication.

Finally, Ellis (2007) explicates grammatical competence in relation to implicit

and explicit knowledge. Ellis distinguishes two senses of grammatical difficulty: 1) the

difficulty learners have in understanding a grammatical feature, and 2) the difficulty

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learners have in internalizing a grammatical feature so that the students are able to use it

accurately in communication. Ellis further argues that the first sense of grammatical

difficulty relates to explicit knowledge, while the second sense relates to implicit

knowledge.

Grammatical Difficulty. One of the problems of studies investigating the

effectiveness of instruction in relation to the degree of grammatical difficulty is the

definition of “difficulty”. The proliferation of definitions of difficulty as well as the

limited scope of some of these definitions seem to be a hindrance in studying the

respective effects of a type of instruction. Hence, this section will focus on a review of

the literature discussing grammatical difficulty in second language acquisition.

In the study of Graus and Coppen et. al (2015), numerous second language

acquisition (SLA) researchers have tried to define grammatical difficulty in second and

foreign language acquisition – often as part of an attempt to relate the efficacy of

different types of instruction to the degree of difficulty of grammatical structures. The

resulting proliferation of definitions and the lack of a unifying framework have made the

easy–difficult distinction a muddled concept. This paper attempts to clear up some of the

confusion by reviewing the definitions SLA literature offers and relating these to

teachers’ cognitions on grammatical difficulty, a perspective largely ignored in SLA

publications despite its potential for a more integrative and holistic view on the topic. To

this end, a total of 727 undergraduate and postgraduate student teachers of English were

surveyed in two empirical studies. Quantitative and qualitative analyses – in combination

with the findings from SLA literature – yielded a model comprising four interrelated

categories of factors that determine grammatical difficulty: (1) grammar feature; (2)
 26

pedagogical arrangement; (3) teacher quality; and (4) learner characteristics. In addition,

the resulting model is discussed as a basis for future research into the changing cognitions

of student teachers as they become more experienced.

Evans and Green (2007) examined the language difficulties experienced by the

students at a Hong Kong university. The results of this study represented that the

students’ difficulties centered on academic speaking such as grammar, fluency, and

pronunciation and academic writing like style, grammar, and cohesion. According to Shiu

(2011), it is assumed that grammatical difficulty is, to some extent, associated with

individual differences in language aptitude. This is based on the view that learners with a

stronger ability to learn languages may be better equipped to deal with grammatical

difficulty in the L2 than learners with weaker aptitude.

Oral Communication. Communication with spoken words. It’s a verbal form of

communication where you communicate your thoughts, present ideas and share

information. The art of communicating is a structured manner on a particular

competency that a speaker possesses.

Oral communication refers to the speaking and listening skills needed to

participate verbally in communications, discussions and exchange of thoughts and

information. In the workplace, oral communication skills are used to greet customers,

discuss a lesson and product and explain work procedures to other co-workers. Other

examples of tasks include taking messages, speaking with clients on the phone, delivering

and receiving verbal instructions, participating in meetings, delivering presentations,

negotiating agreements and resolving conflicts.

 27

It was further mentioned by Courville (2012) that oral communication is the

sound representation of a language involving speaking and listening. Speaking is the

process of expressing ideas through word association. Fluency, poise, voice control,

coordinated body movements, and language competency mark the skilled speaker. These

skills don’t come naturally, they are developed through practice. Such practice is not a

matter of acquiring and rehearsing with a bag of tricks. Rather, the practice inside and

outside the classroom should aim at making an animated natural and conversational

speaker. There are many forms of oral communication situations. It is also defined as the

mutual interaction of an individual to convey a particular message. It is a relevant activity

in the human race. It occurs in a systematic way where a person may receive or send

information or ideas and results in a response. It includes the presence of the sender,

receiver, message, noise and feedback. To indicate a dynamic interaction of the oral

communication, the response or feedback should be present. It is a skill that could sway

millions of viewers.

Speech is the expression of thoughts of feelings by means of spoken sounds used

separately or in combination with a conversational speaker. Courville also added that

impromptu speech, also known as the spur of the moment speech aims to perfect

communication skills of beginning speakers, and the speaker’s working knowledge and

comprehension of concepts and principles. Speech is the major medium of

communication on day-to-day experience. It was also explained that people engage in

speaking most of the time, like in oral importance of good speaking skills, it is only

proper to undergo speech training. It’s goals to be able to speak with elegance, develop

positive self-esteem, pronounce and articulate the sounds and words of English correctly
 28

and clearly, improve one’s posture and gesture in all communication situations, acquire

and develop a good speaking voice, develop communicative competence, develop quality

oral presentations, influence other people’s idea, believe in attitudes and values, enhance

one’s interpersonal communication skills, and establish credibility and

integrity. Additionally, it was supported by the study of Hu (2016), it was observed that

young learners stand the superior stage to acquire second language than adults or

adolescents. Although the older learners seem to be faster and efficient learner in second

language learning, young learner can learn language better than adults or adolescent in

some areas of language and achieve good performance in the ultimate language learning.

According to McLean (2019), communication is the process of transferring

thoughts and ideas from one person to another. According to this definition, when people

communicate, they express their ideas and feelings in a way that is understandable or

common to each of them. Each person has a direct effect on the person on subsequent

communication. Therefore, communication is a process of people sharing thoughts, ideas

and feelings with each other in a commonly understandable way.

Likewise, good oral communication ability is a vital part of how an individual

relates to others. In school or on the job, he must be able to clearly discuss concepts,

clarify issues, express opinions, as well as ask and respond to questions. In business and

economics, communication of technical material by precise language makes the

communication process even more important. The Department of Economics and

Business has developed Oral Communication Plan to help better understand the skills

once can expect to learn and where the opportunities exist within the curriculum to

practice these skills.

 29

Syntax. As stated by Tejero (2008), the rule is to learn the language in actual

language learning situations with emphasis on fluency and their functional use, then the

learning of the structures of English follow. The linguistic structures include nouns,

pronouns, adjectives, active verbs, the articles, prepositions, conjunctions, interjections,

the sentence and the paragraph. Learning these forms or structures of English will enable

one to become not only communicatively competent in English but also grammatically

competent.

Additionally, Celik (2017) mentioned that extensive reading has an important

impact on language learning. The readers become aware of the collocations which are the

natural use of word combinations. Moreover, they become conscious of other meanings

of words and different types of sentence construction. Furthermore, they acquire an

ability to be flexible and not to overgeneralize every rule because the extensive reading

materials give them the opportunity to see many points out of the rule that they

previously learned.

According to the study of Dang (2019), language learning is a dynamic process in

which learners must construct their own understandings and interpretations through

active interactions with other fellow learners and environmental events. Peers play a

significant role in completing the learning tasks and/or assignments, and can bring

benefits to learners’ cognitive, emotional, and socializing growth.

Phonology. Oral fluency is very important in communication. It involves

different skills like grammar and vocabulary. Pronunciation, however, is very significant

for successful communication. Another factor is the amount of exposure to English that
 30

the learners experience. Darcy and Gordon (2016), commented that "an increased amount

of exposure to an L2 or more L2 use positively influences the accuracy with which the

sounds of the L2 are perceived and produced". It means that a learner who makes use of

opportunities to frequently listen to and use English will surely be able to develop his

English pronunciation skill. The next factor is phonological awareness which indicates

the degree of sensitivity of a learner to the structure of the sounds. It indicates the ability

of the learner to identify English consonants and vowels including diphthongs and trip

thongs in terms of knowing how to articulate them precisely. By knowing in detail how to

pronounce the English sounds, a learner can produce the sounds accurately. The fourth

factor is motivation and concern for good pronunciation. If a learner has a strong concern

for pronunciation, he has strong motivation to do well in pronunciation. On the contrary,

"without sufficient motivation, even individuals with the most remarkable abilities cannot

accomplish long-term goals, and neither are appropriate curricula and good teaching

enough to ensure student achievement.”

Furthermore, it was also stated by Ahmadi and Gilakjani (2011), that there are

some common misconceptions about second language pronunciation. It is widely

believed that pronunciation skills are related to musical skills. However, no link between

musical ability and pronunciation ability has been demonstrated, and there are large

numbers of people who have one of these ‘natural talents’ but not both. Second language

pronunciation is a cognitive skill for which some people may have more natural aptitude

and / or interest and motivation than others, but which everyone can learn to a certain

degree if given appropriate opportunities. The main problem that second language

learners have with pronunciation has to do with their need to change a conceptual pattern
 31

appropriate for their first language that they have internalized in childhood. It is not the

case that learners are best helped if they are able to ‘see’ speech, whether in articulate or

acoustic form. Learners need help in categorizing or conceptualizing sounds in a way

appropriate to English.

Thomson and Derwing (2015) examined the impact of pronunciation instruction

on improving pronunciation skills. It suggests that effective instruction, including

targeted exercises, explicit instruction, and feedback, is essential for pronunciation

development. While student interest may enhance engagement, it does not substitute the

need for systematic instruction tailored to address specific pronunciation difficulties.

As per the study of Kormos and Dénes (2017), without regular oral practice,

students may struggle to transfer their knowledge of written words to correct

pronunciation and appropriate usage in spoken contexts. This disparity can lead to

difficulties in effective communication and being understood by others.

According to the study of Hayes-Harb and Watzinger-Tharp (2012) as it

highlights the importance of exposure to authentic language input in developing

pronunciation awareness. Even in limited learning environments, exposure to native

speakers, audio materials, or media resources allows individuals to familiarize themselves

with the natural rhythm and stress patterns of the target language, enhancing their

awareness of word stress.

Ahmadi and Gilakjani (2011), many learners of English as a second language

have “major difficulties” with English pronunciation even after years of learning the

language. It is noted that “up to a certain proficiency standard, the fault which most

severely impairs the communication process in EFL/ESL learners is pronunciation”, not

 32

vocabulary or grammar. This is true, for example, reveals that an area of concern and

indeed one of the top priorities of ESL students after completing elementary English

courses is pronunciation. It is important at this point in time to make a distinction

between speaking and pronunciation as it is sometimes wrongly applied interchangeably.

Although, second languages have major difficulties with English pronunciation, the result

of this study stated that students' awareness does not affect their way in using

pronunciation features and majority of the students do not experience difficulty

pronouncing foreign words.

