THE LANGUAGE OF SUCCESS: GRAMMATICAL COMPETENCE IN SPEAKING

ENGLISH OF GRADE 11 HUMANITIES AND SOCIAL SCIENCES: A

PHENOMENOLOGICAL STUDY

CASTRE, DONNA JOY, G.

SAJULAN, NINA, G.
SABANDON, YZA SHEMIAH
SAMBILAD, APRIL ROSE, I.
BALATAYO, KENT, L.
ROSEQUE, HANNA MICHAELA, C.
ERA, RANILYN
CANDILADA, RICKY, L.
Authors

MS. GLORY S. GOOC

Adviser

Submitted to Pantukan National High School,

Pantukan, Davao de Oro

May 2023
 ACKNOWLEDGEMENT

First and foremost, to the almighty God, who blessed his people with talents, and

courage to conduct this required research study whom he blessed with his guidance

and blessings that made a new path to walk through are grateful with a heart whom he

shaped.

All outcomes that the researchers came up with is made with the help of all the

people who became the respondents of this research in many other ways that they can

come up with just to respond, everything is valuable and acceptable in this conducted

research. The accomplishment of this research is all because of those people who

helped us strengthen the researchers chosen study.

To Mr. Eric john B. Saroyda, who handled the subject practical research 1 in the

class where the researchers are belong, for his never ending support and guidance

throughout the accomplishment of this research.

To the members of the panel, who gave a hand by providing us insights with full

of lessons and suggestions in making progress of the research.

Thank you.
 DEDICATION

We, the researchers highly dedicate this research study to our beloved family

members who stayed with us during the most difficult time processing and conducting

this study. To our beautiful adviser who has been keeping an eye on us when we we’re

having a really hard time coping up with all our needed priorities academically.

To all those people who has been helping us with this research including all the

respondents and or course to our strict but not terror subject teacher in practical

research 1 sir. Eric John Saroyda we dedicate this study to you for your great

assistance and for working really hard to provide us lessons that can help us answer all

the questions we had in mind.

 TABLE OF CONTENTS

Chapter I – Introduction ………………………………………………… I

Background of the study ……………………………………..........1
Statement of the problem ……………………………………........3
Scope and Delimitation …………………………………………….4
Importance of the study ……………………………………………5
Definition of Terms …………………………………………………5
Theoretical lens …………………………………………………….5

Chapter II – Methodology ………………………………………………..9

Research Design ………………………………………………......9
Sources of Data …………………………………………………....10
Locale and Population …………………………………………….11
Instrumentation and Data Collection …………………………….11
Validation …………………………………………………………...12
Ethical considerations ……………………………………………..14
Review of Related Literature………………………………….…..16
 CHAPTER I
INTODUCTION

The most vital element of communication is language, which is used by many

people all over the world as a way of communication. Speaking is essential aspect in

our lives for a lot of people because through speaking communication occur, in this way

people can communicate their feelings, their thoughts, share ideas, and opinion. In

some other circles speaking English is one of the skills that are used to say that people

can master English. Without speaking abilities, communication will also suffer. People

speak English to increase their chances in surviving in the age of globalization. (Albino

G, 2017).

Thonburry (2015) Considers speaking or oral communication as a two- or more-

person activity in which listeners and speakers must respond quickly to what they hear

and contribute in a high-level manner. The researcher can draw the conclusion that

speaking is one method of verbal communication with others based on the definition of

speaking provided above. Speaking is one of the four fundamental talents that students

should develop well, according to a competency-based education. According to

Cameron (2001) speaking is the active use of language to express meaning so that

people can make sense of them.

English is the first foreign language required in Indonesia from junior high school

through college. The majority of public schools work hard to help kids acquire English,
not just through reading and writing but also through speaking. The students' reluctance

to utilize unfamiliar words causes them to have difficulty speaking in English at times.

They often fear making mistakes, feel at ease, or are simply fearful of the attention that

their speech can draw and hurt their ability to communicate. Instead of English, they'd

rather speak Indonesian. The difficulties faced by English language learners in China

are particularly severe when it comes to speaking (Amoah & Yeboah, 2021).

According to a study by Amoah and Yeboah (2021) done in China, when given

the chance to speak, Chinese-speaking pupils find it difficult to do so successfully. The

factors that affect their ability to talk are either linguistic in nature, relating to vocabulary,

pronunciation, or grammar, or psychological in nature, relating to shyness, or fear of

making mistakes, as well as a lack of desire.

