AN ANALYSIS ON THE SPEAKING DIFFICULTIES AND

STRATEGIES USED BY BSED STUDENTS AS ENGLISH

LEARNER

CHAPTER 1
INTRODUCTION

BACKGROUND OF THE STUDY

Speaking is the first way to do the interaction and communication. The people express
their ideas and communicate what they want orally. Harmer (2007) states that speaking is the
ability to speak fluently and presupposes not only knowledge of language features, but also the
ability to process the information and language. And according to Bahrani and Soltani (2012) as
a real communication, speaking allows the interlocutor to accomplish a task, such as conveying a
message, obtaining the information, or expressing an opinion.
English has long since emerged and been recognized and established worldwide not only
as the most common language but also as the most important one. It plays a significant role in
the academic and professional lives of individuals (Al-Tamimi & [Link], 2008] and serves as
the lingua franca of international business sectors driving economic growth and international
development [[Link] & [Link], 2016], directly and indirectly, affecting operations and
transactions. Thus, Students who can speak the language fluently are at a significant advantage in
both their academic and professional lives and the English language impacts both a country’s
economy and its educational system. Perhaps it is undeniable that English is important as global
language. Nevertheless, when English proficiency was assessed among Filipino students, it was
found to be still at a low level. Kavin Hetrakul said that they use English more frequent only
inside the class and less frequent outside the class. Whereas, students’ have limited time to learn
English in class, and they still do not have enough encouragement to practice English outside the
class in order to get familiar with English.
Worldwide, researchers such as Dewi (2015); Mukminin, Ali, & Ashari (2015); and
Jackson & Stockwell (1996) all agree that English is used everywhere among different cultures,
ethnicities, and social backgrounds. Acquiring a language requires the mastery of four main
skills: listening, speaking, reading, and writing. Researchers such as Ur (1996); Leong &
Ahmadi (2017); and Shteiwi & Hamuda (2016) declared that among the four English skills,
speaking is considered the most effective and significant skill. Al- Hosni (2014); and Al-Jamal &
Al-Jamal (2014) have discussed why EFL learners have such difficulties speaking English. Their
studies among Omani and Jordanian students showed problems in speaking, because students use
their mother tongue in the classroom, the time practicing speaking is limited, vocabulary is
lacking, and, there is low proficiency in oral performance. In addition, Gebhard (2000) states that
there are some problems in teaching students to speak English. Those problems are the students
won’t talk, the error treatment and any native speaker can teach conversation. On the other hand,
Juhana (2012) revealed that psychological factors that hinder students from speaking are fear of
making mistake, shyness, anxiety, lack confidence and lack of motivation. In the reality, anxiety
is the common problem experienced by most of students. Also Research studies have found that
students' difficulties in speaking English are mainly caused by a lack of exposure to the
language, lack of motivation, lack of confidence, and difficulty in understanding native speakers
(Gass & Selinker, 2008; MacIntyre, Clément, Dörnyei, & Noels, 1998).
On the other hand, Strategy is an important aspect in teaching and learning process. In
teaching and learning process strategy is an activity that should be done both teacher and learner
in order to get learning activity become effective and efficient. Of course, the teacher who has
first obligation for designing strategy and it followed the students in learning activities.
According to Silver, et al (2007: 1) “The goal of teaching is to weave together a conversation
that unites these disparate individuals around a common core of learning. Strategies are the
different types or styles of plans teachers and learners use to achieve this goal”. So the strategy
the teacher should able to choose appropriate strategy in teaching speaking for the students.
Strategy can solve the students’ difficulties when they try to express themselves in Speaking
English. Because the students usually find some problems in speaking activities. Then, the
students will frustrate in learning a foreign language, because they do not understand how to
make it easy. The students’ problems in speaking activities are, they have no motivation to
express themselves in speaking activities, they have low participation in doing speaking
activities, and they have mother tongue in classroom, (Ur, 1996: 121). So, the teacher and
students should able to choose an appropriate strategy in order to make them understand about
the content and the teacher should guide the students to express their ideas in speaking activities
at the classroom.
Whilst English is taught initially in elementary school, this does not guarantee that
students who continue their education at a university level will understand the language,
particularly when it comes to conversing in English. When speaking English, one must consider
a great deal of information, including vocabulary, grammar, pronunciation, fluidity, and
understanding (Sha’Ar & Boonsuk, 2021). Students may have trouble expressing their thoughts
owing to the lack of vocabulary they possess or due to their inability to speak and comprehend
English fluently, if even one of the elements is not mastered. Students need to be capable of
speak English fairly well to have conversations and communicate with one another since
speaking is an interactive activity that creates meaning via the production, reception, and
processing of information (Sayuri, 2016).
In the case of the Philippines, English is classified as a secondary language (Kirkpatrick
& Deterding, 2011), primarily used for official partaking in administration, law, business,
education, media, etc. It is also recognized as one of the two official languages of the country, the
other of which is Filipino. This status of English in the Philippines as a secondary language
corresponds to the Outer Circle classification in Kachru’s Circles of English model (Schneider,
2011). It was explained that most countries in the Outer Circle, like the Philippines, were former
English or American colonies that, through time, institutionalized their use of the English
language. Schneider, however, cited several critiques of Kachru’s model, which all point to the
argument that looking at the sociolinguistic situation of these countries, in reality, there is no
definite set of features or standards that could sharply demarcate the circles from one another.
English is also the nonexclusive language of science and technology [DepEd, 1987], which aims
for the competence of learners in both Filipino and English at the national level. Teaching
English as the medium of instruction is a crucial component of the Philippine school system. The
proliferation of its usage is so extensive that it is ingrained in almost every aspect of
communication. In fact, one of the country’s identified strengths, which helped drive its economy
and made the country the top provider of voice outsourcing, is the English proficiency of
Filipinos [[Link] & [Link], 2013].
However, although the Philippines is still one of the preferred countries for foreign learners of
English due to the affordability and quality of its English as Second Language Programs being
offered, there is a worrying trend of decreasing English competence of teachers and learners. The
English proficiency of the Filipino workforce has declined [EF English, 2016], which might be
attributed to Filipino graduates having only English proficiency at the basic working proficiency
level.
In this regard, the purpose of this research are: a.) to describe the students' difficulties in
speaking. It also aims b.) To find out the main factors that contribute to the existence of these
difficulties and c.) To describe the strategies used by the students in overcoming difficulties in
speaking at Kalinga State University. The results of this study can help the Department of
Education, the students, the teachers, the curriculum designers, and the designers of assessment
tools to understand the reasons why education students find it difficult to speak in English, and
consequently, their plans for change and improvement of the students’ speaking skill can produce
more effective results when these factors are considered.

STATEMENT OF THE PROBLEM

This study aims to determine the English speaking difficulty among Secondary Education
students, specifically the second year and third year English students in Kalinga State University
Campus located at Bulanao, Tabuk City Province of Kalinga with the present curriculum K-12
during the school year of 2022-2023. This study sought to answer questions:
1. To determine the difficulties encountered by student in speaking English along the moderator
variables of age, sex and year level.
1.1. To find if there are significant differences in the difficulties encountered by the
students in speaking English along moderator variables of age, sex and year level.
 1.2. There are no significant differences in the difficulties encountered by the students in
speaking English along moderator variables of age, sex and year level.