As supported by the study of Muñoz (2012) and Kang and Moran (2017) as they

have explored the relationship between accent and motivation. Muñoz's research on

second language learners revealed that individuals' motivation to communicate is

influenced by various factors, such as social integration and personal goals. Accent was

found to have a limited impact on motivation, indicating that individuals' interest in

communicating is not greatly affected by their accent. Similarly, Kang and Moran's study

on international students indicated that accent did not significantly influence their

motivation to engage in communication with native speakers.

Individual Differences. According to Cetinkaya and Tilfarlioqlu (2020), learners

give different outcomes from each other, because they have individual differences in

learning a language. It affects their academic success in a negative way. They have

different backgrounds and they need to choose their best way of learning. Even if they

have the same conditions and same teachers, they do not learn in the same way. However,

to the researchers' knowledge, in the generation of 21st century learners where

 33

technologies and social media are present, part and vital in the learning process, along

with the new learning styles and the advent of COVID-19 pandemic which leads to the

adaptation of new-normal education set-up of learners, consequently, the rise of new

factors and additional to the present factors affecting the grammar learning the previous

learners have experience.

They also mentioned that this lack of grammar teaching coincides with an era of

technology that has similarly impacted a generation of people to stray from formal

communication methods. This literature review study aims to identify the previous and

present factors affecting grammar learning of the students which centers on English as a

Second Language based from the scope within Southeast Asian studies. On the other

hand, grammar can't be taught separately from language. It is one of the most important

factors in the language learning process. Even if grammar rules by themselves are not

enough to learn and speak a language fluently, they have an important role in learning a

language.

Researchers such as those conducted by Zafar and Meenakshi (2012), dealt with

various factors such as the learner's individual differences in learning a language despite

the similar lessons and teachers leading them to learn not in the same way and different

outcomes. Their studies state that; Humans differ from each other due to many biological

or conditioned factors (affected by nature) or unconscious forces (affected by past

experiences). They have different personalities and styles. Thus, each individual is

different from the other. These individual differences. Moreover, "enduring personal

characteristics that are assumed to apply to everybody and on which people differ by

degree."
 34

Tridinanti (2018), in the early stages of learning English, students usually face

many difficulties, especially in understanding grammar, pronunciation, and others.

Students find it difficult, feel uncomfortable and make mistakes. Students become

anxious when speaking. After it happens repeatedly, students experience speaking

anxiety as a second language. On the other hand, students who are competent in learning

English but they think that they are not successful in the class lack self-confidence. One’s

confidence in realizing the goal Language learning is related to one’s development of

speaking skills.

As stated by Leong (2017), which shows that learners with low self-esteem, high

anxiety, and low motivation have serious difficulties with their speaking skills, in spite of

having acceptable linguistic skills. The paper showed that students who have higher

motivation and lower anxiety can speak easily and effectively. Thus, students should

have a friendly and cooperative environment that can help them overcome their

difficulties in oral performance.

According to the study by MacIntyre and Mercer (2014), moderate levels of

anxiousness can increase motivation and self-reflection in language learning. Students

who experience a certain level of anxiety may be more motivated to improve their

speaking skills and engage in self-assessment. This self-reflection can lead to increased

efforts in practicing and refining pronunciation.

Furthermore, according to the study of Horwitz et al. (2011), excessive fear of

making mistakes can lead to increased anxiety, resulting in decreased fluency,

hesitations, and difficulty expressing thoughts coherently during oral recitations.

 35

According Juhana (2012) found that psychological factors such as fear of making

mistakes, shyness, anxiety, lack of confidence and lack of motivation hinder students

from speaking inEnglish 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.

Jugo (2020), evidence has shown that language anxiety is one of the strongest

predictors of language learning success and that it has incapacitating effects on the

language learner. Whereas, facilitating anxiety produces positive effects on the learners’

performance, too much anxiety may cause poor performance. He described language

anxiety as a situation-specific anxiety construct, which is mostly independent of the other

types of anxiety.

In addition, Lightbown and Spada (2001) provide intelligence, aptitude,

personality, motivation and attitudes, learner preferences, learner beliefs, and age of

acquisition as factors affecting second/foreign language learning. Additionally, if the

students know the appropriate strategies to work out the answers for themselves, they are

endorsed to manage their own learning. Furthermore, learning is one of many ways to

understand everything, therefore, during the learning process, one might find that some

people can learn every subject or several subjects very quickly and well. On the other

hand, some people have problems in learning, so either the students or the teacher need to

solve such problems if they want the learners to learn quickly and well.
 36

Griffiths (2004), said that every individual needs to be well equipped with the

tools to communicate effectively, whether it is on the personal front, or at work. In fact,

according to the management gurus, being a good communicator is half the battle won.

After all, if one speaks and listens well, then there is little or no scope for

misunderstanding. Thus, keeping this fact in mind, the primary reason for

misunderstanding is due to inability to speak well, or listen effectively. It describes any

type of interaction that makes use of spoken words, and it is a vital, integral part of the

modern educational world. The ability to communicate effectively through speaking is

highly valued, and highly demanded.

In the study of Leong (2017), it was indicated that learners with a low self-esteem,

higher anxiety, and low motivation have serious difficulties in speaking skill in spite of

having acceptable linguistic skills. The paper showed that students who have higher

motivation and lower anxiety can speak easily and effectively. Thus, students should

have a friendly and cooperative environment that can help them overcome their

difficulties in oral performance. Based on the review of the literature of the study,

teachers should understand their students’ interests and feelings, improve their learners’

self-confidence, and choose the best teaching method to keep their learners involved in

the speaking activity. Teachers should praise their students for speaking English. They

should build a friendly relationship with their students, make them feel very happy in the

class and have a feeling of great enthusiasm and eagerness to study English in general

and speak English in particular. The literature review of this study indicated that teachers

should give their learners enough time for speaking skill, help them overcome their

timidness through friendly behaviors to make them feel comfortable when speaking,
 37

remind their learners not to worry about making mistakes, and give them true instructions

and enough guidance. Teachers should give their learners more opportunities to speak

English through using some speaking tasks that help them to speak and urge them to take

part in speaking activities. In addition, teachers should know when and how to correct

their learners’ mistakes so that they are not afraid of making mistakes.

In addition, according to the study of Akhter (2014), it is clear that male and

female languages are quite different. This difference occurs mostly in vocabulary use,

voice and tone, syntactic structure and style of using language.

There are some problems for speaking skills that teachers can come across in

helping students to speak in the classroom. These are inhibition, lack of topical

knowledge, low participation, and mother-tongue use. Inhibition is the first problem that

students encounter in class. When they want to say something in the classroom they are

sometimes inhibited. They are worried about making mistakes and fearful of criticism.

They are ashamed of the other students’ attention towards themselves. Leong expressed

that a language classroom can also create inhibitions and apprehension for the students.

The second problem is that learners complain that they cannot remember anything

to say and they do not have any motivation to express themselves. Leong thinks that

learners often have nothing to say probably because their teachers had selected a topic

that is not appropriate for them or they do have enough information about it. It is also

stated that it is very difficult for learners to answer when their teachers ask them to tell

things in a foreign language because they have little opinions about what to say, which

vocabulary to apply, or how to use grammar accurately.

 38

The third problem in the speaking class is that the participation is very low. In a

class with a large number of students, each student will have very little time for talking

because just one student talks at a time and the other students try to hear him/her. In the

speaking class, some learners dominate the whole class while others talk very little or

never speak.

The last problem related to the speaking ability is that when some learners share

the same mother-tongue, they try to use it in the speaking class because it is very easy for

them. There are some reasons why learners use mother-tongue in their speaking classes.

The first reason is that when teachers ask their learners to talk about a topic that they do

not have enough knowledge of, they will try to use their language. The second reason is

that the application of mother-tongue is very natural for learners to use. If teachers do not

urge their learners to talk in English, learners will automatically use their first language to

explain something to their classmates. The final reason refers to the fact that if teachers

regularly use their learners’ mother language, their learners will feel comfortable to do so

in their speaking class.

Lastly, according to the study of Tašner [Link] (2017), it is confirmed that mainly

women decide to enter the teacher profession. This was reflected by the fact that there

were no men in the Primary Education group. The numerical predominance of women in

education professions, especially those designed for the youngest children, is usually

explained as an effect of the conviction that teaching should be regarded as an extension

of adults’ work with their own children, which is still performed more often by women

than men. Furthermore, the numerical predominance of women in education professions

can partly be explained by social background, as well. It was also supported by the study
 39

of Avgeri (2015), that in the field of education, women account for the majority of the

teachers with their proportion varying across educational levels. Avgeri pinpoint that

teaching, especially in primary grades, is regarded as the continuation of family care,

which is closely interwoven with the female gender.

Growing Environment. According to Zhang (2009), it is true that some learners

acquire second language grammar naturally without instruction. For example, there are

immigrants to the United States who acquire proficiency in English on their own. This is

especially true of young immigrants. However, this is not true for all learners, particularly

the learners in China. We have no English surroundings. It is very difficult to study

English on our own. Though highly motivated learners with a particular aptitude for

languages may achieve a degree of proficiency without any formal instruction, but whose

English is far from accurate. An important question is that it is possible with grammar

instruction to help learners who cannot achieve accuracy in English on their own. And

more often ‘pick it up as you go along’ learners reach a language plateau beyond which it

is very difficult to progress. To put it technically, their linguistic competence fossilizes.

Research suggests that learners who receive no instruction seem to be at risk of

fossilizing sooner than those who do receive instruction. It is also true that learning

particular grammatical distinctions requires a great deal of time even for the most skilled

learners but another important question is whether it is possible to accelerate students'

natural learning of grammar through instruction. As of the recent popular Communicative

Approach, it has false ideas that thinking grammar is acquired virtually unconsciously,

and studying the rules of grammar is simply a waste of valuable time. But research finds

that subjects who received grammar instruction progressed to the next stage after a two-
 40

week period, a passage normally taking several months in untutored development.

Though the number of subjects studied was small, the finding provides evidence of the

efficacy of grammar teaching over leaving acquisition to run its natural course. Grammar

instruction can help learners acquire grammar they would not have learned on their own,

some research points to the value of grammar instruction to improve learners’ accuracy.

From the fact that students, even the graduate students, cannot seem to acquire

competence much less mastery of the English language, language teachers all over the

land agree that the teaching of English as a second language is inadequate. Grammar may

be learned readily, but the language, as a vehicle of thought, is not so easily grasped. A

student therefore should study the use of communicative competence theory and the

teacher should use it in teaching English as a second language which involves the entire

learners’ environment.

According to the research of Brown (2001), it indicates that family environment

plays an important role in the learners’ grammar learning. Student A’s parents build up

an effective learning environment for her, and her grammar is the best of the four.

