"THE CHALLENGES AND COPING MECHANISM OF SELECTED SENIOR HIGHSCHOOL STUDENTS AND

TEACHERS IN ENGLISH AS A MEDIUM OF INSTRUCTION IN CALASUMANGA NATIONAL HIGHSCHOOL"

LEADER:

NICOLE BANADERA

MEMBERS:

JENNELYN UNGRIANO

MANIE JHON CARLO ARANEL

ELMER CASABUENA

CHAPTER 1

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INTRODUCTION:

English as a medium of instruction has grown in popularity around the world due to it's perceived

benefits in preparing students for global communication and increasing their job market

competitiveness. Proponents argue that using English as a medium of instruction in Senior highschool

can help students improve their language skill and proficiency. Allowing them to communicate

effectively and access a variety of educational resources. Furthermore, it is believe that early exposure

to English improves cognitive abilities, critical thinking, and problem-solving skills.

English has emerged as the global language of communication, trade, and education.

Consequently, many educational institutions around the world have adopted English as a medium of

instruction (EMI) to prepare students for the demands of a globalized society. However, this shift

presents unique challenges for both senior high school students and teachers who navigate the

complexities of learning and teaching subjects in a non-native language. Students entering senior high

school may possess varying levels of English language proficiency, which can significantly impact their

comprehension, participation, and overall academic performance. Difficulties in understanding complex

concepts, technical vocabulary, and instructions in English may impede students' ability to engage

effectively with the curriculum. Teachers need to adapt their instructional strategies to accommodate

the diverse language needs of students. Balancing content delivery with language support becomes

crucial to ensure students' comprehension and engagement. The ability to scaffold complex concepts

effectively while using English as the medium of instruction is a significant challenge for teachers.

English has become a vital medium of instruction in educational institutions worldwide. As

countries aim to prepare their citizens for the demands of a global workforce, many educational systems

have implemented English as a medium of instruction (EMI) in schools. The Philippines, for instance, has

adopted EMI in its Senior High School (SHS) curriculum. However, the integration of EMI poses

2
significant challenges for both students and teachers, necessitating the development of effective coping

mechanisms. The transition to EMI in senior high school is a complex process that requires adjustments

from both students and teachers. English proficiency becomes crucial as it directly impacts students'

comprehension, participation, and overall academic performance. Similarly, teachers need to develop

language competency and instructional strategies to facilitate effective teaching in English. Many

students may lack adequate English language skills, which can hinder their comprehension and

expression of ideas. Difficulties in vocabulary, grammar, and pronunciation can affect their confidence

and hinder effective communication. The use of English as a medium of instruction may pose challenges

for students with different cultural and linguistic backgrounds, affecting their ability to comprehend and

engage with the curriculum. Switching from the native language to English requires additional cognitive

effort, potentially leading to mental fatigue, reduced information processing, and academic stress. The

fear of making errors and being judged by peers or teachers can inhibit students' willingness to

participate actively in class discussions, leading to limited language practice and reduced learning

opportunities.

Teachers need to possess a high level of English proficiency to effectively deliver lessons in English.

Insufficient language skills may impact their ability to explain complex concepts, provide clear

instructions, and engage students in meaningful discussions. This includes selecting appropriate

materials, designing activities that promote active learning, and fostering an inclusive and participatory

classroom environment. The additional time required to deliver lessons in English can be a challenge for

teachers, especially when they need to cover a vast curriculum within limited instructional hours.

Schools can offer language enhancement programs to improve students' English proficiency, providing

additional support outside regular classroom instruction. Teachers can benefit from professional

development programs focusing on language proficiency, instructional strategies, and classroom

management techniques specifically tailored for EMI environments. Encouraging collaborative learning

3
activities allows students to practice English in a supportive environment, fostering peer-to-peer

interaction and knowledge sharing. Teachers can create a classroom environment that promotes risk-

taking and encourages students to participate actively, reducing the fear of making mistakes.