2. To determine the strategies used by students in overcoming their difficulties in speaking

English.

1.4. THEORETICAL FRAMEWORK

Speaking English is fundamental to humans and speaking English is considered to be the

most important language skill and required for communicating in terms of globally competitive.
Success is measured in terms of the ability to carry out a conversation in the (target)
language (Nunan, 1991). Therefore if students do not learn how to speak English properly and
don’t have enough practice in speaking, they may soon get de- motivated and lose interest
learning.
English language as assumed is a vital significance. Hornby (1995: 37) states that through
speaking language learners will be judged upon most in real life situation. Because many
Filipinos in the Philippines are grammar Nazis, many of the students are scared of speaking out
because if their grammars are wrong they are being discriminated. This is one of the reason of
lack of skills in speaking.
According to Tatham and Morton (2006: 273) many people report that they can
understand a language but they cannot speak it.

Fuziati (2010: 15) points out that “mastering the art of speaking is the single most
important aspect of learning a second or foreign language.” It has been observed that learners do
not get any chance either in the classroom or outside to speak English. There is also lack of
exposure to authentic English language environments that allow them to use English for
communication and expression. Learning to speak also demands a lot of practice and attention.
They often stammer when speaking English. Furthermore, learners are not exposed to the culture
of the native English speaks. As a result second language learners among Education students in
Kalinga State University – Bulanao Campus are having an English speaking difficulty.
CONCEPTUAL FRAMEWORK

The conceptual framework for the research topic AN ANALYSIS ON THE SPEAKING DIFFICULTIES AND
STRATEGIES USED BY BSED STUDENTS AS ENGLISH LEARNER" can be represented as follows.

Literature Review
1.5. SCOPE AND DELIMITATION

Among the language skills such as: reading, writing, listening, and speaking, the writer only
works on speaking, especially students’ strategies in overcoming English speaking problems. The
writer wants to investigate the strategies used by the students’ in overcoming speaking
problems. The students who become the population are the second and third year BSED English
major students’ in College of Education at Kalinga State University. They are chosen because
they have taken English as their major and taken their speech and theater arts subject wherein
it is vital for them to be proficient in speaking the language, and they are considered to have
some problems in speaking.

1.6. DEFINITION OF TERMS

To avoid misunderstanding of the key terms used in this study; they are defined as
follows:
1. Difficulties. This refers to the struggles or problems that was faced by the students.

2. Investigate. This refers to the observation or study done by the researcher in order to
gain information and answer.

3. Language skills. This refers to the excellent command or highly proficient in spoken and
written English.

4. Overcome. This refers to get the better of in competition, struggle (The New Thesaurus;
2002). In this study, overcome is considered as an effort of the students to make
speaking skill better.

5. Pronunciation. This refers to how we make the sound of words; how words are
pronounced.

6. Problem. This refers to something that is difficult to deal with or understand.

 7. Speaking. This refers to an interactive process of constructing meaning that involves
producing, receiving, and processing information (Brown; 1994). In this study, speaking
is the way of how students deliver and share their ideas or thoughts.

8. Speaking problem. This refers to something difficult in an interactive process of

constructing meaning that involves producing, receiving, and processing information
(Brown; 1994 and Oxford Dictionary; 1995). In this study, speaking problem are the
struggles face by the students when delivering and sharing their thoughts and ideas.

9. Students’ strategies. This refers to the method and activities that will be used by
students to attain the goals (Richards; 2001). In this study, students’ strategies are the
ways or technique use by students in overcoming difficulties in speaking.

10. Vocabulary. This refers to the body of words used in particular language.

SINIFICANCE OF THE STUDY

This study may prove to be useful to the following groups or individuals:

School Administrators. The result of this study may enlighten them to formulate a functional
organization or program and thus attain the objectives on English speaking skills.
Teachers. This may give insights to plan and develop a better approach, techniques or skills and
aids for learning speaking skills.
Students. The result of this study will enrich and improve their idea to the learning prior
knowledge.
Other Researchers. The result of this study will provide additional knowledge and information
about the difficulties on speaking English.
 CHAPTER 3