Therefore, only studying those changeable factors such as what motivations they hold,

what learning strategies they adopt and how they attribute their successes and failures is

far from enough in helping learners improve their language competence. Successful

teaching is not only a matter of teaching strategies, it also involves the study of students’

non-intelligence factors. This finding is consistent with Brown (2001) and Ellis’ (2003)

research that non-intelligence factors affect the learning process and can even affect

learners’ achievements.
 41

According to Mousena and Sidiropoulou (2017), learners can develop themselves

in various educational settings and language capabilities highlighted as a fully developed

learning motivation. Also, students can identify how they learn to recognize diction that

is applied through written or oral comprehension. English language competencies and

capabilities are enhanced, and the students can develop themselves through skills

improvement, such as the way they pronounce correctly and apply grammar in different

genres.

According to the research of Mousena and Sidiropoulou (2017), the learners can

develop themselves in various educational settings and language capabilities highlighted

as a fully developed learning motivation. Also, students can identify how they learn to

recognize diction that is applied through written or oral comprehension. English language

competencies and capabilities are enhanced, and the students can develop themselves

through skills improvement, such as the way they pronounce correctly apply grammar in

different genres.

In addition, according to the study of investigation of Schmerse suggest that for

young Dual Language Learners, the growth rates in acquiring a majority language

vocabulary and the chances of narrowing the majority language gap significantly depend

on the peer context. The study adds to a growing body of research that underlines the

importance of facilitating peer interactions in Early Childhood Education settings.

Recognizing that peers contribute to Dual Language Learners’ societal language learning

recommends professional development of early childhood educators regarding strategies

to incorporate collaborative peer learning across ability levels and different language

backgrounds. Such strategies may include systematically organizing activities in ways

 42

that promote language use among peers in large and small group interactions. Strategies

may also involve pairing children of different societal language levels in collaborative

tasks and helping them to engage with each other by encouraging, demonstrating, and

scaffolding conversations. The results also highlight the crucial role of time spent in early

peer contexts for building a majority language vocabulary.

Limited Learning Opportunities. Leong and Ahmadi (2017), the last problem

related to the speaking ability is that when some learners share the same mother-tongue,

they try to use it in the speaking class because it is very easy for them. There are some

reasons why learners use mother-tongue in their speaking classes. The first reason is that

when teachers ask their learners to talk about a topic that they do not have enough

knowledge of, they will try to use their language. The second reason is that the

application of mother-tongue is very natural for learners to use. If teachers do not urge

their learners to talk in English, learners will automatically use their first language to

explain something to their classmates.

In addition, according to Pamula (2020), relying on textbooks and course books

only in order to increase proficiency and fluency in a foreign language will not yield

immediate and efficient benefits. Traditional language methods are no longer suitable for

today's learners. Traditional ways of instruction in most cases may be boring and useless

and will put learners in isolation and deprive them of discoveries, innovations, and

technology applications. As in the language teaching and learning process, multimedia

technology helps both teachers and students to acquire the language that they teach and

learn. One multimedia technology that is often used in language classrooms is a movie. It

can boost teachers by providing authentic materials which further promotes learners‟
 43

language acquisition and learning, in order to make the ambiance of the classroom feel

more relaxed and students can take a course enjoyably and enthusiastically. It helps to

improve limited vocabulary, poor grammar, listening, and speaking skills. In addition,

many scholars have revealed that movies used in English as Foreign Language (EFL)

classroom can become an important part of the curriculum. This is based on the fact that

movies provide exposure to “real language”, used in authentic settings and in the cultural

context in which the foreign language is spoken.

According to the study of Afzal (2019), proficiency in English language depends

on the knowledge of its vocabulary possessed by the second and foreign language

learners and even the native speakers. Though developing the vocabulary is vital, it

poses several problems, especially to non-native students of English. Students with a

low vocabulary knowledge show weak academic performance in different courses related

to the language skills, linguistics, literature, and translation at the university level of

education. In addition, according to study of Said & Weda (2018), the results indicated

that there was a significant correlation between English language learning anxiety and

students’ oral communication among students. The result of their study is stated that

students who have high level anxiety achieve low academic performance in language

learning.

According to Asero et. al, (2007) the most appropriate pedagogical materials are

the real-life experiences which cannot be supplied in the classroom. This is the reason

why classroom experiences revolve around verbal symbolism as a substitute for the more

concrete first-hand experiences. Pedagogical aides are texts, pictures, simulation games,

to name a few. A teacher chooses the pedagogical aids best adapted to a particular
 44

learning activity. These aids must suit the purpose intended, as mastery of the subject

matter, skills acquisition, and skills improvement and even valuing. Pedagogical aides

that serve the purpose for which they are intended are able to contribute to motivating

students to understand the lesson, reinforcing learning, encouraging participation and

providing meaningful experiences. It was also supported by him that it is generally said

that students like language classes when teachers use multimedia technology because it

motivates them to pay more attention in the class, and they can relate their learning with

real life. Therefore, new methods are being developed to supplement learning English

pronunciation.

Finally, according to Bashir et. al (2011), learners do not have enough opportunity

either in their classes or outside to speak English. Unfortunately, speaking is not an

important part of teachers’ exams. Learners need a lot of practice to learn to speak.

Learners can improve their speaking skill through listening and repeating. Teachers can

give their learners some structures and ask them to repeat. This can remove their learners’

shyness. Teachers can use short questions and short dialogues in the classrooms to

develop their students’ speaking skill.

Research Literature

The following research literature was examined and analyzed to support and

validate the findings of the study and helped the researchers to enrich the content of the

present study.

Based on the research of Amilda et. al (2020), “Difficulties in English Grammar

of Selected Grade 12 Humanities and Social Sciences Strand Students of Bestlink College
 45

of the Philippines”, grammar makes it possible for us to talk about language. Grammar

names the types of word groups in any language. As humans, we can put sentences

together even as a child by using grammar. However, to be able to talk about how

sentences are built and the types of word and word groups that make up sentences that are

knowing about grammar offers a window into the human mind and our vast mental

capacity. People associate grammar with errors and correctness. However, knowing

grammar also helps us to understand what makes sentences and paragraphs clear and

precise. Grammar can be a part of literature discussions when students read the sentences

in poetry and stories. Knowing about grammar means finding out that all languages and

all dialects should follow grammatical patterns.

In accordance with the study of Ameliani (2019), “Students’ Difficulties in

Grammar of Seventh Grade Junior High School 1 Magelang”, Grammar is an important

thing especially in the use of language processes. It is an essential part both in spoken and

written language. Learning English will be effective if we also understand the grammar.

As we know, grammar is a pattern or structure of the sentence. Therefore, grammar will

help learners to understand the meaning of the sentence. Not only a sentence, learners

will get the point of the others‟ means can be in the form of utterances or paragraphs. The

use of grammar is to identify the grammatical form which shows the meaning.

According to Alcayde et. al (2017), “The Use of Graphic Materials in Teaching

Grammar Awareness for Grade 8”, grammar follows speech and there is no way around

it. This is the reason why the rules of grammar are sometimes discarded in some

idiomatic expressions. Grammar is the study and practice of the rules by which words

change their form and are combined into sentences. There are two basic elements of
 46

grammar which are rules and the study and practice of the rules. More often, most

students fail in the second element. They have memorized the rules but they do not know

how to apply them in both speaking and writing.

As stated by Babao (2016), “Developing Pedagogical Material for the Teaching

of Grammar in San Juan District”, teaching grammar is really an essential part of

education or adult learning. Without good grammar, spoken or written words lose much

of their meaning and much of their value. Grammar is very important thing to get right,

and teachers should take extra care to impart proper grammar to all their students.

Mastering English grammar is the major requirement for acquiring English language

proficiency. Hence, students who have gone through different levels of English language

learning are expected to demonstrate the ability to communicate effectively in both oral

and written forms.

The study of Akurugu (2010) “The Attitudes and Perceptions of Students About

the Study of English Grammar: The Case of Selected Senior High School Students in

Northern Region”, aimed to investigate the influence of perception and attitude of

students towards learning English grammar. His objective is to stimulate action that will

engage all parties involved and serve as a guide to them in the search for a lasting

solution of the falling standard of the only lingua franca. The main focus of the study,

therefore, is on the attitude and perception of students in senior high school towards the

learning of English grammar. His study revealed that attitudes begin developing early and

are influenced by many things, including parents, peers, and interaction with people who

have social and cultural differences. It is also clear that negative attitudes towards

grammar, which often come from biases and superficial teaching of the language, can
 47

impede the learning of the English. Conversely, positive attitudes towards grammar and

English increase language learning success. The study also elaborated that enhanced

knowledge of grammar is important for the teacher. The findings underscore the teacher's

role in providing several opportunities for students to talk about ideas and ways of

making sense of new information and guiding students' constructions of particular

concepts.

According to Rosales and Ilagan (2019), “Grammatical Competence of Grade 11

Learners”, learning to speak and write in English, in this age of globalization, is

necessary to compete in this knowledge-based world. Such training can best be done in a

classroom, but the process may affect learning and development. Though English is the

medium used in the teaching learning environment, UNESCO considers that “providing

education in a child’s mother tongue is indeed a crucial issue” (UNESCO, 2003). In the

Philippine educational system, the learner’s mother tongue is the primary means of

communication until he reaches grade III and in the following years, from grades IV to

XII, English is used as the medium of instruction. Learners nowadays are afraid to speak

in front of an audience. One common factor of their fear is their uncertainty on the

grammatical features of the sentences they use to convey ideas. Learning English

involves the grammar which is taught for the young learners not always be easy.

Grammar is an essential part of the language that cannot be understood easily. Learners,

especially young learners, usually face difficulties in grammar. When they are learning

English, they should know the structure or the pattern of the sentence because it is

different from their own language. Students usually get confused when they want to make

sentences grammatically. In this case, students are known to have difficulties in

 48

understanding grammar. The term of language does not seem to have a fixed and clear

definition.

Based on the study of Anorico et. al (2019), “Language Competency of Third

Year BS Secondary Education Students of Batangas State University”, the majority of

English major students of third year have the average level of performance of English

competency in areas of vocabulary and grammar. There exists a significant difference in

the performance of the students in vocabulary and grammar when grouped to areas of

specialization but no significant difference in their performance in reading

comprehension. They also pondered on three language competencies in English. In

vocabulary, they found out that among the English major students, thirteen or 68.43

percent had the average level of performance followed by four or 21.05 percent with high

level of performance and one each or 5.26 percent with below average and poor levels of

performance. In grammar, there were seven each or 36.84 percent who manifested

average and below average levels of performance. It is followed by two or 10.53 percent

with high and poor levels and one or 5.26 percent with very high level of performance. In

terms of reading comprehension, nine or 47.37 percent had an average level of

performance followed by four or 21.05 percent with below average level and three each

or 15.79 percent with high and poor levels of performance. Their study reflected that the

majority of the respondents got the average level of performance in the three

competencies studied.