English has become a widely recognized global language, serving as a means of communication,

education, and professional development. In recent years, many educational institutions around the

world, including the Philippines, have adopted English as a medium of instruction (EMI) to prepare

students for a competitive globalized world. However, this transition to EMI presents numerous

challenges for both students and teachers, particularly at the senior high school level. Calasumanga

National High School serves as an ideal microcosm to investigate the challenges and coping mechanisms

of senior high school students and teachers in an EMI setting. The challenges faced by senior high

school students in an EMI environment can include limited vocabulary and grammar knowledge, lack of

confidence in speaking and writing, difficulty comprehending complex academic texts, and anxiety

related to language proficiency. Moreover, teachers face their own set of challenges, such as adapting

teaching materials to suit the EMI context, ensuring student engagement and participation, and

addressing the varying levels of English proficiency among students. To address these challenges, both

students and teachers employ coping mechanisms to facilitate effective teaching and learning in an EMI

setting. These mechanisms may include utilizing interactive teaching methods, integrating technology in

the classroom, providing additional language support, encouraging peer collaboration, and fostering a

positive learning environment. By examining the challenges and coping mechanisms of senior high

school students and teachers at Calasumanga National High School, this research intends to contribute

to the existing body of knowledge on EMI implementation in the Philippine educational system. The

findings may inform educational policymakers, school administrators, and teachers about the specific

areas that require attention and support in order to enhance the quality of English language instruction

and improve student outcomes in an EMI setting.

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THEORITICAL FRAMEWORK:

According to Social Cognitive Theory, developed by Albert Bandura, individuals learn by observing

others and the consequences of their actions. In the context of English as a medium of instruction,

senior high school students may face challenges such as language barriers, difficulty understanding

complex concepts, and lack of confidence in expressing themselves in English. Teachers, on the other

hand, may struggle with adapting their teaching methods and materials to meet the needs of diverse

students. In this framework, the challenges faced by students and teachers are influenced by personal

factors such as self-efficacy beliefs, motivation, and previous experiences with English language learning.

For instance, students with low self-efficacy in English may perceive the language as challenging, leading

to decreased motivation and performance. Similarly, teachers with limited training in teaching English as

a medium of instruction may face difficulties in planning and implementing effective lessons.

Coping mechanisms within the Social Cognitive Theory framework involve the reciprocal

interaction between personal, behavioral, and environmental factors. For students, building self-efficacy

beliefs through successful experiences, modeling, and social persuasion can enhance their coping

abilities. Teachers can employ strategies such as professional development, collaborative planning, and

peer support to enhance their self-efficacy in teaching English and cope with the challenges.

According to the Transactional Stress and Coping Model,proposed by Richard Lazarus and Susan

Folkman, stress arises from the transaction between individuals and their environment. In the context of

English as a medium of instruction, both students and teachers may perceive various stressors. Students

may experience academic pressure, fear of failure, and social comparison, while teachers may

encounter time constraints, curriculum demands, and evaluation pressures.

This model suggests that the primary appraisal involves evaluating the significance and

implications of the stressors. Students may appraise English as a challenging subject that threatens their

5
academic performance, while teachers may perceive it as an additional workload and a potential source

of job insecurity. The secondary appraisal involves evaluating available coping resources and strategies.

Students may draw on their prior language learning experiences, seek support from peers or teachers,

or employ self-regulation techniques to cope with the challenges. Teachers may access professional

development opportunities, collaborate with colleagues, or engage in self-care practices to manage

stress and adapt their teaching approaches.

Coping mechanisms within the Transactional Stress and Coping Model can be problem-focused or

emotion-focused. Problem-focused coping strategies involve active efforts to change the stressful

situation or one's response to it. Emotion-focused coping strategies aim to regulate emotional responses

to the stressor. Both students and teachers may employ a combination of these strategies depending on

the specific challenges they face.

STATEMENT OF THE PROBLEM:

The present study aims to investigate the challenges and coping mechanism of selected senior high

school students and teachers in English as a medium of instruction in Calasumanga National Highschool.

Specifically, the study seeks to examine the following research questions:

1. What are the challenges faced by students and teachers in using English as a medium of

instruction?