Literature Review

Speaking
Speaking is the most important and necessary of the four linguistic abilities (which are
reading, listening, writing, and speaking). It is the ability that is most directly related to one's
ability to communicate effectively (Alzamil, 2021). Students who wish to become fluent in
English should put in the effort to develop their speaking skills so that they can engage in
conversation effectively with other students who are also learning English or even with native
speakers. Speaking has a significant impact on the relationships between individuals. Thus, the
capacity to communicate in English is a vital skill that students need to acquire to measure their
competence when learning the language.
Speaking Difficulties
Lukitasari Nunik (2008) reveals on his research “Students’ Strategies in Overcoming
Speaking Problems” that the students had problems with their speaking ability, particularly in
term of inhibition, nothing to say, low or uneven participation, and mother tongue used. It was
because they did not master the three primary elements of speaking namely, vocabulary,
grammar, and pronunciation. As a result, many students’ speaking ability was not really good.
Moreover, Wahdaniyat (2015) finds out in her research “Students’ Strategies in Overcoming
Their Anxiety in Speaking English at SMA Muhammadiyah, “that students’ reasons of speaking
anxiety are lack of preparation, lack of vocabulary and the attention from the classmate. And
students try to apply five strategies to overcome their anxiety in speaking English, namely
preparation strategy, relaxation strategy, positive thinking strategy, peer seeking strategy,
resignation strategy, and nonverbal communication.
Also on the research entitled “Effects of Difficulties in Speaking English on Academic
Performances of grade 12 HUMSS Strand Students at Best link College of the Philippines”
(Warren Ryo Pena, Rhea Palcon, et al.) The result of the study was based on the assessment
made by Grade 12 Humanities and Social Sciences Strand students about the effects of
difficulties in speaking English on their academic performances. Based on findings, students
have difficulties in vocabulary, which affects their class participation.
Sari Darmaida ( 2017 ) in his research “Speaking Anxiety As A Factor In Studying EFL “ talks
about communication apprehension factors lead to 71% of students’ speaking anxiety followed
by fear of negative evaluations, 53%; then test anxiety, 48%, and the lowest was 39% for anxiety
about English classes. English teachers are expected to be able to understand the character of
each of their students in the classroom, because the anxiety level for each student can be
different, one from the other.
Lenis Aislinn, Chua Separa, et al. (2020) in their research “Situational Speaking Difficulties of
English as Second Language Learners in the Philippines” findings reveals that emerging
difficulties in English speaking not only involve lack of linguistic competence but also encompass
psycho-social fears of speaking across different communication tasks. A proposed model for the
context-based speaking difficulty includes (1) prowess in speaking; (2) pressure by time; (3)
political power and control; and (4) people as of press.
Strategies in speaking English
Students always have their own strategies of their choice in the process of learning a
foreign language so that they may become proficient in that language. Lukitasari Nunik (2008)
“Students’ Strategies in Overcoming Speaking Problems”, the result of this study revealed the
strategies used by students to cope with the problems. The problem of inhibition was solved by
increasing their English by speaking English out of class with their friends. When the students
had nothing to say, they were drilled to be more active and confident in speaking in class and
tried to understand about the difficult topic. The problem of low or uneven participation was
solved by preparing the material at home. The problem of mother tongue used was solved by
practicing their English not only on English Day but they usually spoke English with their friends’
every day. To cope with the problem related to speech act, they joined some English clubs in
campus and also practiced it every day by speaking with their friends. They also often listened
to native speaker conversation. To cope the problem related to pronunciation, they tried to
pronounce a new word every day and often asked and answered questions in class. To cope the
problem related to grammar, they studied hard about tenses in order to make their speaking
better. To cope the problem related to vocabulary, they memorized the vocabulary and often
used dictionary if they found new difficult word. In order to cope the problem related to oral
communication, they often listened to the western song and also watched western movies in
English as a language. They also tried to speak with native speaker.
In the study of “English language learning anxiety among foreign language learners in
the Philippines” Findings suggest that these type of learners used vocabulary strategy to
efficiently learn the English language and to cope with their English class anxiety. It has been
found that the employment of this strategy enables the learners to take charge of their own
learning as this serves as their basic aid to learn other macro skills in the target language.
(Rochelle Irene Lucas, Edna Mira Flores, et al., 2011).
Moreover, Triyadi (2017) on his research “Student’s Strategies in Overcoming Speaking
Difficulties at English Education Departments of Universitas Muhammadiyah Yogyakarta” the
strategies used by the EED of UMY students in overcoming their speaking problems were
practicing speaking English, taking notice to role model, watching English movies, joining an
English speaking club, communicating on phone using English, building confidence when
speaking English, using first language, using pause and filler, fidgeting, reading English texts,
improving self-awareness, participating English speaking in the classroom, listening to English
songs, using nonlinguistic signals, reading aloud, learning more deeply about grammar,
memorizing English words and repeating words. Eventually, those strategies could reduce the
students speaking problems.
Based on the previous research findings above, the researcher assume that there are
many factors which influences the students in speaking English difficulties namely the students
are shy to speak English, anxiety, lack of self-confidence and lack of preparation. Also, English
language practice factors, where the students do not apply to practice their English in the
classroom. Furthermore, the researcher assume that the most used strategy by the students in
overcoming their difficulties in speaking are practicing English by using the language daily and
participating English speaking in the classroom, listening and watching western movies and song
and memorizing new English words.

3. Methodology
3.1 Research Design
Regarding the aims of the research, a mixed method was applied in this research by combining a
qualitative and quantitative approach. This study was categorized as descriptive research since
the emphasis of this study was on the challenges that students have while speaking English and
the strategies that students take to overcome those challenges. The study that takes a
descriptive approach analyzes a phenomenon in its existing form, as it is at the moment. This
kind of research belongs to the primary studies category.

3.2 Participants of the Study

The participants in this research were 50 students from second and third year of the academic
year 2022-2023 in the secondary education course at Kalinga State University, Tabuk City,
Kalinga, Philippines. The reasons to choose these participants were based on their taken course
and subject which requires them to speak the English language.
The researchers did a survey questionnaire to gather qualitative and quantitative data as the
preliminary study to determine this topic, at which time several issues were identified as being
suitable for this study. This led to the selection of this topic.

3.3 Research Instruments and Data Gathering

The researchers in this study employed questionnaires and pen-and-paper personal interview
(PAPI) as instruments in data gathering procedures. Using a checklist questionnaire, the
researchers distributed a questionnaire form that was rated on a Likert scale and was designed
to collect quantitative information regarding students' challenges with speaking English.

In addition, the researchers conducted a pen-and-paper personal interview (PAPI). Based on the
results obtained from the questionnaire, the PAPI was conducted with students who responded
from 11 questions regarding their English-speaking difficulties and the strategies that the
students applied to overcome them. This instrument was used to get a more in-depth
understanding of the students' strategies for overcoming challenges in speaking English
(Creswell, 2012).

The researchers conducted an analysis of the data obtained from the questionnaire and the
pen-and-paper personal interview, which included data reduction, data presentation, and a
generating conclusion (Miles & Huberman, 1994). To be more specific, the quantitative data
obtained from the questionnaire was analyzed statistically using ANOVA Single factor and the
qualitative data gathered through pen-and-paper personal interview were scrutinized
thematically. The qualitative data were used to confirm the quantitative data obtained. The
themes which were similar were grouped into the issues raised in the research questions. By
sorting and grouping the data, the categories were identified (Ezzy, 2002). Finally, the data were
simplified and organized into specific concepts and themes and they were accordingly
interpreted.
 CHAPTER 4
Results and Discussion
This chapter discusses the results of the data gathered from the survey questionnaire.
Response Rate
The number of questionnaires administered to all the respondents was 50. A total
of 50 questionnaires were properly filled and returned. This represented an overall successful
response rate of 100%. According to Booker et al. (2021) there is no established threshold for
defining a high response rate but a rate of 80% or higher is considered excellent. High response
rate is an essential attribute of a quality research study for generating valid, reliable, and
generalizable results for survey and prospective observational studies.

Difficulties in Speaking of BSED students as English Learners

Linguistic Difficulties in Acquiring Speaking Abilities

The findings of the study showed a wide range of answers in relation to linguistic difficulty.
Table 3 presents the linguistic difficulties of the respondents.

Table 3: Linguistic difficulties

Linguistic Difficulty SD D U A SA
F F F F F
Aspects (%) (%) (%) (%) (%)
I had difficulty
acquiring and speaking
English language
3 6% 17 34% 13 26% 16 32% 1 2%
because of inadequate
variety of
vocabularies.
I had difficulty in
speaking English
because of inadequate 2 4% 20 40% 8 16% 18 36% 2 4%
grammatical
structure.
I had difficulty in
speaking English
because of inadequate 2 4% 20 40% 11 22% 16 32% 1 2%
pronunciation
acquisition.
I had difficulty in
0 0% 23 46% 14 28% 12 24% 1 2%
speaking English
because of inadequate
sentence structure and
order.