Students believe that learning English is challenging and daunting. It could alter

for any number of reasons, depending on the individual's life experiences and contacts

with the applicable language. This assertion will make the study more urgently pursued

because it will give students the opportunity to talk about their experiences learning the

English language and improving their speaking skills (Barnes, & Lock, 2010).

Numerous academic programs have historically demanded English language

competency in the Philippines. In the Philippines, English instruction is required at all

academic levels. This strategy attempts to support students' mastery of the English

language throughout their academic careers. All students are required to be fluent in the
language, with the exception of those taking classes in their native tongue. Due to their

attitudes toward the language, people frequently feel more inadequate when required to

speak in English. The learners are too distracted by the native speakers' simple

participation in discussions, as well as their speech patterns, vocabulary, grammar, and

how other people understand them. All of these, along with probably more, are a good

summary of the potential concerns Filipinos may have when doing communications

tasks that require the use of the English language (Separa, Generales, & Medina,

2020).

Research questions:

This study answered the following questions:

1. How do students cope up with grammatical competence issues in

English?

2. What are lived experiences of students in Grammatical competence

towards their speaking skills?

 3. What are the insights of students in grade 11 HUMSS in their Grammatical

competence?

Scope and Delimitations

The study is limited on the experiences of Grade 11 HUMSS students in

speaking the target language in Pantukan National High School province of Davao de

Oro which the participants are students in HUMSS strand which is basis of choosing

them as the research key informant. There will be twenty (20) participants for in depth

interview, it is relative on the challenges they encountered in using the English language

in Speaking skills and how they cope up with that challenges.

Importance of the study

This research is conducted because of the huge benefits that it would impart to the

individuals’ educational institution in Pantukan National High School. It will allow the

researchers and the beneficiaries to clearly understood the difficulties of those students

who is visibly struggling in speaking English.

Definition of terms
 To fully understand the study, the following terms were defined conceptually and

operationally:

Phenomenology is a phenomenological study that explores what people

experienced and focuses on their experience of a phenomena. In this study,

phenomenology refers to understanding the meaning of people’s lived experiences.

Grammatical Competence is the ability to perceive and construct these unique

grammatical structures, as well as the implicit knowledge of language's structural

regularities that exists in the mind. In this study, it refers to the capacity for accurate

comprehension of the structure of the English language as well as the capacity for

expressing meaning through the creation and recognition of well-structured phrases and

sentences (Chomsky, 1960).

Theoretical lens

This study is anchored with the Theory of Learning by Edward Lee Thorndike

which suggested that learning is a phenomenon that expands associations. Stimulus is

the term for the transition from one event to the next, with response. A stimulus is a

change in the external environment that signals an organism to respond and take

action. Additionally, a response is an action that a stimulus raises. Additionally, trial-

and-error learning, or choosing and integrating learning Thorndike’s theory of learning is

frequently referred to as connectionism or association theory as a result. Thorndike is

credited as being a pioneer in educational psychology as a result of this contribution.

There are three key ideas to consider when analyzing Thorndike's law of learning; they

are the Law of Readiness, Law of Exercise, and Law of Effect.

According to his Law of Readiness, every organism develops new capabilities,

behavior, and if this behavior's implications lead to satisfaction, then connection will

grow stronger. In his law of exercise, it maintains that practicing or exercising the proper

response helps to make the connection between the stimulus and the matching

response stronger. In Law of Effect, this law states that the sequence of stimuli and

responses is insufficient for learning to take place. Reinforcement is necessary in order

for learning to take place. This is because an act tends to repeat itself when it is

accompanied by a reward, and when it is followed by a punishment, the likelihood of

repetition reduces. Furthermore, reactions to a circumstance that result in a satisfying

outcome will be enhanced and turn into a habitual reaction to that event.

Applying Thorndike’s law of learning in this study the learner’s enthusiasm and

the preparation of the subject can contribute to the learning in speaking of I students. In

other words, the subject disposition of English major students in learning will arise if

actions are formed. In law of exercise explained that through drilling or practicing

increases the effectiveness and longevity of learning specifically in speaking under

grammatical competence. An English major students' needs frequently practice and

experiment in order to respond to stimuli in a proper and satisfying manner. And through

learning, appropriate and contented action can be learned. Additionally, the behavior
throughout trials is an effort to strengthen the student’s competency in speaking. Lastly,

law of effect

(this law states that any action of learning in speaking of English major students that

results in positive outcomes will likely to be repeated. Also, the encouragement of

English major students will help us to determine the significance of this law.