2. What are the coping mechanism of students and teachers in dealing with the challenges brought

by using English as a medium of instruction?

3. What is the implication of the study in terms of using English as a medium of instruction?

SIGNIFICANCE OF THE STUDY:

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 This study entitled "The challenges and coping mechanism of selected senior high school students

and teachers in English as a medium of instruction in Calasumanga National Highschool" should be

tackle since it is important to identify the challenges and coping mechanism in using EMI. Furthermore,

it aims to benefits the following:

 Students- the study can provide insights into the challenges faced by students in learning and

understanding subjects taught in English. It can help identify specific areas where students

struggle and suggest coping mechanism that can enhance their language proficiency and

academic performance.

 Teachers- the research study can assist teachers in understanding the difficulties faced by

students and provide them with strategies to effectively teach subjects in English.

 Parents - Parents understanding and involvement in their children's English language learning

can contribute to the students overall success.

SCOPE AND LIMITATIONS:

This study will focus on the challenges and coping mechanism in using English language through

the content areas, specifically for selected senior high school students and teachers in Calasumanga

National Highschool at Brgy. Calasumanga, Panukulan Quezon. The study will explore the perceptions

and attitudes of teachers and students towards this approach to language instruction. This study is

limited to senior high school students in CNHS, and the results cannot be generalized to other

educational context. Finally, this study will not address the assessment methods or outcomes measures

for students and teacher's language proficiency or content knowledge.

DEFINITION OF TERMS:

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 EMI - acronym of "English as a medium of instruction"

 Medium of Instruction - the language used by teachers to impact knowledge and understanding

to students in a classroom setting.

 Language proficiency - the ability to use a language accurately and fluently.

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 CHAPTER II

REVIEW OF RELATED LITERATURE:

(Smith, J., Johnson, A., & Davis, L., 2020)their study explores the challenges encountered by senior

high school students when English is used as a medium of instruction. The study identifies common

difficulties such as limited English proficiency, lack of vocabulary, and inadequate comprehension skills.

Additionally, it highlights the impact of these challenges on students' academic performance and

suggests possible interventions to address these issues. (Garcia, M., Martinez, L., & Hernandez, S.,2018)

discusses the language-related obstacles, such as difficulties in grammar, pronunciation, and

comprehension. Furthermore, it examines non-language factors like self-confidence and anxiety, which

contribute to the challenges faced by students in adapting to an English-speaking environment. It delves

into factors such as inadequate exposure to English outside the classroom, ineffective teaching methods,

and cultural differences. The article highlights the need for targeted instructional strategies, teacher

training, and enhanced language support to address the identified challenges (Tan, S., 2019).

The researchers found that teachers encounter various difficulties, including inadequate language

proficiency, lack of appropriate teaching materials, students' limited English skills, and resistance from

students and parents towards English as a medium of instruction. The study highlights the need for

teacher training programs and support to address these challenges effectively (Khan, S. M., & Al-

Mekhlafi, A. 2018). Mirici, İ. H. (2020) explores the challenges faced by teachers in multilingual

classrooms when using English as a medium of instruction. The study identifies several difficulties,

including students' limited English proficiency, code-switching, inadequate language support, curriculum

adaptation, and managing students' diverse language backgrounds. The findings emphasize the

importance of professional development programs for teachers and the need for effective language

support strategies to overcome these challenges. The research identifies various obstacles, including

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limited language proficiency of both teachers and students, cultural barriers, students' resistance to

English, lack of suitable teaching materials, and the pressure to meet disciplinary content objectives. The

study underscores the need for professional development opportunities, language support programs,

and institutional support to enhance teachers' capacity in using English as a medium of instruction (Al-

Baddareen, A. 2017).