The findings of the survey questionnaire made it very clear that inadequacy of grammatical
structure is the primary factor contributing to the issue. It was shown that 18 respondents, or
36%, out of 50 participants, answered that they agreed that they do not speak English inside the
classroom, because of their grammatical inadequacy and mistakes such as using complex
sentences, and tenses. This can be considered as a major problem, which gets in the way when
speaking English, and 2 respondents (4%) answered that they strongly agree. There were 8
respondents (16 %) who selected neutral, 20 respondents (40%) who selected disagree, and 4 %
said strongly disagree. Throughout the results, KSU students relate their speaking problems to
grammar. Students do not differentiate between the types of sentences, which tense they need to
say. This problem has been found in other research findings such as Al- Hosni (2014); Keong et
al., (2015); Mahripah (2014); Şakiroğlu & Kaya, (2018); Shteiwi & Hamuda (2016). Moreover,
16 respondents (32%) agree that both inadequate vocabularies and pronunciation acquisition are
factors contributing to the issue while only 12 respondents (24%) agreed on the inadequacy of
sentence structure and order. As a result, it may imply that students' poor grammatical structure,
inadequate vocabularies, and pronunciation acquisition hamper their ability to communicate
effectively in English, which addresses one of the challenges associated with it.

When students are learning English, one of the elements that must be taken into consideration is
grammar, as is common knowledge, because having a good knowledge of grammar enables
students to construct accurate sentences, whether they are speaking or writing. Grammar is not
an easy subject for students to master since there are many different rules. Whenever they are
speaking, many people who are learning English find that the rules of grammar are quite difficult
to understand (Sayuri, 2016).

Nunik (2008) also reveals in his research that students had problems with their speaking ability,
particularly in terms of inhibition, nothing to say, low or uneven participation, and mother tongue
used. It was found out that they did not master the three primary elements of speaking namely,
vocabulary, grammar, and pronunciation, which is similar to the indicators in the present study
with highest percentages of respondents who agreed. Hence, lack of these elements contributes
to the speaking inability and low performance of many students.

Significant Differences of Linguistic Difficulties in acquiring speaking abilities along

moderator variables Age, Sex, and Year Level

ANOVA is a statistical formula used to compare variances across the means of different groups. It is used
to determine if there is any difference between the means of different groups.
Table 3.1: Significant Differences along moderator variable Age
 SUMMARY
Groups Count Sum Average Variance
0.90163
Age 50 1021 20.42 3
0.67387
MEAN 50 144.5 2.89 8

ANOVA
Source of
Variation SS df MS F P-value F crit
7682.52 9752.42 6.2825E-10 3.93811
Between Groups 7682.5225 1 3 5 0 1
0.78775
Within Groups 77.2 98 5
Total 7759.7225 99

The table above shows that the probability value of moderator variable Age is 6.28 that is greater
than the alpha level 0.05, which means to accept the null hypothesis. Therefore, there is no
significant difference in the difficulties encountered by the students in speaking English along
moderator variables of age.

Table 3.2: Significant Differences along moderator variable Sex

SUMMARY
Groups Count Sum Average Variance
0.09183
Sex 50 95 1.9 7
0.67387
MEAN 50 144.5 2.89 8

ANOVA
Source of
Variation SS df MS F P-value F crit
63.9990 2.53767E-1 3.93811
Between Groups 24.5025 1 24.5025 7 2 1
0.38285
Within Groups 37.52 98 7
Total 62.0225 99

The table above shows that the probability value of moderator variable Sex is 2.54 that is greater
than the alpha level 0.05, which means to accept the null hypothesis. Therefore, there is no
significant difference in the difficulties encountered by the students in speaking English along
moderator variables of sex.

Table 3.3: Significant Differences along moderator variable Year Level

SUMMARY
Averag
Groups Count Sum e Variance
0.25510
Year Level 50 125 2.5 2
0.67387
MEAN 50 144.5 2.89 8

ANOVA
Source of
Variation SS df MS F P-value F crit
8.18640 0.00515952 3.93811
Between Groups 3.8025 1 3.8025 2 8 1
0.4644
Within Groups 45.52 98 9
Total 49.3225 99

The table above shows that the probability value of moderator variable Year Level is
0.005159528 that is lesser than the alpha level 0.05, which means to reject the null hypothesis.
Therefore, there is a significant difference in the difficulties encountered by the students in
speaking English along moderator variables of Year level.

According to Mahripah (2014), EFL learners’ speaking skill is affected by some linguistic
components of language like phonology, syntax, vocabulary, and semantics. As students’
progress in college year levels, they are expected to display knowledge, familiarity, and mastery
of these linguistic components. This may mean that third year students, compared to second
years, were provided with more adequate knowledge of the given factors in the questionnaire
(vocabulary, grammatical structure, pronunciation acquisition, sentence structure and order).
This possibly explains the significant differences in their linguistic difficulties in terms of year
level. In line with the findings of Shabani (2013), when the students get familiar with the subject
matters, in any way possible, students became knowledgeable about the topics and could easily
talk about them in their classes, thus, increasing their proficiency in speaking.
Psychological Difficulties in Acquiring Speaking Abilities
Besides the linguistic difficulties faced by students, there are psychological difficulties that also
hamper students in performing their speaking skill.

Table 4: Psychological difficulties

Psychological SD D U A SA
F F F F F
Difficulty Aspects (%) (%) (%) (%) (%)
I had difficulty in
speaking English
4 8% 16 32% 6 12% 22 44% 2 4%
because I am afraid of
making errors.
I had difficulty in
speaking English
4 8% 17 34% 11 22% 13 26% 5 10%
because I feel
intimidated.
I had difficulty in
speaking English 2 4% 16 32% 5 10% 23 46% 4 8%
because I feel anxious.
I had difficulty in
speaking English
5 6% 14 28% 8 16% 18 36% 7 14%
because I lack
confidence.

As shown in Table 4, in response to the question "I feel anxious", 23 respondents (46%) selected
the agree option, 4 respondents (8%) selected the strongly agree option, and 5 respondents (10%)
selected the neutral option. Littlewood (2007) asserts that inhibitions and anxiety can be created
easily in a foreign language classroom. The majority of students is afraid or shy to make a
mistake in front of their classmates or their lecturers. This factor can be considered a main
problem encountered when they try to speak the target language. Meanwhile, there were sixteen
respondents who opted to disagree with the statement (32%), and 2 people (4%) who strongly
disagreed. Similarly, 22 respondents (44%) agreed that they had difficulty in speaking English
because they are afraid of making errors. On the other hand, 17 respondents (34%) and 14
respondents (28%) disagreed with indicators of feeling intimidated and lack of confidence,
respectively, as reasons for their speaking difficulties which implies that there are other factors
affecting them. As a result, the study concluded that the challenges of BSED English students
associated with speaking English includes the feeling of anxiousness and being afraid of making
errors. Therefore, it is possible to conclude that the participants provided support for the findings
of the researchers’ argument that students struggled to speak English when they were anxious
and afraid of making mistakes.

Most students mentioned anxiety as their primary issue in this investigation, according to the
researchers' findings. This anxiety may be caused by a lack of practice in speaking English and
the worry of receiving a negative reaction if students speak inappropriate English or have
insufficient experience speaking English in front of others (Leong et al., 2017). Moreover,
according to several prior research, anxiety has a detrimental effect on the oral performance of
students. Anxiety affects the language competence of English speakers.