The study of Atienza (2013), “Level of Performance of Non-English Major

Students on the TOEFL and LET Based English Competency Test”, revealed that the

problems met in the grammatical exercises they conducted with the non-English majors
 49

were not that serious. Majority of the students were on the average level of performance

in the English competencies such as vocabulary, grammar and reading comprehension.

With the acquired results, the researchers claimed some recommendations. According to

them, a reading center must be provided inside the classroom. Through this, students will

be able to widen their vocabulary. English tests consisting items like subject-verb

agreement, proper sentence structure, and tenses of the verbs should also be given to the

students to enhance their grammatical proficiency.

According to the study of Sioco and De Vera (2018), “Level of Performance of

Non-English Major Students on the TOEFL and LET Based English Competency Test”,

one of the language learning competencies in the K to 12 program relates to grammar

proficiency. Apparently, the observed deterioration among students in their application or

usage of correct grammar in English language pervades not only those in the elementary

level but also in the secondary level of education. Since K to 12 uses spiral progression,

the grammar competencies are expected to be mastered by the learners in the early stages

as a prerequisite for them to cope with the more advanced grammar lessons in the higher

levels of their education. In addition to the above, the K to 12 Basic Education

Curriculum uses the Spiral Progression Principle in English language teaching. In the

spiral curriculum design, key concepts are presented repeatedly throughout the

curriculum, but with deepening layers of complexity. As such, learning competencies in

English are taught at increasing levels of difficulty and sophistication. This allows the

students to progress from the foundational level to higher levels of language use.

According to the study of Caringal et. al (2014),“Pedagogical Materials in

English 100 Towards Grammatical Competence”, there are a number of Filipinos who
 50

are not so good at speaking in English and are trying hard to express themselves in

English. Some cannot construct even a simple sentence using the English language and

are confused with the rules regarding grammar. The factors why the majority of Filipino

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.

According to Borbon et. al (2016), “Linguistic Competence of the College of

Teacher Education students”, people who encounter difficulties in different variables do

so because of a lack of appropriate and reliable reading materials. Teachers or parents

should provide reading materials in order for the students to be interested in reading.

Even though some are fond of reading, what they are reading is not reliable like e-books,

Wattpad and pocketbooks. Students must be exposed to such activities in terms of

sentence formation because most of the students’ encountered difficulties in the said

variable. The output must be given to the students that should focus on the topics wherein

they encountered many difficulties.

In the study of Bagaipo et. al (2021), “Influential Factors Affecting Grammar

Learning and Competence in Flexible Learning”, common experience indicates that

students seek value on the skills they learn, specifically students at the tertiary level,

which may not fit as something internally driven. Extrinsic motivation (EM) is the

execution of an activity in order to receive external rewards. Extrinsic motivation pertains

to a wide variety of behaviors that are engaged in as a means to an end and not for their

own sake. The present study provides crucial insights into the associations between

grammar learning and learning environments. Previous researchers have found that
 51

environmental contexts, such as physical settings, can have a major influence on

vocabulary learning such as word recall. Learners' performance was greatly enhanced

when information was presented in consistent contexts (e.g., Smith, & Bjork, et al., 1978

as cited in Biss & Hasher, 2017). This indicates that in designing memory-based learning

tasks, such as vocabulary memorization, instructors should give particular attention to

contextual factors. The current research further indicates that the learning environment

can also have an affective influence on grammar learning. As a mood-inducing element

can be a component of the learning environment, the findings of this study, together with

those of previous studies on physical learning environment, (e.g., Z. F. Miller et al., 2018;

Pratt & Kelly, 2008; Smith et al., 1978 as cited in Biss and Hasher, 2017) can provide a

fuller picture regarding how the learning environment might affect learning.

Additionally, as stated also by Bagaipo (2021), “Influential Factors Affecting

Grammar Learning and Competence in Flexible Learning”, there are various types of

learners and each kind has different cultures. Each has their own uniqueness or individual

differences. Making these differences a contributing factor that affects grammar learning.

Why are these differences being regarded as an affecting factor to grammar learning? In

the aspect that whatever influences the student will most likely hinder or improve his/ her

grammar skills. Making his/ her prone to either being skilled at it or totally losing

interests on the subject matter which is grammar. As we know, grammar learning could

be challenging so whatever influences you have could actually affect your grammar

learning.

As mentioned by Maesin et. al (2009), “The Effect of Environmental Factors on

English Language among Secondary School Students'', language learners learn English in
 52

an environment of second language which makes English learning difficult. As

mentioned by them, “in second language learning, students find difficulties to utilize the

language skills outside of language classrooms as there are fewer opportunities due to the

poor language environment”. The environment is a big factor when learning a new

language and it can either affect the acquisition of the language positively or negatively.

It was mentioned by Norman (2017), “Students Self-Perceived English Accent

and Its Impact on their Communicative Competence and Speaking Confidence,” that

even though the majority of the students have a liberal attitude towards not having a

native-like accent and not adapting to an accent at all, they do think about how they

sound when they speak and what accent they use. This might have to do with the students

and how they shape their identity with speech, since when answering the question

whether they might feel embarrassed or awkward about how they speak, the majority,

although marginally, did not feel ashamed of their perceived accent. This might suggest

that even though choosing an accent to use when speaking English is not important, the

way they sound might affect them nonetheless, but in what way was difficult to say.

According to Anugrah (2019), “Improving the Students’ Pronunciation through

the Use of Text to Speech Software,” pronunciation is a very important part when

someone is transferring knowledge to other people. Someone needs to pronounce some

words clearly enough to be understood. When the people are just good at grammar and

vocabulary, but if they are not pronouncing words correctly, the other people will not

understand.

Synthesis
 53

The information and concepts gathered by the researchers from published works and

unpublished researchers gave them a wider perspective for their proposed output. These

also provided them with valuable information and significant background on the use of

pedagogical material in teaching grammar and determining the students’ oral

grammatical difficulties which were needed in order to go deeper to the concepts in this

study. Hence, these studies conducted had brought information and strong frameworks

upon which the present study was built on.

The study of Amilda has the similarity with the present study in objectives since

both studies focus on determining the difficulties in grammar. The study of Amilda is

also similar with the present study because it both uses survey questionnaires as an

instrument to gather data. On the other hand, they differ in terms of respondents since the

study of Amilda is focused on the Grade 12 HUMSS Strand students while the present

study’s respondents are the First Year College Students.

The study of Ameliani is similar to the present study in the sense that both of the

studies were deemed on grammar. At the same time, they are different because the study

of Ameliani classifies the difficulties in grammar while the present study tackles the

students' oral grammatical difficulties in the usage of English language. They are also

different in terms of respondents since Ameliani conducted his study with Grade 7

students at SMON Phalawan Street 66 Magelang City while the present study's

respondents are First Year College at Batangas State University, Rosario Campus. In

terms of research design, they are different since Ameliani used Descriptive Qualitative

Method while the present study used the Descriptive Quantitative Method.
 54

The study of Akurugu is similar to the present study as they both explored

grammar; however, Akurugu’s study is different as it focused on the perception and

attitudes in grammar while the present study focused on determining the students’

grammatical difficulties. Furthermore, Alcayde’s study is similar to the present study as

they both explored grammar, however, Alcayde’s study is different as it focused on

determining the effectiveness of graphic materials in teaching grammar while the present

study will focus on determining the factors influencing grammatical difficulties.

The study of Babao aimed to determine the existing problems in the teaching of

grammar and develop pedagogical materials while the present study aimed to determine

the factors influencing grammatical difficulties and develop pedagogical materials.

Babao’s study is related to the present study as they both explored determining

grammatical difficulties. However, Babao’s study differs from the present study where

the respondents are teachers while the present study will use students as their

respondents.

The study of Rosales and Ilagan is similar to the present study because both use

quantitative research as a research design. They are also similar in terms of objectives

because both studies aim to identify the grammatical competence of the student. They

differ in the analysis of data since the study of Rosales and Ilagan used ANOVA while

the present study will use T-Test.

The study of Anorico [Link]. is similar to the present study since the subject of both

studies is particular to English majors. The study is also somewhat similar because they

are both based on grammar. At the same time, they are different because of the study of
 55

Anorico et. al focused on vocabulary, grammar and reading comprehension while the

present study tackles only about the students' oral grammatical difficulties in the usage of

English language.

The study of Atienza is somewhat similar to the present study in the sense that

both of the studies are deemed on grammar. At the same time, they are different because

the study of Atienza focused on vocabulary, grammar and reading comprehension while

the present study tackles only about the students’ oral grammatical difficulties in the

usage of English language. They are also different in terms of respondents since Atienza

conducted his study with the non-English majors while the present study focused with the

English major students.

The study of Sioco and De Vera is somewhat similar to the present study because

they both focused on grammar. At the same time, they are different because Sioco and De

Veras' study focus on grammatical competence while the present study tackles the

grammatical difficulties. Both studies use questionnaires. They are also different because

in Sioco and De Veras' study, the respondents are the Junior High students at Salud-San

Eugenio National High School, Natividad Pangasinan while the present study’s

respondents are the first-year students at Batangas State University, Rosario, Batangas.

The study of Caringal is somewhat similar to the present study because they

focused on the English language. They also both used a descriptive method and a

questionnaire. At the same time, they are different because Caringal focused on the

performance of the students in English while the present study focused on the students'

oral grammatical difficulties in the usage of English language. They are also different
 56

because in Caringal's study, the respondents are the professors while the present study are

the first-year students.

The present study focuses on determining the factors influencing grammatical

difficulties in the English language while the study of Borbon focuses on determining the

linguistic difficulties encountered by the students. Borbon’s study is similar to the present

study as they both used questionnaires as their gathering instrument. On the other hand,

Borbon’s study differs from the present study as they used students taking a Bachelor of

Secondary Education with any specialization while the present study used first-year

students taking a Bachelor of Education Major in English. Other than that, Borbon’s

study is different from the present study in terms of determining the significant

relationship between the difficulties encountered when grouped according to respondents'

profiles while the present study will determine its significant difference.