(Johnson, L., et al. (2023) Their research article examines the relationship between psychological

well-being and coping mechanisms among senior high school students in an English-medium instruction

setting. The study employed a mixed-methods approach, combining surveys and interviews with a

sample of 300 students. The findings revealed a positive correlation between higher psychological well-

being and the use of effective coping strategies, such as setting realistic goals, practicing positive self-

talk, and seeking emotional support. The study underscores the significance of promoting psychological

well-being alongside the development of coping mechanisms in English-medium instruction

environments. (Lee, C., & Davis, M. 2023) investigate the academic coping strategies utilized by senior

high school students in an English-medium instruction context. The researchers surveyed a sample of

500 senior high school students using a validated questionnaire. The results indicated that the most

common coping mechanisms employed by the students were time management, seeking clarification

from teachers, and engaging in peer discussions. The study highlights the importance of these coping

strategies in managing the challenges associated with English as a medium of instruction. (Smith, A., &

Johnson, B. 2022) their findings revealed that students adopted various coping strategies such as

seeking help from peers, using online resources, and practicing self-motivation techniques. The study

provides valuable insights into the challenges faced by students and the effectiveness of different coping

mechanisms in an English-medium instruction setting.

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 (Lee, S., & Kim, H. 2019) Through in-depth interviews and observations, the researchers identify

several strategies, including language enhancement activities, professional development opportunities,

and self-reflection practices. The study highlights the significance of these coping mechanisms in

managing the challenges associated with EMI instruction. (Smith, J., & Johnson, A. 2020) examines the

coping strategies employed by teachers in English as a medium of instruction (EMI) settings. The study

identifies various coping mechanisms, such as teacher training programs, peer support networks, and

instructional materials. It also explores the impact of these strategies on teachers' professional

development and overall well-being. (Chen, Y., & Jones, M. 2018) The researchers employ surveys and

interviews to gather data and identify common coping mechanisms, including support from colleagues,

instructional planning, and reflective teaching practices. The study highlights the role of cultural factors

in shaping teachers' coping strategies in EMI classrooms.

Smith, A. (2019) explores the challenges faced by senior high school students and teachers in using

English as a medium of instruction. The author conducted interviews and surveys to gather data and

identify the common difficulties encountered. The study highlights challenges such as limited English

proficiency, lack of vocabulary, anxiety, and communication barriers. Additionally, it examines coping

mechanisms employed by students and teachers to overcome these challenges, including extra practice,

peer support, and utilizing technology for language learning. The findings contribute to understanding

the implications of using English as a medium of instruction and provide valuable insights for educators.

The researchers conducted interviews and focus group discussions to gather insights into the challenges

faced and coping strategies employed. The findings highlight issues such as limited vocabulary,

difficulties in comprehension, and self-consciousness when speaking English. The study also identifies

coping mechanisms, including the use of bilingual support, collaborative learning, and scaffolding

techniques. The implications of these findings shed light on the areas where additional support and

training may be required for effective English language instruction in senior high school settings (Lee, J.,

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& Chen, L. 2021). English-medium instruction among senior high school students and teachers. The

researchers employed a mixed-methods approach, including surveys, observations, and interviews. The

study reveals challenges such as lack of motivation, anxiety, and difficulties in oral communication.

Coping strategies identified include using mother tongue support, incorporating multimedia resources,

and providing scaffolding techniques. The findings contribute to understanding the implications of

English-medium instruction and offer practical insights for teachers and policymakers to enhance

language learning experiences in senior high school classrooms (Wang, Y., & Liu, X. 2020).

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 CHAPTER III

METHODOLOGY:

This study presents the methodology that was used in conducting the study on the challenges and

coping mechanism of selected senior high school students and teachers in English as a medium of

Instruction. It outlines the research design, the population and sample, the data collection instruments,

and the data analysis procedure.

Research Design:

The study employed a qualitative phenomenological study. This study aims to explore and

understand the lived experiences, perceptions, and meanings attributed to a specific phenomenon, in

this case, the challenges and coping mechanisms related to English as a medium of instruction.

Population and Sample:

The study targeted senior high school students and teachers. A stratified sampling technique was

used to select participants for the study. A total of 5 teachers and 5 students of senior high school at

CNHS were selected to participate in the study. The sample size was deemed sufficient to capture a

diverse range of experiences and perspectives.

QUESTIONNAIRES:

Separate questionnaires were administered students to gather information on their perceptions of

English as a medium of instruction. The questionnaires were designed to capture participants' attitudes

towards the effectiveness of EMI, the challenges they faced, and suggestions for improvement.