Moreover, fear of making mistakes becomes a main problem for participants in a

phenomenological study on the speaking anxiety of English learners. According to Hutabarat &
Simanjuntak (2019 as cited in Jones, 2000), English learners were very afraid of their friends'
reaction regarding their performance in the class. They were mostly afraid if they were being
laughed, being ridiculed by others regarding their performance, similarly that many people feel
afraid to make a mistake because they worry that they will be ridiculed and considered as a
strange by others.

Significant Differences of Psychological Difficulties in acquiring speaking abilities along

moderator variables Age, Sex, and Year Level

Table 4.1: Significant Differences along moderator variable Age

SUMMARY
Groups Count Sum Average Variance
0.90163
Age 50 1021 20.42 3
256.234527 5.12469 0.06147
MEAN 50 8 1 2

ANOVA
Source of
Variation SS df MS F P-value F crit
5848.66227 5848.66 12145.4 1.4783E-10 3.93811
Between Groups 5 1 2 3 4 1
47.1921443 0.48155
Within Groups 1 98 2
5895.85441
Total 9 99

The table above shows that the probability value of moderator variable Age is 1.48 that is greater
than the alpha level 0.05, which means to accept the null hypothesis. Therefore, there is no
significant difference in the difficulties encountered by the students in speaking English along
moderator variables of age.

Table 4.2: Significant Differences along moderator variable Sex

 SUMMARY
Groups Count Sum Average Variance
0.09183
Sex 50 95 1.9 7
1.08482
MEAN 50 156.25 3.125 1

ANOVA
Source of
Variation SS df MS F P-value F crit
37.5156 3.93811
Between Groups 37.515625 1 3 63.7664 2.7257E-12 1
0.58832
Within Groups 57.65625 98 9
Total 95.171875 99

The table above shows that the probability value of moderator variable Sex is 2.73 that is greater
than the alpha level 0.05, which means to accept the null hypothesis. Therefore, there is no
significant difference in the difficulties encountered by the students in speaking English along
moderator variables of sex.

Table 4.3: Significant Differences along moderator variable Year Level

SUMMARY
Groups Count Sum Average Variance
0.25510
Year Level 50 125 2.5 2
1.08482
MEAN 50 156.25 3.125 1

ANOVA
Source of
Variation SS df MS F P-value F crit
9.76562 14.5763 0.00023593 3.93811
Between Groups 9.765625 1 5 9 7 1
0.66996
Within Groups 65.65625 98 2
Total 75.421875 99
The table above shows that the probability value of moderator variable Year Level is
0.000235937 that is lesser than the alpha level 0.05, which means to reject the null hypothesis.
Therefore, there is a significant difference in the difficulties encountered by the students in
speaking English along moderator variables of Year level.

Several research states that being afraid of making mistakes and lack of confidence which causes
anxiety are psychological factors in the speaking difficulty of students. In the study of Handayani
et al., (2020) in which second year college students participated, they commented that classroom
procedures really affected their study. They described that it was terrifying for them to have the
classroom full of negativities, such as the negative judgements from the classmates, the harsh
correction from the teacher that could embarrass them and monotonic classroom dynamics.
Meanwhile, if the classroom situation was full of positiveness, such as the supportive classmates,
a teacher that would encourage more rather than criticize the students and a lively classroom’s
atmosphere, the students would feel comfortable to speak up more in the class. Additionally, the
students are also concerned about the error correction that happened during the lesson. However,
instead of what was being corrected, the students were more worried about how the teacher
corrected their mistakes in the class. As the participants of this study were second year students,
it might be a different case for third year students when it comes to classroom procedure,
atmosphere, classmates’ judgment, and teacher correction style which can be proven in further
studies. Thus, this explains the significant difference in their psychological difficulties in term of
year level.

Influence of Environment Factors for Acquiring Speaking Abilities

In addition to the linguistic issues and psychological issues, the learning atmosphere can also be
a factor why students have challenges speaking in English (Shen & Chiu, 2019).

Table 5: Environmental Factors

SD D U A SA
Environment Factors F F F F F
(%) (%) (%) (%) (%)
I had difficulty in
speaking English 4 8% 18 36% 6 12% 16 32% 6 12%
because I lack practice.
I had difficulty in
speaking English
3 6% 24 48% 14 28% 7 14% 2 4%
because I lack in
adequate support.
I had difficulty in
speaking English
because I had limited 3 6% 19 38% 15 30% 12 24% 1 2%
time in using English
language
According to the information presented in Table 5 lack of practice is a main factor affecting
BSED students at KSU when they speak in English inside classrooms. Inadequate practice
revealed that 6 respondents (12%) strongly agreed, and 16 respondents (32 %) claimed to agree
with the statement. Students who selected neutral as their response to this statement made up 6 of
the total respondents (12%). The other eighteen individuals (36%) said that they disagree, while
a further 4 people (8%) said that they strongly disagree. In contrast, there are 24 respondents
(48%) and 19 respondents (38%) who disagreed with lack of adequate support and limited time
in using English language, respectively, as reasons for their speaking difficulties. Thus, the table
below highlights the lack of practice as the primary environmental factor contributing to the
students’ speaking difficulty.
These results may imply that it may be difficult for students to organize their schedules, there
may not be adequate facilities available, or the students may be too anxious to practice speaking
English since they are surrounded by people who do not speak English. All these factors may
contribute to a lack of practice for students. Shen and Chiu (2019) provided evidence that
supports the hypothesis that the fewer opportunities people must speak English, the higher their
level of anxiety. As a result, the study concluded that inadequate practice in English might be an
indicator of students' difficulties in speaking English.

A similar study in Zarqa University, Jordan confirms the above result. According to Huwari
(2019), lack of practice is a main factor affecting Jordanian undergraduates at ZU when they
speak in English inside classrooms. Ten out of 12 participants said that they do not have a chance
to practice speaking outside classes. Jordan is one of the Arabic countries in which they speak
Arabic in all their daily moments. Learners of a foreign language, in general, have no chance to
improve their speaking skill outside class. The learners need more practice in class, which in turn
needs much time. Students must be given chances to participate in conversations to improve their
speaking skills.

Significant Differences of Environmental Factors in acquiring speaking abilities along

moderator variables Age, Sex, and Year Level

Table 5.1: Significant Differences along moderator variable Age

SUMMARY
Groups Count Sum Average Variance
0.90163
Age 50 1021 20.42 3
341.64603 6.83292 0.10928
MEAN 50 7 1 4
 ANOVA
Source of
Variation SS df MS F P-value F crit
4615.21 9130.75 1.53303E-9 3.93811
Between Groups 4615.21807 1 8 7 8 1
49.5349232 0.50545
Within Groups 2 98 8
4664.75299
Total 3 99

The table above shows that the probability value of moderator variable Age is 1.53 that is greater
than the alpha level 0.05, which means to accept the null hypothesis. Therefore, there is no
significant difference in the difficulties encountered by the students in speaking English along
moderator variables of age.

