PROBLEMS ENCOUNTERED IN LANGUAGE INSTRUCTION OF SELECTED

SENIOR HIGH SCHOOL STUDENTS IN PRESIDENT DIOSDADO

MACAPAGAL MEMORIAL NATIONAL

HIGH SCHOOL

A Thesis

Presented to the Faculty of the Graduate School

Polytechnic University of the Philippines

Bansud Branch

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Secondary Education Major in English

by

De Mesa, Nonalyn L.

Flores, Juliet P.

Geroy, Patricia Joie E.

Sadicon, Jolina Jane L.

August 2021
 Chapter 1

THE PROBLEM AND IT’S SETTING

This chapter includes the introduction, theoretical framework, conceptual framework,

statement of the problem, scope and delimitation and significance of the study.

Introduction

In advancing quality education (Ball, 2011), it has always been a challenge of any

country’s educational policy to decide on and recommend the right language/s that must be

used in instruction. Language of instruction, whether inside or outside the classrooms denotes

the language used for teaching the basic curriculum of the educational system. Some countries

decide to use one language causing learners who are mother tongue speakers at a remarkable

disadvantage in the educational system as in they are receiving instruction in a foreign official

language. Nevertheless, other nations opted to use educational strategies that regard national

or indigenous languages to be put in place in instruction (UNESCO Mother-Tongue Based

Bilingual Multi-Lingual Education, 2016). In the advent of global political transformation and

evolutions, language as a primary right was expressed among the Indigenous Peoples claims.

As education curriculum changed in the Philippines, teaching approaches needed to be

transformed. Every Kindergarten to Grade 12 Curriculum strand requires learners, indigenous or

non-indigenous, to acquire mastery of lessons as they go through different educational levels

(Department of Education, 2016). Teachers of mainstream classrooms in the Philippines need

to give attention on the aspects of quality language teaching and consider customized

educational programs such as intervention to become a part of their curriculum.

In the Philippines, English is used more in teaching rather than its own national

language which is Filipino. All subjects except the subject of Filipino is taught in English.

Philippines one of the few countries that does not use its own national language as its medium

of instruction. Filipino
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes all the data which are related to the study, that had been reviewed

by the researchers to provide a good basis for the credibility of the study.

Foreign and Local Literature

Language of Instruction

Hemphill (2010) stated that Schooling in a language of instruction that is not students’

home language is common across the developing world and in communities with immigrant

students in developed countries. In addition, in many countries, students from language minority

communities are schooled in a national language such as English, Spanish, or Malay.

This article is related to the current study because English is mostly utilized in teaching

Filipino students. Wherein, Filipino is the native language and English is the second language

and it is commonly used as language of instruction in many subjects’ areas.

Macaro (2018), stated that English language Instruction refers to the use of the English

language to teach academic subjects (other than English itself) in countries where the first

language of the majority of the population is not English.

This literature has relevance to the current study because it defines about English

language of instruction which is the focus of this study.

Alabado, Esparas et al. (2018) cited Barcelon (2016) on their study entitled

"Pronunciation Problems of English 1A Students of STI West Negros University" although most

of the Filipino are not native English speaker, they have little difficulty in speaking grammatically

correct English. Fifty percent of the problems in English grammar are because of changes in the

ending of the words. This is because Filipino language do not have words that change their

endings.
 Chapter 3

METHODOLOGY

This chapter discuss the underlying methods employed by the researchers presents the

research method, population and sample, and sampling technique, description of the

respondents, research instrument, data gathering procedures and statistical treatment of data.

Method of Research

This study is a mixed method research wherein both quantitative and qualitative

research used. Creswell and Plano (2011) define mixed method research as those studies that

include at least one quantitative strand and one qualitative strand. Qualitative data tends to be

open-minded without predetermined responses, while quantitative data usually includes closed-

ended responses such as found in questionnaires or psychological instruments (Creswell and

Creswell 2018). The purpose of this form of research is that both qualitative and quantitative

and research, in combination provide a better understanding of research.

The researchers will utilize explanatory sequential design, an explanatory sequential

mixed methods design consists of first collecting quantitative data and then collecting qualitative

data to help explain or elaborate on the quantitative results.

The method seeks to know the existing conditions, in which in this research, study the

problems encountered on the language of instruction of the selected Senior High School

students of President Diosdado Macapagal Memorial National High School.

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter includes the presentation of tables, analysis and interpretation of data

gathered from the respondents of the study.