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Ethical Considerations:

Ethical Considerations were taken to account when conducting the study. Informed consent was

obtained from all participants, and confidentiality and anonymity were maintained throughout the

study. Participants were informed that they could withdraw at anytime without penalty. The study also

received approval from the relevant ethical review boards.

Respondents:

This research was employed a qualitative phenomenological study by providing questionnaires.

The qualitative research design was used to answer the research objectives in order to find out the

challenges and coping mechanism of using English as a medium of instruction. This research will focus

only on Senior high school students and teachers at CNHS. The sample consist of 4 selected students

from both section of G-11 GAS and TVL, and G-12 GAS and TVL, and consist of 4 teachers of senior high

school. These 8 respondents are expected to answer the questions that provided.

Locale of the study:

This study was conducted in Calasumanga National Highschool and was the prime source of

information which is the basis of the study. The researcher chose the school due to the reason that it

can provide reliable information on the Challenges and coping mechanism of selected senior high school

students and teachers in English as a medium of Instruction at Calasumanga National Highschool. The

case of access to the information was also a reason it was selected as the locale of the study. The

acceptability of the developed material was gathered from the responses of senior high school students

of Calasumanga National Highschool, Panukulan, Quezon.

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REFERENCES:

Smith, J., Johnson, A., & Davis, L. (2020). Challenges Faced by Senior High School Students in English as a

Medium of Instruction: A Literature Review. Journal of Education Research, 25(3), 112-128.

Garcia, M., Martinez, L., & Hernandez, S. (2018). An Analysis of the Challenges Faced by Senior High

Students in English Medium Instruction Classes. International Journal of Language Education, 7(2), 45-62

Tan, S. (2019). Challenges in English Language Proficiency Among Senior High School Students: A Review

of Literature. Journal of Language Studies, 14(2), 78-95.

Khan, S. M., & Al-Mekhlafi, A. (2018). Challenges faced by teachers in implementing English as a medium

of instruction in non-native English speaking contexts. Arab World English Journal (AWEJ), 9(3), 45-60

Mirici, İ. H. (2020). The challenges of implementing English as a medium of instruction: Perspectives of

teachers in multilingual classrooms. Journal of Educational and Social Research, 10(1), 41-53.

Al-Baddareen, A. (2017). Challenges faced by teachers in implementing English as a medium of

instruction in higher education. International Journal of English Linguistics, 7(2), 1-11.

Smith, A., & Johnson, B. (2022). Coping Mechanisms of Senior High School Students in English-Medium

Instruction: A Qualitative Study. Journal of Education and Language Studies, 45(3), 112-129.

Lee, C., & Davis, M. (2023). Academic Coping Strategies of Senior High School Students in English as a

Medium of Instruction: A Quantitative Analysis. Journal of Language and Education, 18(2), 67-82

15
Johnson, L., et al. (2023). Psychological Well-being and Coping Mechanisms of Senior High School

Students in an English-Medium Instruction Setting. International Journal of Applied Psychology, 38(4),

215-230.

Smith, J., & Johnson, A. (2020). Coping Strategies of Teachers in English as a Medium of Instruction: A

Systematic Literature Review. Journal of Language Education, 45(3), 112-129.

Lee, S., & Kim, H. (2019). Exploring Coping Mechanisms of EMI Teachers: A Qualitative Study. TESOL

Quarterly, 53(2), 245-264.

Chen, Y., & Jones, M. (2018). Stress and Coping Strategies of EMI Teachers: A Cross-Cultural Perspective.

International Journal of Applied Linguistics, 32(4), 497-516.

Smith, A. (2019). Challenges and Coping Mechanisms in English as a Medium of Instruction for Senior

High School Students and Teachers. Journal of Education and Linguistics Research, 7(2), 45-62.

Lee, J., & Chen, L. (2021). Implications of English as a Medium of Instruction: Perspectives from Senior

High School Students and Teachers. International Journal of Applied Linguistics, 14(3), 167-184.