Table 5.2: Significant Differences along moderator variable Sex

SUMMARY
Groups Count Sum Average Variance
0.09183
Sex 50 95 1.9 7
140.66666 2.81333 0.72634
MEAN 50 7 3 9

ANOVA
Source of
Variation SS df MS F P-value F crit
20.8544444 20.8544 50.9772 3.93811
Between Groups 4 1 4 7 1.6493E-10 1
40.0911111 0.40909
Within Groups 1 98 3
60.9455555
Total 6 99

The table above shows that the probability value of moderator variable Sex is 1.65 that is greater
than the alpha level 0.05, which means to accept the null hypothesis. Therefore, there is no
significant difference in the difficulties encountered by the students in speaking English along
moderator variables of sex.
 Table 5.3: Significant Differences along moderator variable Year Level
SUMMARY
Groups Count Sum Average Variance
0.25510
Year Level 50 125 2.5 2
140.66666 2.81333 0.72634
MEAN 50 7 3 9

ANOVA
Source of
Variation SS df MS F P-value F crit
2.45444444 2.45444 5.00166 0.02759027 3.93811
Between Groups 4 1 4 4 2 1
48.0911111 0.49072
Within Groups 1 98 6
50.5455555
Total 6 99

The table above shows that the probability value of moderator variable Year Level is
0.027590272 that is lesser than the alpha level 0.05, which means to reject the null hypothesis.
Therefore, there is a significant difference in the difficulties encountered by the students in
speaking English along moderator variables of Year level.

The quality of the language environment is of paramount importance to success in learning a

new language according to Garcia & Soriano (2021 as cited in Ismail, 2013). Based on the result
above, there is a significant difference between second year students and third year students in
terms of environmental factors affecting their English-speaking abilities. As the students who
specialize in English reach their higher years in college, it is understood that they have more
experiences and are more exposed to the language than the lower years. According to Domingo
(2020), exposure to language is vital for second language learning and proficiency. High
exposure to the language gives greater chances for the learners to speak and be proficient in the
target language. This may imply that the participants in the higher year who are more exposed to
the language are likely to practice the language and have greater chances to be proficient in
English, unlike the lower years who probably lack practice and need more time to improve their
English-speaking abilities.

6. Strategies Used to Overcome Speaking Difficulties

 Based on the findings of this research's interviews, the researchers discovered that most
students’ strategies in overcoming speaking difficulties is to read books or English texts.
Students may learn new vocabulary through reading papers and books in English and enjoying
movies in English. If they do not understand the definition of a word, they may look it up and
remember it. Furthermore, students add the acquired word to their vocabulary notes so that they
may study it later. This method may assist students in overcoming speaking difficulties caused
by a limitation of vocabulary.

Besides, one of the students' strategies for overcoming the worry of making errors, the
lack of confidence, and pressure while speaking English is to practice expressing English with
peers and be optimistic. Additionally, students' challenge in addressing speaking difficulties
caused by anxiousness is to be calm or relax by taking a deep breath and gently exhaling.
Another method is to attempt to believe everything will be acceptable, even when mistakes are
made. Students may overcome their anxiousness in this manner.

If it is considered a cognitive strategy for students to "practice" speaking English with

their friends, then the action of students engaging with their friends is social strategy. Learners
are encouraged to interact with native speakers of the language they are attempting to master via
the use of social methods. The students in this research used the emotional technique of trying to
persuade themselves that they should have greater confidence (Chilmy et al., 2020; Dewi &
Jimmi, 2018; Shi, 2017).

7. Conclusion

The result of the research leads to the following conclusion: psychological issues are
difficulties that a considerable percentage of the students in this research face while speaking
English. To be more specific, these psychological issues include lack of confidence in speaking
English, a worry of making errors when speaking English, intimidated and a worry of being
mocked when speaking English imprecisely.

When speaking English, students in this research had linguistic difficulties, such as
difficulty with sentence structure and order in English, a lack of grasp of grammatical structure
and pronunciation acquisition, and uncertainty regarding the use of appropriate vocabulary. Lack
of practice also becomes one of the speaking problems that students confront in the environment
issue aspect. The results show that those difficulties still exist and are interconnected to each
other in the BSED learning context at an English education department in university, supported
by some previous studies (Ghalebi et al., 2021; Sha’Ar & Boonsuk, 2021; Zainurrahman &
Sangaji, 2019).

In addition, the strategies that students use to overcome difficulties in speaking English
make use of a variety of learning strategies. These strategies include reading English text,
practice expressing English with peers, writing poems and short stories, browsing English
terminologies using internet, watching English movies and being calm.

When it comes to this research, the researchers discovered that one of the strategic
resources that students utilized to deal with difficulties in speaking English was the utilization of
social media platforms as learning media to improve their English-speaking abilities to a higher
level. These social media platforms included YouTube, Instagram, and TikTok, amongst other
applications.

Given the current study's limitations, which covered a small number of participants, further
research is needed to comply with more participants by occupying various data collection
techniques and different research approaches.
ADDITIONAL References:
Hutabarat, A. & Simanjuntak, D.C. (2019). A phenomenological study: speaking anxiety overwhelms
English learners. Retrieved from [Link]
Huwari, I. F. (2019). Problems faced by Jordanian undergraduate students in speaking
English. International Journal of Innovation, Creativity and Change, 8(9), 203-217.
Garcia, A.J. & Soriano, E. (2021). English language exposure: its effectiveness in helping students
understand their English lessons. Retrieved from [Link]
Domingo, P. (2020). English language exposure of Students in Visayas State University. Retrieved from
[Link]
Mahripah, S. (2014). Exploring Factors Affecting EFL Learners’ Speaking Performance: from Theories
into Practices. Proceedings of the 3rd UAD TEFL International Conference 2014 “Materials Development
in Asia and Beyond: Directions, Issues, and Challenges.” English Education Department, Universitas
Ahmad Dahlan, Yogyakarta, Indonesia
Shabani, M. B. (2013). The effect of background knowledge on speaking ability of Iranian EFL
learners. language, 1(1), 25-33.

Handayani, T. et al. (2020). An Analysis of English-Speaking Anxiety Experienced by the Second Year
Students of English Language and Literature Department of Universitas Negeri Padang and Its Causal
[Link] of English Language Teaching, 9(3): pp. [Link]:
[Link]
Difficulties in Speaking of BSED students as English Learners
4.1.1 Linguistic Difficulties in Acquiring Speaking Abilities
The findings of the study showed a wide range of answers in relation to linguistic difficulty. The
respondents gave the following information through questionnaire responses as shown in Table
1.

Table 1: Linguistic difficulties

SD D U A SA
Linguistic Difficulty Aspects
(%) (%) (%) (%) (%)
I had difficulty acquiring and speaking
English language because of inadequate 6% 34% 26% 32% 2%
variety of vocabularies.
I had difficulty in speaking English because
4% 40% 16% 36% 4%
of inadequate grammatical structure.
I had difficulty in speaking English because of
4% 40% 22% 32% 2%
inadequate pronunciation acquisition.
I had difficulty in speaking English because of
O% 46% 28% 24% 2%
inadequate sentence structure and order.