This study is also seen through the concept of Theory of learning: Operant

conditioning by B.F Skinner which will help investigate the difficulties in language

learning, behaviors and conditions through reinforcements. He referred to this as any

behavior that acts on the environment and leads to consequences.

In the context of this study, fear is one of the students’ reasons as to why

students find it difficult to speak using the English language. As they are studying the

language, it causes them more pressure when they are trying to put the language into

words and speak in front of people. As observed from the students, some were fears

committing mistakes and being laughed about, so they tend to use their mother tongue

instead.

This shows how an individual’s learning development, sometimes, depend on

their psychological aspect. Moreover, operant conditioning will help students to be

motivated, and practice their grammar in speaking to strengthen their ability with the
help of reinforcements which will be the response by providing a stimulus for certain

behavior such as rewards after achievements specifically in their speaking skills.

To address validity in this study, there was transparent description of the

research steps taken from the start of the research project to the development and

reporting of findings.
 CHAPTER II
METHODOLOGY

This chapter presents the research design, data source and research instrument,

data collection, sources of Data, locale and population, data analysis, validity and

reliability, and ethical considerations. This introduces the methodology used in

investigation.

Research Design

We employed a qualitative approach, phenomenology in particular. With little to

no consideration for the outside world and material reality, phenomenology study

concentrates on experiences, events, and happenings. Compared to other study design

types, it concentrates more on examining the human experience. Understanding

people's meanings and adjusting to fresh problems and concepts as they develop are

both facilitated by the phenomenological approach. The credibility of the information

acquired is assured as true and founded in reality (Methodology, 2017).

We employed a qualitative method through interviews to fully understand and

delve into the challenges faced by students in their grammatical competence and
speaking abilities with the English language. This design has been used to generate

data from observations, reflecting field notes, texts, photos, and other materials to delve

deeper into the experiences and comprehend human difficulties.

A philosophical and psychological method to study is known as a

"phenomenological approach," and it involves describing participants' accounts of a

phenomenon from the perspective of their own lived experiences. Conducting interviews

is a key component of this design, which is strongly philosophically grounded (Giorgi,

2009).

The development of research topics and methodologies is followed by data

collecting that typically takes place in the participant's surroundings, inductive data

processing that progresses from specific to general themes, and our evaluations of the

significance of the findings. To understand the core of a particular group of people's

lived experiences, phenomenology is frequently used (Creswell & Poth, 2018).

All the data gathered has been interpreted, analyzed, and understood to describe

the phenomena.

Sources of Data

Data were gathered for this study through observation and interviews. To

examine and cross-check the integrity of the participants' responses in this study, we
used in-depth interviews and focus groups. It enables cross-validation from more than

two sources or triangulation to validate data. Their common experiences served as the

foundation for the data analysis and provided all of the data required for the study.

Locale and population

In this study, the subjects were chosen using the purposive sampling technique.

The term "purposeful sampling" refers to selecting a sample with knowledge of the

study's requirements. This means that we intentionally chose participants from grade 11

Humanities and Social Sciences at Pantukan National High School since they

expressed a willingness to take part in the study. This approach also made it possible

for us to gather pertinent data that would help us answer the study topic.

There were 20 participants in this phenomenological study. They were Pantukan

National High School students, specifically those students that are enrolled in the grade

11 Humanities and Social Sciences curriculum. They are the ones who are typically

expected to have more understanding about language-related topics, and we opted to

include them in our research study because they are the ones who fit and are relevant

to it. The participants will be divided into groups for the in-depth interviews, as stressed

by Cresswell (2013) and referenced by Gonzaga (2021).

Instrumentation and data collection

 The data used in this study came from focus group discussions and in-depth

interviews, which were used as data sources in a qualitative investigation. We used

both in-depth interviews and focus groups to provide more reliable and accurate

responses. To learn more about the participants' grammatical proficiency in speaking

English, in-depth interviews and focus groups were employed to collect data.