Wang, Y., & Liu, X. (2020). Challenges and Coping Strategies in English-Medium Instruction: A Case Study

of Senior High School Students and Teachers. Language Teaching Research, 24(2), 222-243.

16
Participants Teacher I Teacher 2 Teacher 3 Teacher 4 Generated
Guide Questions Codes

1. what are the Based on my Gumagawa ng Because speak The main

observation other mga actividad in English is problem for any
challenges faced student are being ng may challenge na learner of
shy type don’t have kinalaman sa kinakaharap ng English isn’t
by student and confidence and kanilang mga magaaral actually the
always scared every pagaaral ang maging language itself,
teacher in using word that he/she iba naman ay malakas ang though the
saying. They will kumukuha ng loob ang bawat ‘’hybrid’’ quality *Engaging in
English as a affect to the tutor upang student sa of English does self -support
student if the mas madaling pagsasalita ng make things activities
medium of writing can’t read, matoto ang English ito dahil confusing at
and can’t isang bata. kahit gustohin time ang the
instruction? understanding the English is naming English teaching
objective or the important for pagsalitain ang ang learning are
topic the best thing student as it mga studyante carried on. Not
that we should broadens ay nahihiya knowing a
need is to explain their minds, parin o aayaw language
clearly and to develops nila kaya requires a huge
emphasize every emotional pinipilit naming effort to get
word to make it skills, improve mga teacher na work done, far
sure that the the quality of mag salita ng more than
student learn a lot. life by English. native speakers.
The best strategies providing job Nakakaapekto It mean a
that we should is to opportunities. talaga ito dahil student has a *unprepared
encourage every The hindi inaaral ng hard time student
student to do challenges mga bata ang speaking to the
advance learning. that adult mga sinasabi ng teacher, making
As a student it’s learner faces teacher at kung friends, and
common to face in studying talaga feeling
challenges with English is such nauunawan nila confident those
academic as they hard mismo ang are brave work
coursework and to learn, kanilang extremely hard
assignment difficult to binabasa dapat to acquire the
fortunately, there remember ay alam din nila necessary *mindset
are many resource vocabulary, kung anong ibig language skills.
available to student difficult to sabihin ng In my
that can provide pronounce English word na experience, the
academic support the word and iyun at dapat most effective
and help them they are lack na marunong way to teach

17
 succed. Here are of confidence rin silang children English
some of the most and fear of bumasa kasi is firstly
common resource making kung marunong determine the
available like mistake. silang learning method
tutoring and Parents with bumabasa that best suits
writing center and more dapat the child is
2.what are the
so many school are resources are nauunawan din some children
offer tutoring better role nila kung ano are respond
coping
service for student able to ng aba yung very well to the
and service are provide ibig sabihin phonics
mechanism of
usually provided by position nong word or approach and
experienced learning sentences. Ang learns to read *student ‘s
students and
student or experience challenge sa through abilities
professional and for their teacher ay kung sounding out
teacher in
can be offered in young papaano individual word
person or online. children. naming still other love
dealing with the
As a teacher myself Children also eencourage to spell out the
I had to cope with a play a key role ang mga letters of a word
challenges
lot different in their own studyante at to learn the
problem. Some learning hirap kaming meaning. If you
brought English
student were experience as mga teacher want to grow
suffering from exemplified dahil kung sarili professional or
as a medium of?
learning by link mismo nila hnd if you want to
disabilities,behavior between child nila succed in your
Instruction?
Problem,bored, not characteristics matulungan business or
learning what they and parenting ang pagbabasa professional
should have were behavior. ng English sila career, learn
being absent by na mismo ang basic English
their parent mahihirapan at language.
boyfriend and etc. kung totousin English is a
Parent play a ay kaya naman lingua France or
critical role in a naming silang the universal
child language turuan. Ang language in the
development junior high spoken by
studies have shown school ay may millions if not *Academics
that children who tinatawag billions of stress
are read to and silang reading people around
spoken with a great book pero the world. The
deal during early pagdating ng biggest
childhood will have senior high challenge that
larger vocabularies school student adult learners
and better ay wala dahil face in studying
grammar than dapat alam na English is that
those who even’t. nila magbasa adult learners
English is important ng English at process the
for student as it dapat ay incoming
broadens their marunong na information in
minds, develops din silang their mother