The findings of the questionnaire made it very clear that inadequacy of grammatical structure is
the primary factor contributing to the issue. It was shown that 18 respondents, or 36%, out of 50
participants, answered that they agreed. There were 8 respondents (16 %) who selected neutral,
20 respondents (40%) selected disagree, and 4 % said strongly disagree. As a result, it may imply
that students' poor grammatical structure hamper their ability to communicate effectively in
English, which addresses one of the challenges associated with it.
When students are learning English, one of the elements that must be taken into consideration is
grammar, as is common knowledge, because having a good knowledge of grammar enables
students to construct accurate sentences, whether they are speaking or writing. Grammar is not
an easy subject for students to master since there are many different rules. Whenever they are
speaking, many people who are learning English find that the rules of grammar are quite
difficult to understand (Sayuri, 2016).

4.1.2 Psychological Difficulties in Acquiring Speaking Abilities

Besides the linguistic difficulties faced by students, there is psychological difficulties that also
hamper students in performing their speaking skill.

Table 2: Psychological difficulties

SD D U A SA
Psychological Difficulty Aspects
(%) (%) (%) (%) (%)

I had difficulty in speaking English because I

8% 32% 12% 44% 4%
am afraid of making errors.
 I had difficulty in speaking English because I
8% 34% 22% 26% 10%
feel intimidated.
I had difficulty in speaking English because I
4% 32% 10% 46% 8%
feel anxious.
I had difficulty in speaking English because I 6% 28% 16% 36% 14%
lack confidence.

As shown in Table 2, in response to the question "I feel anxious", twenty-three respondents
(46%) selected the agree option, 4 respondents (8%) selected the strongly agree on option, and 5
respondents (10%) selected the neutral option. Meanwhile, there were sixteen respondents who
opted to disagree with the statement 32% of the total), and 2 people (4% of the total) declared
they strongly worry of making errors, which is first obstacle students confront. Students who
disagreed. In accordance with the above statement, the study concluded that BSED English
students said that one of the challenges associated with speaking English was the feeling of
anxiousness. Therefore, it is possible to conclude that the participants provided support for the
findings of the researchers’ argument that they struggled to speak English when they were
anxious.

Most students mentioned anxiety as their primary issue in this investigation, according to the
researchers' findings. This anxiety may be caused by a lack of practice in speaking English and
the worry of receiving a negative reaction if students speak inappropriate English or have
insufficient experience speaking English in front of others (Leong et al., 2017). Moreover,
according to several prior research, anxiety has a detrimental effect on the oral performance of
students. Anxiety affects the language competence of English speakers.

4.1.3 Influence of Environment Factors for Acquiring Speaking Abilities

In addition to linguistic issues and psychological issues, the learning atmosphere can also be a
factor in why students have challenges speaking in English (Shen & Chiu, 2019).

According to the information presented in Table 3, the statement about inadequate practice
revealed that six respondents (12%) indicated strongly agreed, and 16 respondents (32 %)
claimed to agree with the statement. Students who selected neutral as their response to this
statement made up 6 of the total respondents (12%). The other eighteen individuals (or 36 %)
said that they disagreed, while a further four people (8% of the total) said that they strongly
disagreed.
Table 3: Environment factors

SD D U A SA
Environment Factors
(%) (%) (%) (%) (%)

I had difficulty in speaking English because I

8% 36% 12% 32% 12%
lack of practice.
 I had difficulty in speaking English because I
6% 48% 28% 14% 4%
lack in adequate support.
I had difficulty in speaking English because I 2% 38% 16% 38% 6%
feel anxious.
I had difficulty in speaking English because I 6% 38% 30% 24% 2%
had limited time in using English language

These results may imply that it may be difficult for students to organize their schedules, there
may not be adequate facilities available, or the students may be too anxious to practice speaking
English since they are surrounded by people who do not speak English. All these factors may
contribute to a lack of practice for students. Shen and Chiu (2019) provided evidence that
supports the hypothesis that the fewer opportunities people must speak English, the higher
their level of anxiety. As a result, the study concluded that inadequate practice in English might
be an indicator of students' difficulties in speaking English.

Table 4: Significant Differences along moderator variable Age.

ANOVA is a statistical formula used to compare variances across the means of different [Link] is used
to determine if there is any difference between the means of different group.

The table below shows that the probability value of moderator variable Age is 1.26 greater
than 0.05 which means to accept the null hypothesis. Therefore, there are no significant
differences in the difficulties encountered by the students in speaking English along
moderator variables of age.

SUMMARY
Groups Count Sum Average Variance
0.90163
Age 50 1021 20.42 3
0.60943
Mean 50 148.25 2.965 6

ANOVA
Source of
Variation SS df MS F P-value F crit
7616.92 10081.5 1.2553E-10 3.93811
Between Groups 7616.926 1 6 1 0 1
0.75553
Within Groups 74.04236 98 4

Total 7690.968 99
No
P > 0.05 difference Accept Null
 There is a
p < 0.05 diff Reject Null

Table 5: Significant Differences along moderator variable Sex.

The table below shows that the probability value of moderator variable Sex is 1.85 greater
than 0.05 which means to accept the null hypothesis. Therefore, there are no significant
differences in the difficulties encountered by the students in speaking English along
moderator variables of sex.

SUMMARY
Groups Count Sum Average Variance
0.09183
Sex 50 95 1.9 7
0.60943
Mean 50 148.25 2.965 6

ANOVA
Source of Variation SS df MS F P-value F crit
28.3556 80.8690 1.85496E-1 3.93811
Between Groups 28.35562 1 2 4 4 1
0.35063
Within Groups 34.36236 98 6

Total 62.71799 99
P > 0.05 No difference Accept Null
There is a
p < 0.05 diffence Reject Null

Table 6: Significant Differences along moderator variable Year Level.

The table below shows that the probability value of moderator variable year level is 0.000622
lesser than 0.05 which means to reject the null hypothesis. Therefore, there are significant
differences in the difficulties encountered by the students in speaking English along
moderator variables of Year level.

SUMMARY
Groups Count Sum Average Variance
0.25510
Year Level 50 125 2.5 2
0.60943
Mean 50 148.25 2.965 6
 ANOVA
Source of Variation SS df MS F P-value F crit
5.40562 12.5052 0.00062 3.93811
Between Groups 5.405625 1 5 3 2 1
0.43226
Within Groups 42.36236 98 9

Total 47.76799 99
P > 0.05 No difference Accept Null
There is a
p < 0.05 difference Reject Null

Strategies Used to Overcome Speaking Difficulties.

Table 1: Student’s strategies used to overcome speaking difficulties.

Frequenc Percentag
Students' Strategies y e

PRACTICE communicating in English 28 56%

READ English texts 32 64%
WATCH English movies and videos 18 36%
LISTEN to English podcasts and music 5 10%
JOIN speech contests in English 1 2%
BROWSE English terminologies using
internet/dictionary 3 6%
WRITE poems/short stories in English 1 2%
BE CALM 2 4%

The finding shows that most students’ strategies in overcoming speaking difficulties is to read
books or English texts. Students may learn new vocabulary through reading papers and books
in English and enjoying movies in English. If they do not understand the definition of a word,
they may look it up and remember it. Furthermore, students add the acquired word to their
vocabulary notes so that they may study it later. This method may assist students in overcoming
speaking difficulties caused by a limitation of vocabulary.