Evidently, the conceptual and related studies on the defining the grammatical

competence and difficulties and the improvement of grammar indicate how students find

importance on its uses and availability. The cited concepts and studies definitely had

some kinds of similarities. Nevertheless, due to the nature of this study, and the

objectives, it can be said that there was no duplication from any of these concepts and

studies reviewed.

Bagaipo et. al research was relevant to the current study since it is also looking for

the factors influencing grammar learning. The study was both conducted by third-year

students, taking Bachelor of Secondary Education – Major in English. In comparison, the

previous study of Bagaipo et. al has identified ten factors affecting grammar learning
 57

while the current study has identified three factors that might affect the students’

grammatical difficulties. Furthermore, the study of Maesin et. al is similar with the

present study because they both examined the effect of environmental factors on

grammar and English language acquisition among students. Both studies utilized survey

questionnaires to collect data from the respondents. It both tackles the negative influence

of the growing environment on the academic performance of students in general and the

acquisition of English language in particular. The study of Maesin et. al aimed to

investigate the growing environment factor and its effect on grammar learning.

The present studies as well as the one conducted by Norman are similar in that

both focus on communication. In terms of research methodology, both studies utilized a

descriptive approach accompanied by quantitative data analysis. On the other hand, they

differ in terms of respondents, as Norman's study focuses on the second and third grades

and uses a convenience sample. Using random sampling, the present investigation

focused on first-year college students.

The study of Anugrah is related to the present study in the sense that both studies

are deemed in terms of phonology. On the other hand, they differ in terms of the

respondents and the data gathering procedure. The study of Anugrah focused on tenth

grade students, while the present study focused on first year students. In terms of data

gathering, the present study used a survey questionnaire while Anugrah used a

pronunciation test that was applied in pre-test and post-test segments.

In conclusion, by analyzing the similarities and differences of the present study

and the study by different authors, a comprehensive understanding of the topic has been
 58

achieved. It serves as a catalyst for further investigation and opens up avenues for future

research and scholarly discourse. By presenting a cohesive narrative, it not only

contributes to the existing body of knowledge but also provides a foundation for future

exploration and advancement in the field. It underscored the importance of this research

and its implications for theory, practice, and future research endeavors.

Chapter III

RESEARCH METHOD AND PROCEDURE

 59

This chapter represents the presentation of the research method and procedure

utilized by the researchers. This consists of research design, respondents of the study,

data gathering instrument, data gathering procedure, and statistical treatment of data.

Research Design

The researchers used descriptive research design with a quantitative approach

which is suitable to gather the information needed as this study aimed to assess the

factors influencing the students’ grammatical difficulties in oral communication.

According to Dr. Y. P. Aggarwal (2018), descriptive research is devoted to the gathering

of information about prevailing conditions or situations for description and

interpretation. This kind of research design includes proper analysis, interpretation,

comparisons, identification of trends, and relationships.

This study, a descriptive quantitative method was used as it will help the

researchers to determ ine the factors influencing students’ grammatical difficulties in oral

communication. Survey questionnaires were used to gather all the pertinent and required

information in the study.

Respondents of the Study

The respondents of this study were the selected first-year students of Bachelor of

Secondary Education Major in English in Batangas State University Jose B. Zuno -

Rosario Campus – Rosario with regards to the identification of the factors influencing the

students’ grammatical difficulties in oral communication. It was composed of fifty-eight

(58) legitimate students of the said school to properly respond to the following questions.

The respondent’s data were gathered from Batangas State University Jose B. Zuno -

Rosario Campus – Rosario’s Registrar’s office. The number of respondents were

 60

identified through the use of Raosoft calculator at a five percent margin of error. Hence,

the respondents that participated in this study are chosen prior to the knowledge that these

students can help the researchers to determine the factors influencing students’

grammatical difficulties in oral communication.

Respondents were selected using the Simple Random Sampling defined as the

technique where every item in the population has an even chance and likelihood of being

selected in the sample.

Table 1
Distribution of the Respondents

Section Population Size Sample Size

BSEd-Eng 1201 38 32

BSEd-Eng 1202 30 26

Total 68 58

Table 1 shows the composition of the respondents involved in the study. There were 58

students in the study, as presented in the table.

Data Gathering Instrument

The researchers used a survey questionnaire as an instrument to gather the needed

information for the study. The questionnaire is a set of questions to be answered by the

respondents through hardcopy questionnaire and each item was gathered from the review

of related literature studies. It is composed of three (3) parts wherein the first part consists

of three questions dealing with the profile of the participants, both standard personal and
 61

professional data such as age, sex, and section. The second section identified the factors

influencing the students’ grammatical difficulties in oral communication. It concentrated

on locating the students’ grammatical difficulties in terms of syntax. Lastly, the students’

grammatical difficulties in oral communication in terms of phonology were determined in

the third section.

To accomplish the questionnaire, the researchers considered the following

procedures: construction, validation, a dry run and reliability test, administration, and

scoring of the responses to the questionnaire.

Construction. After doing intensive research from reliable sources, the

researchers were able to conceptualize the draft of the questionnaire and presented it to

their research adviser for comments and suggestions for its improvement. The comments

and suggestions incorporated into the second draft of the questionnaire were presented

again to the adviser for approval. After the series of revisions and incorporations of the

comments and suggestions, the final copy of the questionnaire was prepared and

presented to the adviser, and sought approval to do the next step, validation of the

instrument.

Validation. The researchers prepared a letter of request to the validators, which

was noted by the research adviser. Then, the revised questionnaire was made ready for

validation with proper guidance from their research adviser. To ensure the content

validity of the instrument, the questionnaire was presented to three (3) English instructors

from the university, one (1) research expert, and one (1) English teacher outside the

university. The copies of the questionnaire and the letter of the request were sent through

messenger and email based on the validators' preferences. The comments, suggestions,
 62

and corrections given by the validators were taken into consideration. The instruments

were then edited in compliance with some corrections given and prepared for dry-run

testing.

Dry run and reliability test. After the questionnaire’s approval, the researchers

prepared a letter of request, noted by the adviser, asking for the dry run testing among the

selected representative sets of respondents with the same profile characteristics as their

actual respondents. The researchers themselves personally distributed the questionnaires.

As such, the raw data were tallied and submitted for reliability testing.

Administration. The researchers asked for the approval of the dean of the

College of Teacher Education for the administration of the instrument. The researchers

prepared a letter for the respondents in answering the questionnaire.

Scoring of responses. After seeking permission, researchers then personally

distributed the questionnaire to the respondents. As such, the raw data were tallied and

sent to the statistician. After the statistician applied the statistical methods, the results

were tallied, ranked, analyzed, and interpreted.

The 5-level Likert scale was used in the research. According to Bhandari (2020),

a Likert scale is a rating scale that is made up of questions that assess a single opinion,

attitude, behavior, or trait and is popular in survey research. The scale would be as

follows:

Weight/Scale Mean Range Scale Interpretation

5 4.50 – 5.00 Strongly Disagree

4 3..50 – 4.49 Disagree

 63

3 2.50 – 3.49 Neutral

2 1.50 – 2.49 Agree

1 1.00 – 1.49 Strongly Agree

Data Gathering Procedure

In order to assemble the essential information, the researcher used a researchers-

made questionnaire as the main instrument. The researchers collected pertinent

information from some references such as language and other reading books. With the

guidance of the adviser, the researchers organized the first draft of the researchers-made

questionnaire and presented it to the validators for comments and suggestions.

The commentaries and recommendations were considered in the final draft of the

questionnaire. After the validation, the researchers wrote a letter asking permission to the

dean of the College of Teacher Education to administer the data gathering instruments.

With the permission granted, the researchers have personally administered the

questionnaire to the respondents. Researchers have explained all the directions to the

respondents to ensure the accuracy of their answers. Then, the researchers retrieved the

copies of the questionnaire right after the distribution. After retrieving the accomplished

copies of the questionnaire, the results were tallied, tabulated and treated statistically, in

order to describe the grammatical difficulties in oral communication of the respondents.

The necessary statistics with verbal interpretation was tabled for further interpretation.
 64

Statistical Treatment of Data

The various data gathered were analyzed to answer the proposed research

questions. Statistical tools that were used in this study are as follows:

Frequency. In this study, this was used to determine the number of the

respondent’s profile and help to differ the results between the profile variables and

research variables. This was also used to calculate the answers on the set of questions that

the researchers gathered to quantify the desired answers for the given study.

Percentage. In this study, this was used to distinguish or determine the numbers

and distribution of the respondents in terms of their profile variables.

Weighted Mean. This was used to determine the extent of difficulties in grammar

in oral communication.

T-Test. This was used to determine if there would be a significant difference

between grammatical difficulties in oral communication and the profile of respondents in

terms of sex and section.

One-way ANOVA. This was used to determine if there would be a significant

difference between grammatical difficulties in oral communication and the profile of

respondents in terms of age.

 65

Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter shows the presentation, analysis, and interpretation of data from the

questionnaires. The presentations are shown in accordance with the specific questions on

the statement of the problem.

1. Profile of the Respondents

There are 3 categories on the profiles of the respondents – age, sex, and section.

The total number of respondents is 58 and the distribution of the demographic categories

of the respondents are not controlled by the researchers or any means of unfair

distribution. The researchers used simple random sampling in which every item in the

population has an even chance and likelihood of being selected in the sample.

1.1 Age. Table 2 reflects the frequency distribution of the respondents in

terms of age.

Table 2
Demographic Profile of Respondents in terms of Age

Age Frequency Percentage

18 28 48.3

19 28 48.3

20 2 3.4
 66

Total 58 100

The table 2 shows the demographic profile of respondents in terms of age. It

clearly indicates that out of 58 respondents, there were 28 or 48.3 percent of the

respondents who belong to the age bracket of 18 years old and 19 years old separately.

Meanwhile, 2 or 3.4 percent of them belong to the age bracket of 20 years old. It is

clearly seen that most of the respondents belonged in the age bracket of 18 years old and

19 years old separately.

1.2 Sex. The frequency distribution of the respondents according to sex is

shown in table 3.

Table 3
Demographic Profile of Respondents in terms of Sex

Sex Frequency Percentage

Male 7 12.1

Female 51 87.9

Total 58 100

The table 3 illustrate the demographic profile of the respondents in terms of sex. It

shows from the table that out of 58 respondents, there were 51 or 87.9 percent who are

female and 7 or 12.1 percent who are male. The result indicates that most of the

respondents were female. From the gathered data, it indicates that there are more female

students than male students in the Bachelor of Secondary Education program major in

English. Considering the number of participants, it can be inferred that only a minority of

males show a desire to pursue teaching as a career. These findings are consistent with
 67

multiple studies and data that indicate women currently make up the majority in higher

education institutions.