We made sure to obtain participants' free, informed consent before executing a

data gathering method. Researchers should constantly keep in mind to obtain such

consent from any informants who were not coerced into participating in the study. We

also provided the participants with the information they required, including the study's

objectives, the types of questions used, how and to what degree their responses would

be used, potential risks and advantages, and the anonymization procedure.

Validation

Validity is the quality of being believed or accepted as true, real or honest. In a

research study, validity is an evaluation of whether or not the research findings

represent a “valid” conceptual interpretation of the data drawn from the participants’

original data. There were series of techniques that can be used in establishing

credibility. Prolonged engagement and iterative questioning and member checking were

adopted in this study (Lincoln & Guba, 2017 as cited by Shenton, 2005).
 There was prolonged engagement in the study. According to Cohen and

Crabtree (2006) prolonged engagement is spending sufficient time in the field to learn or

understand the culture, social setting or phenomenon of interest. The researcher spent

adequate time observing various aspects of the setting, spoke with range of people and

developed relationships, trust, and rapport with the participants.

To address validity in this study iterative questioning was used. According to

Lincoln and Guba (2017) as cited by Shenton (2005) it is a process of questioning in

which the researcher returns to the matter previously raised by an informant and

extracts related data through rephrased questions. In this way, falsehood was detected

and discarded. During the in-depth interview, the researcher repeatedly asked the same

questions but worded differently to the participants. This is to ensure the consistency of

participants’ responses.

Moreover, member checking was employed by the researcher. According to

Lincoln and Guba (2017) as cited by Shenton (2005) it is a single most important

provision that can be made to strengthen the validity of the study. Checking of the

accuracy of the data may take place on the spot, in the course or at the end of the

conversation. Also, the participants were given an opportunity to read the transcripts of

the dialogues, interpretations, and conclusions. In this manner the participants had a

chance to clarify their intentions and correct some misunderstood statements.

 As stated by Lincoln and Guba, (2017) as cited by Shenton (2005) is the degree

to which the findings of this inquiry can be applied or valid beyond the bounds of project.

Likewise, Shenton asserts that to ensure validity the researcher must give thick of

description of the method and phenomenon to allow other researcher to determine if the

environment is similar to other area and whether the findings are applicable to other

setting.

Ethical Consideration

The main concern of this study were the students in grade 11 humanities and

social sciences who are students of Pantukan National High School. Therefore, their

safety and full protection must be ensured. This was to preserve the trust they gave to

us the researchers. Thus, we followed the ethical standards in conducting this research

study.

Respect for people, according to Punch (2005) as cited by Albite (2017) is

doing research which involves collection of data from people about people.

The researchers need to protect and respect the research participants and trust

must be considered. In our study, after identifying the participants, we ensured to send

a consent to them. The participants were from Municipality of Pantukan and studying at

Pantukan National High School. Also, we made sure to present to our participants a

consent stating our purpose and asked them to sign the letter signifying that they were
voluntary participant in our study as our research participants. They were also informed

that they might withdraw their participation since it was voluntary. They were not forced

to provide information which they were not comfortable with. Furthermore, codes and

pseudonym were used to each of the participants.

Beneficence. Ford and Reutter (2019) stated that beneficence includes the

professional mandate to the effective and significant research so as to promote the

welfare of our constituents. In the context of our study, we did not disclose any

information that may lead to the identification of the interviewee. The beneficence or no

harm to to the participants was considered through making the participant’s safety and

comfort. In addition, based from the result of this study, the participants may get some

idea on how can they help their community especially students who are possible to

encounter the same endeavor.

Justice. Those who undertake the burden of research must be likely to benefit

the research. Justice demands equitable selection of participants like avoiding

population that may be unfairly coerced in participating (Adams, 2018). In our study, we

presented the

result of our research study to the participants, as well as to the community for

them to be aware on what were the difficulties of grade 11 HUMSS students

encountered in their speaking skills. With these, they might be able to craft some

interventions or strategy to minimize the problems related to the phenomenon being

studied. Also, the participants could have an idea that their difficulties are also

experienced by others and not to feel embarrassed. They might find other means on

how they would come up with their difficulties.