Besides, one of the students' techniques for overcoming the worry of making errors, the lack of
confidence, and pressure while speaking English is to practice expressing English with peers
and be optimistic. Additionally, students' challenge in addressing speaking difficulties caused
by anxiousness is to be calm or relax by taking a deep breath and gently exhaling. Another
method is to attempt to believe everything will be acceptable, even when mistakes are made.
Students may overcome their anxiousness in this manner.
If it is considered a cognitive strategy for students to "practice" speaking English with their
friends, then the action of students engaging with their friends is social strategy. Learners are
encouraged to interact with native speakers of the language they are attempting to master via
the use of social methods. The students in this research used the emotional technique of trying
to persuade themselves that they should have greater confidence (Chilmy et al., 2020; Dewi &
Jimmi, 2018; Shi, 2017).

Table 2: Significant Differences along moderator variable Age.

The table below shows that the probability value of moderator variable Age is 2.26 greater
than 0.05 which means to accept the null hypothesis. Therefore, there are no significant
differences in the strategies used by the students in overcoming their difficulties in speaking
English along moderator variables of age.

SUMMARY
Groups Count Sum Average Variance
1.66666
Age 4 82 20.5 7
2.42057
MEAN 4 11.375 2.84375 3

ANOVA
Source of
Variation SS df MS F P-value F crit
623.486 305.089 2.25848E-0 5.98737
Between Groups 623.4863 1 3 2 6 8
Within Groups 12.26172 6 2.04362

Total 635.748 7
P > 0.05 No difference Accept Null
There is a
p < 0.05 difference Reject Null
 Table 3: Significant Differences along moderator variable Sex.

The table below shows that the probability value of moderator variable Sex is 0.44 greater
than 0.05 which means to accept the null hypothesis. Therefore, there are no significant
differences in the strategies used by the students in overcoming their difficulties in speaking
English along moderator variables of sex.

SUMMARY
Groups Count Sum Average Variance
Sex 2 3 1.5 0.5
38.2812
Mean 2 11.5 5.75 5

ANOVA
Source of
Variation SS df MS F P-value F crit
0.93150 0.43630 18.5128
Between Groups 18.0625 1 18.0625 7 1 2
19.3906
Within Groups 38.78125 2 3

Total 56.84375 3
P > 0.05 No difference Accept Null
There is a
p < 0.05 difference Reject Null

Table 4: Significant Differences along moderator variable Year level.

The table below shows that the probability value of moderator variable year level is 0.026
lesser than 0.05 which means to reject the null hypothesis. Therefore, there are significant
differences in the strategies used by the students in overcoming their difficulties in speaking
English along moderator variables of year level.

SUMMARY
Groups Count Sum Average Variance
Year Level 2 5 2.5 0.5
 0.07031
Mean 2 11.375 5.6875 3

ANOVA
Source of
Variation SS df MS F P-value F crit
10.1601 35.6301 0.02693 18.5128
Between Groups 10.16016 1 6 4 7 2
0.28515
Within Groups 0.570313 2 6

Total 10.73047 3
P > 0.05 No difference Accept Null
There is a
p < 0.05 difference Reject Null
 REPUBLIC OF THE PHILIPPINES
KALINGA STATE UNIVERSITY
Tabuk City, Kalinga

COLLEGE OF EDUCATION

BRENDA B. LUMINES, MAED

DEAN- COLLEGE OF EDUCATION
KALINGA STATE UNIVERSITY
TABUK CITY, KALINGA

Ma’am:

Greetings! The undersigned is currently enrolled at the College of Education, Kalinga

State University for the degree Bachelor of Secondary Education.

In this regard, may I request permission from your good office to float my questionnaires
to the education students particularly the secondary and third year level in Kalinga State
University, College of Education who serve as my respondents in my research study entitled:
“An Analysis on the Speaking Difficulties and Strategies used by BSED Students as English
Learner” as a partial fulfillment for the said degree.

The kind action that your good office will extend on the above will contribute to the
completion of my research study.

Thank you very much and more power!

Respectfully yours,

Jonela B. Bulawit
Ralyn B. Dacyon
Student Researcher
 REPUBLIC OF THE PHILIPPINES
KALINGA STATE UNIVERSITY
Tabuk City, Kalinga

COLLEGE OF EDUCATION

Dear Respondents:

Greetings!

I am presently enrolled my degree Bachelor of Secondary Education in the College of

Education of Kalinga State University. Hence, conducting a research study entitled: “An
Analysis on the Speaking Difficulties and Strategies used by BSED Students as English
Learner”. May I request you to please be honest in filling up the necessary information required
in each item.

It is assured that your responses will be treated with utmost confidentiality.

Thank you very much for your cooperation and support for the realization of this study.

Very Truly Yours,

Jonela B. Bulawit
Ralyn B. Dacyon
Student Researcher
 SURVEY QUESTIONNAIRE
This survey questionnaire is designed for the study titled “AN ANALYSIS
ON THE SPEAKING DIFFICULTIES AND STRATEGIES USED BY BSED
STUDENTS AS ENGLISH LEARNER”. Your assistance in completing the
following questions is greatly appreciated.
Part I. Demographic Information
Part II. Difficulties/challenges the students face in speaking English.
Direction: Please rate each item by putting check mark (∕) that corresponds your
answer using the following scale:

Questionnaire Scale
1= Strongly Disagree 3= Undecided
4= Agree 5= Strongly Agree
2= Disagree

A.) Linguistic Difficulty Aspects

STATEMENTS SCORING
1 2 3 4 5
I had difficulty
acquiring and
speaking English
language because
of inadequate
variety of
vocabularies.
I had difficulty in
speaking English
because of
inadequate
grammatical
structure.
I had difficulty in
speaking English
because of
inadequate
pronunciation
acquisition
I had difficulty in
speaking English
because of
inadequate
sentence
structure and
order.

B.) Psychological Difficulty Aspects

STATEMENTS SCORING
1 2 3 4 5
I had difficulty in
speaking English
because I am
afraid of making
errors.
I had difficulty in
speaking English
because I feel
intimidated.
I had difficulty in
speaking English
because I feel
anxious.
I had difficulty in
speaking English
because I lack
confidence.

C.) Environment Factors

STATEMENTS SCORING
1 2 3 4 5
I had difficulty in
speaking English
because I lack of
practice.
I had difficulty in
speaking English
because I lack in
adequate
support.
I had difficulty in
speaking English
 because I feel
anxious.
I had difficulty in
speaking English
because I had
limited time in
using English
language.

2.) To determine the strategies used by students to overcome their speaking difficulties.

A.)What are the strategies you use to overcome your speaking difficulties in English?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________