According to the study of Tašner [Link] (2017), it is confirmed that mainly women

decide to enter the teacher profession. This was reflected by the fact that there were no

men in the Primary Education group. The numerical predominance of women in

education professions, especially those designed for the youngest children, is usually

explained as an effect of the conviction that teaching should be regarded as an extension

of adults’ work with their own children, which is still performed more often by women

than men. Furthermore, the numerical predominance of women in education professions

can partly be explained by social background, as well. It was supported by the study of

Avgeri (2015), that in the field of education, women account for the majority of the

teachers with their proportion varying across educational levels. Avgeri pinpoint that

teaching, especially in primary grades, is regarded as the continuation of family care,

which is closely interwoven with the female gender.

1.3 Section. The frequency distribution of the respondents according to

section is shown in table 4.

Table 4
Demographic Profile of Respondents in terms of Section

Section Frequency Percentage

BSED-English 1201 32 55.2

BSED-English 1202 26 44.8

Total 58 100
 68

It can be noted from the table that 32 or 55.2 percent of the respondents belonged

to the section of BSEd-English 1201 and 26 or 44.8 percent belonged to the section of

BSEd-English 1202. It connotes that most of the respondents were from the section of

BSEd-English 1201.

2. The factors influencing students’ grammatical difficulties in oral

communication.

2.1 Syntax. Table 5 shows the factors influencing students’ grammatical

difficulties in oral communication in terms of syntax.

Table 5
Factors Influencing Students’ Grammatical Difficulties in
Oral Communication in Terms of Syntax

Weighte
Verbal
d
Statement Interpretati Rank
on
Mean

1. Most of our lecturers are native speakers, so this does not encourage
3.74 Disagree 3.5
me to speak in English.

2. Most of the people around me are native speakers, so this does not
3.50 Disagree 8.5
encourage me to speak in English.

3. I improvise or overcompensate words when I speak because I hear my

2.79 Neutral 17
friends do so frequently.
 69

4. I just utter words, even if they are not related to the conversation,
3.22 Neutral 12.5
because teasing is a habit at home.

5. I do not worry about my grammar when having a conversation

3.69 Disagree 5
because I live in a house where grammar is not emphasized.

6. I converse without being mindful of whether the words I choose are

correct because I talk with my family most of the time and proper word 3.67 Disagree 6.5

choice does not matter much.

7. My vocabulary knowledge is insufficient to articulate my ideas and

3.05 Neutral 16
argue on any topic.

8. I am not aware of some grammatical categories, such as complex

3.29 Neutral 11
sentences and tenses.

9. I have a hard time understanding proper sentence construction, such as

which one to put first in a sentence. I am confused because there are so 3.12 Neutral 15

many rules.

10. I am not interested in the English subject and the grammatical rules,

so, until now, I still have difficulty constructing a sentence and have a 4.09 Disagree 1

hard time starting a conversation.

11. I cannot use uncommon words in my speech or recitations because I

3.50 Disagree 8.5
lack vocabulary knowledge.

12. I was not able to give importance to my English class before, which
3.67 Disagree 6.5
is why I cannot create good sentences when communicating.

13. I am afraid of making mistakes while speaking. 2.09 Agree 18

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14. I am unmotivated to communicate because I am not sure whether my

3.14 Neutral 14
sentence construction is grammatical or not.

15. I am having a hard time constructing messages correctly because I

3.74 Disagree 3.5
lack the interest to learn how to do so.

16. I cannot speak in natural contexts using appropriate phrases, pause,

breath, and sentences because I am not motivated with the language 3.79 Disagree 2

used.

17. I have this thought that every sentence I make is incorrect. 3.22 Neutral 12.5

18. I cannot construct a message due to lack of self-confidence. 3.40 Neutral 10

Composite Mean 3.37 Neutral

It can be inferred from table 5 that the students disagreed with the statement that

their interest in the English subject and the grammatical rules, affect the difficulty they

experience in constructing a sentence and starting a conversation. This got the highest

weighted mean of 4.09. This signifies that the students’ interest in the English subject

does not affect how they construct a sentence and start a conversation. For them, English

is a universal language that is why they still attempt to talk in English despite their

uncertainty and lack of confidence to use it in a a daily conversation. Still, they make an

effort, reading English literature books to broaden their vocabulary. The ability to

construct effective sentences and engage in meaningful conversations is a fundamental

aspect of language proficiency. While students' interest in the English subject is valuable,
 71

it does not directly influence their ability to construct sentences and initiate

conversations.

According to the study conducted by Getie (2020), learners were both

instrumentally and integratively motivated since most responses indicated that they

wanted to learn English to secure good jobs, to pass the National Examinations

(instrumental), to live abroad and to have a good profession in English (integrative). In

addition, students have positive attitudes towards learning the English language; they

know the status and importance of English, and they are interested in learning school

subjects in the English language.

It was followed by a weighted mean of 3.9, indicating that the students disagreed

that they cannot speak in natural contexts using appropriate phrases, pauses, breaths, and

sentences because they are not motivated by the language used. It indicates that the

students are conscious and meticulous, motivation in language use is not a problem when

speaking in a natural setting with suitable words, pauses, breaths, and sentences; rather,

their lack of confidence and fear of being judged are the problems. These emotional

barriers can hinder their ability to express themselves freely and with confidence, even

though they possess the necessary language skills.

The findings of the study was supported by Juhana (2012) found that

psychological factors such as fear of making mistakes, shyness, anxiety, lack of

confidence and lack of motivation hinder students from speaking inEnglish 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

 72

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.

Moreover, the students disagreed that most of the lecturers are native speakers, so

this does not encourage students to speak in English, and students are having a hard time

constructing messages correctly because they lack the interest to learn how to do so got a

weighted mean of 3.74. It signifies that whether or not their lecturers are native speaker,

its has a little bearing on their ability to study. They desire to learn and discover on their

own as a learner. Students actively engage in learning, take initiative to practice and

explore the language independently, and show a genuine interest in improving their skills,

that maked significant progress regardless of their teachers' background. Since, they

make an attempt and take the initiative to learn and grow, they are generally unaffected

by grammatical issues.

It was supported by the study of Mousena and Sidiropoulou (2017), learners can

develop themselves in various educational settings and language capabilities highlighted

as a fully developed learning motivation. Also, students can identify how they learn to

recognize diction that is applied through written or oral comprehension. English language

competencies and capabilities are enhanced, and the students can develop themselves

through skills improvement, such as the way they pronounce correctly and apply

grammar in different genres.

Other than that, it can be gleaned from the table that students’ vocabulary

knowledge is insufficient to articulate their ideas and argue on any topic, got a weighted

mean of 3.05 and were verbally interpreted as neutral. It means that the results revealed
 73

that the respondents are somewhat experiencing grammatical difficulties in oral

communication. For them, learning is constant and their vocabulary knowledge is far

more sufficient to argue in any given topic. Yet, sometimes they feel that it can be

insufficient in some situations because even with extensive vocabulary knowledge, there

may be situations where one's linguistic abilities feel insufficient. Example, in high-

pressure situations, such as debates or public speaking engagements, individuals may

experience cognitive load or performance anxiety, which can hinder their ability to access

their vocabulary knowledge effectively.

According to the study of Afzal (2019), proficiency in English language depends

on the knowledge of its vocabulary possessed by the second and foreign language

learners and even the native speakers. Though developing the vocabulary is vital, it

poses several problems, especially to non-native students of English. Students with a

low vocabulary knowledge show weak academic performance in different courses related

to the language skills, linguistics, literature, and translation at the university level of

education. In addition, according to study of Said & Weda (2018), the results indicated

that there was a significant correlation between English language learning anxiety and

students’ oral communication among students. The result of their study is stated that

students who have high level anxiety achieve low academic performance in language

learning.

It was followed by the students who improvise or overcompensate words when

they speak because they hear their friends do so frequently have a weighted mean of 2.79,

verbally interpreted as neutral. It means that some students do not improvise and

overcompensate words just because they often hear it with their friends, thus, the students
 74

are not easily influenced by their friends. They use words based on how accurate it is to

the communication flow, thus they can avoid misconceptions and misinterpretations.

Language plays a crucial role in expressing ideas, and students often strive to articulate

their thoughts clearly and concisely. They consider factors such as the audience, the

purpose of their communication, and the subject matter.

According to the study of Dang (2019), language learning is a dynamic process in

which learners must construct their own understandings and interpretations through

active interactions with other fellow learners and environmental events. Peers play a

significant role in completing the learning tasks and/or assignments, and can bring

benefits to learners’ cognitive, emotional, and socializing growth.

Lastly, students agreed that they are afraid of making mistakes while speaking

got the lowest weighted mean of 2.09. It indicates that somehow they are afraid of

making mistakes when speaking. They are afraid to be criticized by others with the use

and choice of the words, that is why they find it also difficult to communicate often.

Students worry that their sentences will contain grammatical mistakes, which can make

them feel embarrassed or incompetent. This fear of making mistakes can lead to a lack of

motivation to engage in oral communication.

This was supported by the study of Leong (2017), which shows that learners with

low self-esteem, high anxiety, and low motivation have serious difficulties with their

speaking skills, in spite of having acceptable linguistic skills. The paper showed that

students who have higher motivation and lower anxiety can speak easily and effectively.

Thus, students should have a friendly and cooperative environment that can help them

overcome their difficulties in oral performance.

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In general, the factors influencing students’ grammatical difficulties in oral

communication in terms of syntax got a composite mean of 3.37 with a verbal

interpretation of neutral. It means that some students are experiencing grammatical

difficulties in terms of syntax while others do not.

2.2 Phonology. Table 6 shows the factors influencing students’ grammatical

difficulties in oral communication in terms of phonology.