As researchers, we ensured that all of the above-mentioned principles were

addressed appropriately, with manner, and justice to protect the rights of the

participants in order to strengthen data processing security. We considered the rigorous

obedience of the Data Privacy Act 0f 2012 (Republic Act 10173), which pertains to the

right of an individual not to disclose his or her information (Ramos, 2019). Moreover,

prior to the interview, we asked the participants’ consent to record their responses in

gathering the information and also, we asked for their most convenient time before

conducting the in-depth interviews and focus group discussions, so that we would not

interfere with their personal activities.

Review of related literature

This chapter presents the related literature and studies of experts and authors

which are significantly interrelated to the phenomenon being investigated. The literature

on this chapter aims to discuss the importance, impact and difficulties of grammatical

competence in speaking which considered to be relevant to the theories of other

scholars. Including in this endeavor is the possible factors affecting the grammatical

competence in speaking skills of students and other issues concerning the research

study.

Speaking

Speaking is one of the productive talents that many individuals utilize to process

for developing and exchanging knowledge with one another. Speaking ability differs

from other talents in the English language since it is one of the capacities to carry out

conversation. As a result, speaking is the most important communication ability.

According to Bashir et al. (2017), speaking is a productive talent in the oral form that is

used to communicate and express ideas or opinions. This implies that students might

express their ideas or opinions vocally. Furthermore, Louma (2018) defines speaking as

an interactive process of meaning construction that comprises the production, reception,

and processing of information. It indicates that speaking is an interactive process for

everyone who is learning to speak to contribute knowledge and opinions. Speaking,

according to those criteria, is one of the English abilities aimed at interacting

communicating, and sharing information.

 Furthermore, Namaziandost et al. (2019) discovered that information-gap

activities are more successful than opinion-gap and reasoning-gap activities in

increasing students' speaking fluency on Irarian EFL students. On the posttest, the

three experimental groups outperformed the control group. Roleplaying is a "whole

spectrum of communication tools to stimulate student participation in the classroom, to

build language fluency, to raise student motivation, and to share duties between

instructor and students" (Kusnierek in Rojas Rojas, 2018). Students portray several

roles while speaking the language they are learning. They determine the necessary

roles, vocabularies, and expressions (Waffa, 2018 in Rojas & Villafuerte, 2018).

According to a research conducted by Krebt (2017), engaging role play helped the

experimental group of students significantly enhance their speaking abilities. In addition

to being utilized as entertainment, storytelling is a powerful teaching strategy in

language classrooms (Mokhtar, Halim, & Kamarulzaman, 2017). By employing narrative

tactics, the pupils! motivation and speaking ability can both increase (Sharma, 2018).

The shy students might begin speaking in English in class. The students will be able to

engage in meaningful learning where they are able to communicate ideas, reflect on the

dialogs utilized, collaborate in groups, and create new understanding from what they

have learnt Alterio (2018). Additionally, studies have demonstrated the advantages of

using task-based learning to enhance students speaking abilities.

The results of a research by Namaziandost, Hashemifardinia, and Shafiee

(2019) show that task-based learning, as opposed to traditional learning, results in

students being able to speak effectively after completing opinion-gap, reasoning-gap,

and information-gap activities. Similar to this, Albino (2017) discovers that when a

teacher employs recast and prompt tactics during a task cycle, students' speaking

abilities, particularly in the area of grammar, can improve. Students rate their

performance more favorably the more often they complete various activities (Meng &

Cheng, 2017).

Furthermore, a research by Namaziandost, Hashemifardnia, and Shafice (2019)

found that task-based learning, as opposed to traditional learning, enabled students to

communicate clearly after completing opinion-gap, reasoning-gap, and information- gap

activities. Similar to this, Albino (2017) discovers that students' speaking abilities might

improve if their instructor uses prompt and recast tactics during the task cycle, notably

in the area of grammar.

Communication

Thai students, particularly those with poor ability, seem to have trouble speaking

in English as a second language, according to Chuanchaisit and Prapphal (2019). This

may be due to a lack of proper communication tactics as well as a lack of fundamental

grammar and vocabulary. Low-ability students have trouble deciding which

communication tactics are best in a variety of situations. In order to improve low-ability

students' oral communication skills, this study attempts to collect empirical data on the

kinds of communication techniques they choose. The first phase of this study involved

300 Thai university students, 100 of whom were randomly chosen to complete the

Techniques Used in Speaking Task Inventory, which was designed to elicit responses.