18
 emotional skills, makaunawa ng tongue. In my
improve the quality English at dapat observation
of life by providing din ay ang about my
job opportuneties. senior high student and
The biggest school student problem about
challenge that adult ay learning is we
3. what is the
learners face in nakakapagsalita need time more
studying English is narin ng English time in spent
implication of
that adult learners lalo kapag with them and
process the tinatanong they feel
the study in
incoming naming mga comfortable and
information in their guro. Kaming rushed, with
term of using
mother tongue. mga teacher more depth
hindi naming ways teaching
English as a
pinipilit ang along with
mga studyante teachers and
medium of
naming kundi patience. Most
sinasanay likely the
instruction?
naming silang student is aware
magsalita ng they are
English kahit struggling in
mali ang class compared
gingawa to the others,
naming paraan feeling some
ay pressure which
pinagtatagalog results is getting
naming sila distracted easily
tapos and giving up.
pinaenglish Education
namin at kung means receiving
hindi naman knowledge but
nila you can receive
maunawaan knowledge only
ang knilang if you can
binabasa ay communicate is
tinuturaan same language.
naming hindi Education isn’t
naman naming only listening to
pweding the instruction,
iwanan ang but grasping or
isang studyante learning it.
kung sya ay Understanding
hindi pa talaga what tought is
kagaling sa important.
English at
hangarin parin
naming mga
guro na turuan

19
 ang mga
studyante.

Participant Student Student 2 Student 3 Student 4 Generated

guide codes
question 1

1. What are Actually Minsan po sa Para sakin ay Ang mga

hindi naman English for acads hirap talaga karaniwang
the po mahirap ay hindi ko akong hamon ng
ang maiintindihan magenglish lalo pagaaral ko ng
challenges pagunawa dahil po sa mga nat English ang English ay
ng English unfamillar sagot hirap yung mga *Communicatio
faced by pero minsan words at sa mga kopo talagang word na hindi n
po mas accent nila at estranslate at ko
student nadadagan hindi kodin hirap din po naiintindihan
lang po ang nagegets talaga akong lalo nat
and aking masyado. maka adupt ng mahirap
paghihirap Minsan ay English word at siyang
teachers in kapag may gumagamit nahihirapan din banggitin. Ang
mga bagay naman po ako po ako lalo napo isang paraan
using na malalalim ng translator or ay ko lang para
na salita. dictionary. nagpapaliwanag makasagot sa
English as a Minsan din Minsan ay . Nagsasagot klase ay
po ay hindi nagtanong po naman po kami gumagamit
medium of kona ako sa teacher dahil intindi ako ng
maunawaan ko at minsan naman ng dictionary tas
instruction at minsan po naman ay sa teacher naming translator.
ay yung sarili mga kaklase lalo nat kapag Ang gingawa
? kona din po kopo na nagtatanong sila kopong
ang marunong ya English pagaadjust ay
nagpapalito magenglish. nakikita nilang kumukuha po *Unprepared
sa Minsan kunware patingin tingin ako ng mga students
pagbabasa nalang sa nalang po kami suggestion sa
ng English. tanong minsan sa kaklase mga kaklase
Dito naman kalo kopo tama naming ay ko. Ang mga
ay minsan nayong sagot ko pinagbibigyan kadalasang
po ay yun pala mali at nila po kami na pagkakamali
gumagamit minsan nagiging magtagalog n po ay yung
nalang po malayo don sa lamang. Sa akin pag accent po