Table 6
Factors Influencing Students’ Grammatical Difficulties in
Oral Communication in Terms of Phonology

Weighted Verbal
Statement Mean Interpretation Rank

1. I cannot deliver a message well when I am confused about my

grammar because I grew up in an environment where grammar is not 3.14 Neutral 11
given importance.
2. When speaking to my classmate, I use appropriate pronunciation of
words because I am anxious that my classmate may judge me by the way 2.05 Agree 18
I speak.
3. I just utter words without thinking about whether I pronounce them
3.47 Neutral 9.5
correctly because I am using a Batangueño accent.
4. I do not practice speaking when I am at home and it affects my
3.64 Disagree 6.5
communication with others.
5. I talk a lot, even if the way I converse is ungrammatical.
2.98 Neutral 13
 76

6. I am having difficulty speaking because I am aware that my grammar

3.09 Neutral 12
is poor, which is influenced by the environment I am in.
7. I got conscious every time I spoke because my classmates always
3.47 Neutral 9.5
laughed at my accent when I was answering in a recitation.
8. I am not aware of using pronunciation features such as word stress
3.97 Disagree 3
because it was not taught to me before.
9. I have difficulty pronouncing words, particularly foreign ones, so I
3.76 Disagree 4
simply remain silent.
10. The time given to teaching speaking skills is not enough; that is why
3.64 Disagree 6.5
I cannot construct messages well when communicating.
11. I preferred writing more than speaking, so sometimes I was not able
to practice the correct pronunciation, whether the word was used 2.57 Neutral 16
correctly or not.
12. I am used to using Tagalog words because that was the medium of
2.69 Neutral 15
instruction when I was in senior high school.
13. I am not confident in speaking in front of a large audience because I
2.86 Neutral 14
have stage fright.
14. I have a fear of speaking in oral recitations because I am afraid of
2.55 Neutral 17
making mistakes.
15. I am having trouble identifying rhyme patterns because I do not wish
3.57 Disagree 8
to spend too much time learning them.
16. I have difficulties pronouncing certain words because of my regional
3.66 Disagree 5
accent.
17. I am having a hard time pronouncing words correctly because I
4.14 Disagree 1
dislike learning how to do so.
18. I am uninterested in communicating because my accent may not be
4.02 Disagree 2
accepted by everyone.
Composite Mean 3.29 Neutral

The table 6 shows that the students disagreed that they are having a hard time

pronouncing words correctly because they dislike learning how to do so got the highest

weighted mean of 4.14. This signifies that the interest of the students to learn the

pronunciation of words does not affect the difficulty they experience in pronunciation.

While student interest and motivation can facilitate language learning in general, they do

not directly address the specific challenges associated with pronunciation. Research has

indicated that even highly motivated learners may struggle with the intricacies of

pronunciation, suggesting that interest alone does not significantly alleviate difficulties.

However, it can also be observed that students who are interested in learning the

pronunciation of words are more likely to actively participate in pronunciation exercises,

seek clarification when they encounter difficulties, and practice regularly. This level of
 77

engagement can lead to improved awareness of phonetic patterns, better control of

articulatory muscles, and increased exposure to accurate pronunciation models.

This was supported by the study of Thomson and Derwing (2015) that examined

the impact of pronunciation instruction on improving pronunciation skills. It suggests that

effective instruction, including targeted exercises, explicit instruction, and feedback, is

essential for pronunciation development. While student interest may enhance

engagement, it does not substitute the need for systematic instruction tailored to address

specific pronunciation difficulties.

Next, the students disagreed that they are uninterested in communicating because

their accent may not be accepted by everyone with the weighted mean of 4.02. This

signifies that their accent does not greatly affect their interest and willingness to

communicate with others. Accents do not significantly affect an individual's interest in

communicating with others. Rather than being a hindrance, an accent can be viewed as a

personal expression and a gateway to cultural understanding. Genuine interest in

communication is driven by shared interests, the desire for meaningful exchanges, open-

mindedness, and a curiosity to learn from diverse perspectives. By focusing on content,

shared experiences, and fostering cultural understanding, individuals can unleash their

interest in cross-cultural communication, recognizing that accent plays a minimal role in

forming meaningful connections.

This was supported by the study of Muñoz (2012) and Kang and Moran (2017) as

they have explored the relationship between accent and motivation. Muñoz's research on

second language learners revealed that individuals' motivation to communicate is

influenced by various factors, such as social integration and personal goals. Accent was
 78

found to have a limited impact on motivation, indicating that individuals' interest in

communicating is not greatly affected by their accent. Similarly, Kang and Moran's study

on international students indicated that accent did not significantly influence their

motivation to engage in communication with native speakers.

The third highest is the statement that states that students are not aware of using

pronunciation features such as word stress because it was not taught to them before

everyone got the weighted mean of 3.97 and verbally interpreted as disagreeing. This

signifies that limited learning opportunities in school do not affect their awareness of

pronunciation features such as word stress. Despite encountering limitations in their

learning environments, individuals can still develop an awareness of word stress through

various means. Even with limited learning opportunities, individuals can develop an

awareness of word stress by observing and imitating native speakers in their social and

professional environments. They can adjust their pronunciation based on the context they

find themselves in, gradually developing sensitivity to word stress patterns. Other than

that, individuals with limited learning opportunities can take an active role in their own

learning journey. With the availability of online resources, pronunciation guides, and

interactive learning platforms, they can access self-directed learning materials to improve

their awareness of word stress. These resources provide audio examples, exercises, and

explanations that enable individuals to practice and refine their understanding of word

stress patterns.

This was supported by the study of Hayes-Harb and Watzinger-Tharp (2012) as it

highlights the importance of exposure to authentic language input in developing

pronunciation awareness. Even in limited learning environments, exposure to native

 79

speakers, audio materials, or media resources allows individuals to familiarize themselves

with the natural rhythm and stress patterns of the target language, enhancing their

awareness of word stress.

Additionally, the students agreed that when they speak to their classmate, they use

appropriate pronunciation of words because they are anxious that their classmate may

judge them by the way they speak. This behavior had the lowest weighted mean of 2.05.

It can be gleaned that anxiousness and judgment from their classmates affect the

students’ ability to speak and pronounce the words appropriately. Anxiousness and

judgment from classmates can ignite a sense of motivation and determination within

students. The fear of being judged can push students to practice more, seek guidance, and

work diligently to improve their pronunciation. This heightened motivation fosters a

proactive approach to learning and encourages students to invest effort in mastering their

spoken language skills. It can also create a heightened self-awareness within students

regarding their pronunciation abilities. Students become more attuned to their own speech

patterns and errors, allowing them to identify areas for improvement. This self-awareness

provides a foundation for targeted practice and a commitment to refining their

pronunciation.

However, the fear of being judged by classmates can also significantly affect

students' spoken language skills in a negative way. When students are afraid of negative

evaluation, they may avoid speaking or hesitate to pronounce words appropriately. This

fear creates a stressful learning environment that inhibits students' willingness to practice

and develop their pronunciation skills.

 80

According to the study by MacIntyre and Mercer (2014), moderate levels of

anxiousness can increase motivation and self-reflection in language learning. Students

who experience a certain level of anxiety may be more motivated to improve their

speaking skills and engage in self-assessment. This self-reflection can lead to increased

efforts in practicing and refining pronunciation.

On the other hand, studies by Lazarus and Beinborn (2019) suggest that students

may avoid speaking up or experimenting with pronunciation for fear of being negatively

evaluated. This fear of judgment can hinder their progress in developing accurate

pronunciation skills.

In addition to that, it is also gathered from the result that students are in neutral

when it comes to having a fear of speaking in oral recitations because they are afraid of

making mistakes. This statement got a weighted mean of 2.55. Since this statement got in

between disagree and agree, the researchers interviewed the same respondents. They

stated that they experience situations that they felt fear in answering the teachers

questions because they are afraid that their answer might be wrong. This signifies that the

fear of speaking in oral recitations due to the fear of making mistakes is a common

challenge faced by students. The possibility of mispronunciations, grammar errors, or

forgetting lines creates anxiety and hinders their confidence in speaking. The fear of

negative evaluation and judgment from others also fuels the fear of making mistakes.

Students worry about being ridiculed or criticized for their errors, which further heightens

their anxiety. This fear of judgment prevents them from fully expressing themselves and

impacts their willingness to participate in oral recitations.

 81

According to the study of Horwitz et al. (2011), excessive fear of making

mistakes can lead to increased anxiety, resulting in decreased fluency, hesitations, and

difficulty expressing thoughts coherently during oral recitations.

Lastly, the statement students’ preferred writing more than speaking, so

sometimes they were not able to practice the correct pronunciation, whether the word was

used correctly or not got the weighted mean of 2.57 and verbally interpreted as neutral.

Since the result is neutral, the researchers interviewed the same respondents. They stated

that most of the time, they prefer writing than speaking, which results in them not

practicing the pronunciation of the words they are reading. They also added that they are

not fond of searching for a correct pronunciation of words because they think that what

they know is already the right one. This signifies that their many students naturally

gravitate towards writing as a preferred mode of communication. Writing allows for

careful consideration, editing, and revision, providing a sense of control and precision.

However, this preference may lead to limited practice in spoken language skills,

including pronunciation. Insufficient practice in spoken language skills can hinder

students' ability to develop correct pronunciation. Pronunciation involves aural skills,

muscle coordination, and fluency, which cannot be fully developed through writing

alone. The lack of practice in speaking may result in incorrect pronunciation and

difficulty in using words appropriately in spoken contexts.

According to the study by Kormos and Dénes (2017), without regular oral

practice, students may struggle to transfer their knowledge of written words to correct

pronunciation and appropriate usage in spoken contexts. This disparity can lead to

difficulties in effective communication and being understood by others.

 82

3. Significant differences between the students’ grammatical difficulties in oral

communication when grouped according to their profile variables.

3.1 Comparisons of the respondents’ responses in terms of age.

Table 7
Significant Differences Between Grammatical Difficulties in Oral Communication
and the Profile of Respondents in Terms of Age

Variables p-values Computed Decision on Ho Verbal

values Interpretation

Syntax .263 1.367 Failed to Reject Not Significant

Phonology .013 4.682 Reject Significant

The table 7 shows the significant differences between grammatical difficulties in

oral communication and the profile of respondents in terms of age. The table illustrates

that the syntax variable accepted the null hypothesis with computed p-values of .263 and

computed values of 1.367, which is more than the 0.05 level of significance. This

suggests that syntax was found not significant which does not affect the factors

influencing students’ grammatical difficulties in oral communication in terms of age. On

the other hand, the phonology variable with a p- values of .013 with the computed values

of 4.682, which is less than .05, as a result, the null hypothesis was rejected. It was found

that phonology affects the factors influencing the students’ grammatical difficulties in

oral communication in terms of age.