Fear of Mistake and Shyness

When speaking in a foreign language in class, students are frequently restricted

because they are afraid of making a mistake or are just embarrassed by the attention

their speech will get. Shyness is seen as an emotional component and one of the key

elements that may have the greatest impact on the language acquisition process,

according to a research by Jahbel (2017).

Lack of Motivation and Confidence

Students struggle to find the right words to express themselves and are only

motivated to talk out of a sense of obligation. Students may not have anything to say
since the teacher picked a topic that is inappropriate for them or they may not know

anything about it (Juahana, 2016).

Lack of Vocabulary and Incorrect Pronunciation

However, some students find it challenging to answer when asked to speak in

English about a subject they are unfamiliar with or when deciding what sort of

vocabulary or grammar to use. According to Jahbel (2017), in order for learners to do

well while speaking, they must master the three components of speaking: vocabulary,

grammar, and pronunciation. When asked to explain a certain subject and having

trouble expressing themselves, learners switch to their mother tongue. Mother language

represents one of the factors attributed for students' poor speaking abilities. Using their

native tongue in class is simpler for the students since it comes off as more natural. As

on the usage of communication strategies. The quantitative analysis was also supported

by content analysis. Low-ability pupils were shown to frequently use risk-avoidance

strategies, particularly time-gaining ones, and to require help developing risk-taking

strategies including social-affective, fluency-oriented, help-seeking, and circumlocution

methods.

Furthermore, Lai (2018) identified several factors that contribute to poor

communication in language classrooms. He first highlighted the persistence of non-

interactive communication patterns in English classrooms, where learners' opportunities

to take part in classroom communication are constrained. Second, the majority of

students lack confidence when speaking English in class. Finally, three key elements

that influence students' confidence in engaging in classroom dialogue are noted. They

are a factor of low self-esteem, a source of linguistic difficulty, and a factor of

unfavorable

communication patterns and opportunities in the classroom. These elements were

shown to be notably influenced by the students' opinions of their inadequate English

proficiency and the teachers' perspectives on the students' performance in class. As a

result, this view will have an impact on how well students learn, which is comparable to

what Bernat and Gvozdenko (2017) asserted about how students' conceptualizations of

their learning would either help or impede their language-learning activities. Jahbel

(2017) shows in his research there are some problems or barriers in learning to speak

English a result, the majority of students lack consistency in their use of the target

language during the process of learning.

Low of Vocabulary Mastery

When the instructor has a discussion in English, the students still find it

challenging to respond to each question individually. Some language learners admitted

that they do not know how to pronounce a term in English that they truly wish to use.

The students' ability to master vocabulary was often low. Meaning that the majority of

them also have limited English proficiency. Naturally, it was not just their responsibility
to learn as many different words as they could, but it was also the instructor's significant

responsibility, especially their English teacher (Juahana, 2017).

Pronunciation Trouble

Learners occasionally pronounce some English words incorrectly. Even when the

learner repeats the phrases incorrectly despite the teacher providing an example of how

to pronounce the words in English, due to their lack of self-confidence, it will cause the

students to improve their speaking skills. Most students are terrified of making a mistake

in their word pronunciation. The majority of them lacked confidence while pronouncing

English words since they knew their peers would make fun of them if they made a

mistake (Gan, 2017). Shyness, Nervousness, and Fear of Making Mistakes.

The majority of students experienced shyness, nervousness, and a fear of

speaking English incorrectly. All of those emotions prevented them from speaking

English. When a student makes an error when speaking English, they are frightened

that their teacher will become irate and their friends will make fun of them. That

circumstance will have a bad psychological impact on the students who attempted to

appear in front of their buddies. Perhaps some students are reluctant to speak in front of
the class. For some students, it was traumatizing like that. Therefore, the instructor

should instruct students who make mistakes that it is a very normal part of learning and

that making mistakes is not something to be laughed at. Nervousness was another

issue they ran through when learning to speak English. The students were quite anxious

when it was their turn to speak in front of the group. Even though they had prepared

beforehand, they still felt apprehensive when it came time to speak. Once they start

speaking English, this will become a new issue. When students are anxious, it is very

conceivable that they may forget what they were going to say and lose their words in

their minds (Juahana, 2017).

Limited of Practice

If they consistently practice, language learners may become fluent in any

language, even English. Even if students memorized a large number of words, even if

they were proficient in all forms of grammar, nothing would be accomplished if they

never put what they had learned into practice (Gan, 2012).