Table 8

Problems encountered of selected Senior High School students in the language

instruction in terms of Pronunciation

Percentage (%) Frequency Verbal Interpretation

Table 8 unveils that there were twenty-six (26) student-respondents who obtained the

percentage of 70-100% from the standardized test in terms of pronunciation which marked as

mastered. It was followed by seventy-two (72) student-respondents with 50-60% marked as

nearly mastered. Moreover, student-respondents who got 40 below were one hundred thirty-one

(131) and marked as unmastered.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

The researchers hereby present the summary of findings, the conclusions made and the

recommendations that can be derived from the study.

Researchers found out the following after analyzing and interpreting the data gathered.

1. From the results of standardized test taken by the selected Senior High School students in terms

of pronunciation, there were twenty (26) students got the passing grades while one-hundred

thirty-one (131) got a failing grades. In terms of grammar, there were twenty (20) students

obtained passing grades while one hundred thirty-four (134) got failing grades. In terms of

vocabulary, there were fourteen (14) students who reached the passing grades while one-

hundred thirty-six (136) got failing grades.

2. Problems encountered in language instruction of selected Senior High School students in terms

of:

2.1 Pronunciation

The study found that the problems of selected Senior High School students in terms of

pronunciation are often encountered as the evidence obtained by the over-all mean score of

2.80.

2.2 Grammar

It was found that the problems of selected Senior High School students in terms of

grammar are often encountered. It can be attributed to the over-all mean of 2.51.

2.3 Vocabulary

The researchers found that the problems of selected Senior High School students in terms

of vocabulary are often encountered. It can be evident by the over-all mean of 2.94.

3. The problems encountered by selected Senior High School students in language instruction as

perceived by Senior High School teachers in terms of:

The researchers found out that the common problem of the students is misuse and

misunderstanding of word stress due to shyness, lack of interest, fear to speak English

and reluctance.

3.2 Grammar

This study found that errors in subject-verb agreement and tenses of the verb are

the common problems of students in grammar. Also, they have problems and

confusions in grammar rules and structures because there many rules to learn.

3.3 Vocabulary

The researchers found out that they are not fond of reading and have trouble with

language.

4. From the problems encountered by selected Senior High School students, Senior High School

teachers give some strategies to address those problems in terms of:

4.1 Pronunciation

The researchers found out that students should read, listen, practice and learn.

4.2 Grammar

Senior High School teachers suggested that studen should be aware if grammar rules, read,

write, review, practie and listen.

4.3 Vocabulary

Senior High School teachers suggest to interact with new words regularly, take note while

reading, and discussed word meaning together with the teacher to enhance their students'

vocabulary.
Conclusions

Based on the findings above, the following are hereby concluded by the researchers.

1. From the results of standardized test, the researchers concluded that most of the selected

Senior High School students of President Diosdado Macapagal Memorial National High

School encountered problems of language instruction in terms of pronunciation, grammar

and vocabulary.

2. In terms of pronunciation, students struggled between stressed and unstressed syllables but

still trying to practice their pronunciation skill. In terms of grammar, students have

difficulties to improve their language as they find it difficult to master grammatical rules and

structures. In terms of vocabulary, students are affected by the use of dictionary to find

out the similarities and differences among the meanings of words, thus, they find it

difficult to use newly learned words in real situations and use words in constructing

sentences.

3. From the results of the interview, the researchers therefore conclude that the problems

encountered in language instruction of selected Senior High School students as perceived by

Senior High School teachers in terms of pronunciation are improper usage of stressed and

unstressed syllables. In terms of grammar, students struggled to avoid errors in subject-verb

agreement and tenses of the verb because of confusion from many grammar rules and

structures. Lastly, in terms of vocabulary students are not fond of reading, so, they are less

likely to be exposed to variety of words.

4. There is significant relationship between the problems encountered in language instruction

of selected Senior High School and the perception of Senior High School teachers of

President Diosdado Macapagal Memorial National High School.

From the findings and conclusion of the study, the following recommendations are presented.

1. The researchers recommend for most students who encountered problems in language

instruction to improve their pronunciation, grammar and vocabulary skills by coordinating with

their teachers plan and participating in different tasks/activities that offer enhancement.

2. Students should not see problems encountered in language instruction as hindrance to learning.

3. For Senior High School teachers, the researchers recommend to implement an intervention plan

in the early years of their schooling so that they have enough time to master and decipher such

skills in pronunciation, grammar and vocabulary.

4. Teachers with the support of Department of Education should provide communicative activities

and interactive learning reflecting the use of pronunciation, grammar and vocabulary.

5. Other researchers are recommended to take the same study at different place and different

respondents.