According to the study of Gawi (2012), he found out that age affects English as a

Foreign Language (EFL) learning because early exposure to language instructions

constantly results in better performance. It was shown that starting to learn English at an

earlier age is an important factor in enhancing the skills of English language factors. It

was supported by the study of Hu (2016), it was observed that young learners stand the
 83

superior stage to acquire second language than adults or adolescents. Although the older

learners seem to be faster and efficient learner in second language learning, young learner

can learn language better than adults or adolescent in some areas of language and achieve

good performance in the ultimate language learning.

3.2 Comparisons of the respondents’ responses in terms of sex.

Table 8
Significant Differences Between Grammatical Difficulties in Oral Communication
and the Profile of Respondents in Terms of Sex

Variables p-values Computed Decision on Ho Verbal

values Interpretation

Syntax .051 1.993 Failed to Reject Not Significant

Phonology .318 1.008 Failed to Reject Not Significant

The table 8 shows the syntax and phonology variables with p- values of .051

and .318 separately, with the computed values of 1.993 and 1.008, which is more than the

0.05 level of significance. Therefore, the null hypothesis is accepted, and we can

conclude that sex makes no significant difference in the factors influencing the students’

grammatical difficulties in oral communication.

In contrast with the result of the study, according to the study of Mahmud (2010),

the influence of sex differences in communication was revealed in the field of grammar

teaching. Additionally, in the classroom setting, sex differences show different learning

participation in which male students tend to dominate in interacting in certain classes,

while female students participate more in supporting learning. It explores students’

learning styles as affected by the notions about men’s and women’s differences in
 84

communication. In addition, according to the study of Akhter (2014), it is clear that male

and female languages are quite different. This difference occurs mostly in vocabulary

use, voice and tone, syntactic structure and style of using language.

3.3 Comparisons of the respondents’ responses in terms of section.

Table 9
Significant Differences Between Grammatical Difficulties in Oral Communication
and the Profile of Respondents in Terms of Section

Variables p-values Computed Decision on Ho Verbal

values Interpretation

Syntax .590 2.882 Failed to Reject Not Significant

Phonology .942 2.401 Failed to Reject Not Significant

The table 9 presented the significant differences between grammatical difficulties

in oral communication and the profile of respondents in terms of section. It shows the p-

values of syntax variable which is .590 and phonology variable which is .942. Separately,

they had computed values of 2.882 and 2.401. Therefore, the null hypothesis is accepted

because the p-values is more than 0.05 level of significance. To summarize, there is no

significant difference between the two sections in the factors affecting the students’

grammatical difficulties in oral communication.

According to Shiu (2011), it is assumed that grammatical difficulty is, to some

extent, associated with individual differences in language aptitude. This is based on the

view that learners with a stronger ability to learn languages may be better equipped to

deal with grammatical difficulty in the L2 than learners with weaker aptitude. It means

that individual differences play a significant role in a student's abilities. Just because a
 85

child is in the "star section" doesn't mean they won't experience grammatical difficulties.

Similarly, being in a lower section doesn't mean a child can't excel in using the English

language.

4. Educational Website entitled “GramMind” to address the grammatical

difficulties in oral communication of the students.

Based on the results, the researchers came up with an idea of continuous learning

and addressing the factors influencing the grammatical difficulties in oral communication

of the students. The researchers created an educational website entitled “GramMind”

which is very timely and accessible for everyone. The “GramMind” website featured

multiple information, and exercises in addition to videos that offer applications that can

greatly aid learners in developing a deeper understanding of the English language,

particularly grammar. Additionally, it offers tips on how to use the language more

effectively and stresses the value of doing so in order to learn more. The researchers

believed that with the use of educational website, the factors why most of the students

experience difficulties in grammar will be addressed. With the use of this theory,

educational website was made and will be introduced to the teachers to help them lessen

the influence of the factors of why the students who stepped up in college are not yet

grammatically competent even though they have spent most of their years studying

subjects with English language especially in oral communication.

An educational website can be an excellent output of a study because it can

provide a practical and useful tool for disseminating the findings of the research to a

wider audience. Here are some reasons why an educational website is essential and

relevant as an output of a study:

 86

Accessibility: An educational website can make the findings of a study accessible

to a broader audience beyond the academic community. This means that the knowledge

generated from the research can reach more people who can benefit from it, including

policymakers, practitioners, and the general public.

User-friendly: An educational website can present the findings of a thesis study in

a user-friendly and engaging way, making it easier for people to understand and apply the

research findings to their work or daily lives.

Interactivity: An educational website can provide opportunities for interactive

engagement with the research findings. For example, the website can include multimedia

such as videos, infographics, and interactive tools to help users explore the research

findings in a more engaging and interactive way.

Sustainability: An educational website can have a long-lasting impact and can

continue to disseminate the findings of a research study even after the completion of the

research project. This means that the knowledge generated from the research can have a

more significant impact on society over the long term.

Additionally, websites that provide grammar explanations and examples can help

learners understand grammar rules better. According to a study published in the Journal

of Language Teaching and Research, students who used an online grammar resource that

provided explanations and examples showed significant improvement in their grammar

knowledge. Websites that use gamification techniques can increase learners' engagement

and motivation to learn grammar. A study published in the International Journal of

Emerging Technologies in Learning found that students who used a grammar learning
 87

game showed higher levels of motivation and engagement compared to those who used

traditional grammar instruction methods.

In conclusion, websites can be an effective tool for learning grammar, especially

when they provide interactive exercises, grammar explanations and examples,

gamification techniques, and personalized feedback. However, it is important to note that

websites should not be the only tool for learning grammar, as learners also need to

practice using grammar in context through reading and writing activities. (See the QR

code below for the output)

Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATION

 88

This chapter presents the summary, conclusions, and recommendations of the

study.

Summary

The purpose of this study was to determine the factors influencing the students’

grammatical difficulties in oral communication of the first-year students of Bachelor of

Secondary Education Major in English. Specifically, this sought answers to the following

questions: (1) What is the profile of the respondents in terms of age, sex, and section? (2)

What are the factors influencing students’ grammatical difficulties in oral communication

in terms of syntax and phonology? (3) Is there any significant differences between the

students’ grammatical difficulties in oral communication when grouped according to their

profile variables? (4) What educational website may be developed to address the

grammatical difficulties in oral communication of the students?

The researchers made use of the descriptive quantitative method of research. A

survey questionnaire was the instrument used for gathering the needed information and

data. The respondents of the study were selected from the 58 students from the first-year

students of the Bachelor of Secondary Education Major in English of the College of

Teacher Education at Batangas State University Jose B. Zuno - Rosario Campus. The

data gathered from the study were analyzed and interpreted using the following statistical

treatments: frequency, percentage, weighted mean, t-test, as well as the one-way

ANOVA.

After the results were tabulated, statistically treated, analyzed, and interpreted, the

following findings emerged:

 89

1. Profile of the Respondents in Terms of Age, Sex, and Section.

1.1 Age. The researchers found out that out of the fifty-eight (58) selected first-year

students of the Bachelor of Secondary Education Major in English of Batangas State

University Jose B. Zuno - Rosario Campus, most of the respondents are 18 and 19 years

old, with a frequency of 28 and a percentage of 48.3.

1.2 Sex. With a frequency of 51 and a percentage of 87.9, most of the selected first-

year students of the Bachelor of Secondary Education Major in English were female.

1.3 Section. Using the Raosoft calculator, the majority of the respondents were from

the Bachelor of Secondary Education Major in English 1201, with a frequency of 32 and

a percentage of 55.2.

2. Factors Influencing Students’ Grammatical Difficulties in Oral Communication

in Terms of Syntax and Phonology.

2.1 Syntax.

The findings found that the factors influencing students’ grammatical difficulties

in oral communication in terms of syntax had a composite mean of 3.37 and a verbal

interpretation of neutral. It can be inferred from the table that students who are not

interested in the English subject and its grammatical rules have difficulty constructing

sentences and have a hard time starting a conversation got the highest weighted mean of

4.09 and verbally interpreted as disagree.

2.2 Phonology.

The findings found that factors influencing students’ grammatical difficulties in

oral communication in terms of phonology had a composite mean of 3.29 and a verbal
 90

interpretation of neutral. It can be seen from the table that students are having a hard time

pronouncing words correctly because they dislike learning how to do so got the highest

weighted mean of 4.14 and was verbally interpreted as disagree.

It can be gleaned from the findings that the accents of the students have little

effect on their desire to communicate and pronounce English words accurately.

3. The Significant Difference Between Grammatical Difficulties in Oral

Communication and the Profile of Respondents.

In terms of syntax, the age, sex, and section of the respondents do not have any

significant difference in the factors influencing students’ grammatical difficulties in oral

communication. However, researchers find that in terms of phonology the age of the

respondents has significant differences in the factors influencing students’ grammatical

difficulties and the sex and section do not have.

4. Educational website developed to address the grammatical difficulties in oral

communication of the students.

As shown by the results, a proposed educational website entitled “GramMind”

that the researchers made will enhance the communication skills of the students in terms

of syntax and phonology. The educational website contains information and lessons to

address the grammatical difficulties that the students might encounter in their everyday

lives.
 91

Conclusion

Based on the findings of the study, the following conclusion were drawn:

1. Majority of the respondents were female, from the age group of 18 years old

and 19 years old, and mostly were from BSED-English 1201.

2. The factors influencing students’ grammatical difficulties in oral

communication in terms of syntax and phonology were verbally interpreted as neutral.

3. There are no significant differences between grammatical difficulties in oral

communication when grouped according to sex and section. Whereas, there is significant

difference between grammatical difficulties in oral communication when grouped

according to age, specifically in terms of phonology.

4. The proposed output was a website entitled "GramMind", particularly a

learning website which will influence the readers to be encouraged to use English

language. It contains information that can help students and even teachers lessen the

grammatical difficulties in oral communication that they might encounter. The website

also contains proposed learnings on how to cope with the factors of grammatical

difficulties: a growing environment, limited learning opportunities, and individual

differences.
 92

Recommendations

From the findings and conclusions of the research study, the following

recommendations are presented:

1. The proposed educational website entitled “GramMind” can be browsed by

everyone, especially learners who experience grammatical difficulties. It may help the

learners to cope up with the difficulties they are experiencing.

2. Implement the website entitled “GramMind” through the help of the English

Club: Circle of English Language and Literature Students (CELLS) of the University.

3. Address the learners’ grammatical difficulties specifically growing

environment, limited learning opportunities, and individual differences with the help of

the proposed educational website.

4. Future researchers may give more emphasis to develop the research study, or

something that would be a comparison to this research. They may likewise use this study

as their reference to be cited on their would-be research study.

 93

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