Minimum Opportunities
 Every student needs opportunities in their classroom so they may practice

speaking English. It is sometimes important for students to seize every opportunity. The

ability to learn English is influenced by a number of things, including opportunity. Due to

their teacher's possible lack of time, some students only have a brief chance to speak in

front of their peers. This is consistent the study where students reported giving special

attention to writing, reading, and listening tasks that are similar to exam items, and both

teachers and students reported that they gave least attention to speaking tasks in the

textbooks because speaking is completely excluded from exams (Al-wati, 2017).

Environment Factors

Environment is one of the aspects that affects learning to speak English since it

will make them used to doing so. The teacher mostly utilized Indonesian during the

teaching and learning process. It would be preferable if the teacher utilized English

during the class activity to help the students become accustomed to the language. By

doing so, the students would be able to speak English and expand their new vocabulary

(Jahbel, 2017).
The Use of Mother Tongue

The instructor mostly employed Tagalog or Bisaya language/dialect during the

teaching and learning process for the purpose of ensuring that the students understood

what the teacher was saying. It would be hard for the students to understand the

lessons there are many elements that contribute to the hurdles in the teaching and

learning process based on the explanations provided by some of the experts mentioned

above. According to previous explanations, both internal and external factors contribute

to obstacles. Internal factors are the factors that appear from inside of the learners

themselves, the factors include (ard: (1) motivation, (2) nothing to say include lack of

vocabulary, incorrect pronunciation, and grammar as a stumbling block, (3) shyness

that included confidence, fear of mistake, nervousness, and fear of criticism, (4) mother

tongue, (5) age, and (6) identity and language ego. Meanwhile, the external factors are

different like internal factors. The external factors come from outside of the learners or

other people.

The factors are: (1) teacher factors, (2) learner's autonomy, (3) school factors

that consist of limited time, large class, limited practice, minimum opportunities, facilities

problems, poor teaching English strategy that cause low participant and identity and

language ego, and (4) environment factors.

The grammatical error is one of the factors that makes it difficult for Clarita,

(2020), pupil to communicate. Students who struggle with grammar frequently do so as

well, in addition to having difficulties speaking in English. Hanifa (2018) asserts that

because children are unconfident in their grammatical skills, they find it difficult to speak

up in class. Grammar, sometimes referred to as sentence structure and formula, is

introduced to students and begins to hinder their capacity to communicate in English.

Due to their lack of comprehension of the grammar and syntax of American English,

they lack motivation to learn. In addition to a lack of linguistic resources, learners are

hampered by a lack of foundational knowledge across a range of subject areas.

If the teacher spoke English more often than their native language. The instructor

students would become more passive, unable to speak English, and yet have low

learning on it if the instructor and students will only use to speak their mother tongue

more than the target language. The development of communicative skills can only take

place if

learners have the motivation and opportunity to express their own identity and relate

with the people around them (Littlewood,2017).

Low Motivation

The drive is a key factor in improving speaking skills, yet most students lack

strong enthusiasm to study, particularly English. The students do not dislike English as

much as
they formerly did. Their perception of English fluctuated depending on the subject

matter, the instructor, the teaching style, and the period of time. For instance, if the

student found the content to be too challenging, they would not be like English; yet, if

the material was simple and easy to comprehend, they would be. As we know that

native have more places in oral communication teaching in Thailand because the local

English teachers have inadequately creativity to make a deal (Juahana 2016).

Poor of Teaching English Strategy

The methods used by the teacher help students focus on and enjoy the process

of teaching and learning. Making students interested in English is the first step in

developing their proficiency in the language since students cannot succeed in English if

they are not motivated to study it. Therefore, the instructor should be skilled in various

teaching methods for English speaking.

The researcher comes to the conclusion that to synthesize, difficulties of

grammar in speaking are considered as unending problems on why students didn't

communicate whether in a conversation or expressing their ideas in front of the class.

These are noticed since the most important skill to be developed by students is

speaking. The related studies above show that the difficulties such as lack of

vocabulary, grammar and etc. have affected the individuals in speaking the English

language. Thus, there is a need to understand students' difficulties in speaking. Further,

it implies that there are a lot of reasons how the students deal with the phenomenon

and ways in addressing the problem.

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