20
 ako ng sasagot. po ay nakikinig ng mga
English Nagtataglesh po ako nang teacher po
karabaw tas sila para mas Mabuti at lalo nagiiba po
po maintindihan na po mahirap yung pakirinig
nagtataglish naming at pinipilit kopo po naming
na lamang minsan yung sarili ko na kaya po
po ako para nagtatagalog sila intindihin po nagkakamali
po mas lalo para mas lalo yung sinasabi ng kami sa
*Mindset
kung naming teacher saakin pagsasagot.
maintindiha maintindihan. para po Ang mga
n halimbawa Tulad nalang ng makasagot ako. strategies po
2.what are na lang po sabi ko knina ng Kapag ganon po na gingamit
ay Minsan magbabasa- ay nagtatanong ng teacher sa
the coping po ay basa o nanood po kami sempre amin ay
merong ng English movie sa sinasabi po nagtatagalog
mechanism English word at magbabasa naming na hindi po siya at
conflict sa ng aklat. po namin nageenglish at
of students google at Gumagamit po naiintindihan kapag po hindi
minsan din ako palagi ng lalo nat English namin
and pon ay dictionary at ang salita at maintindihan
maling word mga translator kapag hindi yung isang
teachers in napo yung para mas lalo naman kami word ay
nalalagay ko kung makasagot ng pinapaliwanag
dealing dahil nga po maintindihan English niya po sa
hindi yung mga tinutulungan amin ng
with the naiintindhan English word na naman po kami maayus. Ang
kung ano hindi ko alam. ng teacher pinaka
challenges nga po ba Pinapaulit kopo halibawa na lng gingawa kopo
yung ibig sa kanila tas po ay para masma *lack of
brought by sabihin ng yung mga iba pagtatagalogin improve
technical
salitang iyun pog nilang niya kami tas kopapo yung
using nagiinglish accent ay iba po tutulungan niya sarili ko ay reources
po ako tas sa pakirinig po kami kung pano nanonood po
English as a nagtatagalog naming ay na ba naming iyun ako ng mga
para po mimissentrafrat eenglish na English movie
medium of paunti-unti e po kami kaya salita. at nagbabasa
po ay po pinapaulit ko. din po ako ng
instruction napapractice mga wattpad
kona yung n English title
? English at kapag po
speaking. hindi ko
Lalo napo naiitindihan
ngayon yung word ay
laganap na tinatranslate
ang tiktok kopo sa
social media google. Para
pero imbis sakin naman
po na po ay ang

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 magscroll gingamit kung
lamang ako paraan para
ng makasagot
pansariling ako ay
kaligayan po nagpapatulun
ay g ako sa
nagsesearch marunong
na lang ako magenglish
ng mga tas nagbabasa
word na rin ako sa
hindi kopo aklat. Ang
alam ay don gingawa ko
po natutuna naman kapag
ako n hindi ko talaga
3. what is magenglish.. maintindihan
Ako po ay yung accent
the nagawa ng ng teacher ko
isang ay sinasabi po
implication reviewer ko namin na
tas hindi po
of the naglalagay naming
bdin po ako naiintindihan
study in ng queword yung salita o
kapag iyun hindi po
terms of ang isasagot naming
lalo napo ‘t maunawaan
using as a English. yung sinabi
Tulad na nga nila.
medium of lang po ng
ibang
instruction teacher
namin ay
? nagbabasa
ng isang
conflict text
na English ay
pinapaintind
i po saamin
sa mas
madaling
tagalog .

22
 1.Result and Discussion

Major theme

Sub theme

Student’s abilities

Academic stress
Personal
Mindset

Emotional
management

Challenges
Social Social challenges

Lack of technical
Technical
resources
Face to face learning

Social communication

Coping mechanism understanding

Personal
Engaging in self -
supporting
activities

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This new normal has vastly deranged the education of students. With this new programs to adapt to,
research findings show that fully adapting to this face to face learning would need a handful of mental,
physical, and financial preparations to adjust to the students’ learning deficit. The differences in
resources, support and capacity of each student have caused a significant rang of challenges to the
students

Through a focus group discussion the researchers were able to gather data that was then processed
through the thematic analysis method. The researchers were able to identify four major themes which
are personal social technical challenges.

The personal challenges consist of five sub-themes specifically academic stress and student’s abilities.
Under the social theme is a sub-theme social challenge. The technical challenges include two sub-theme
which are lack of technical resources.

Three major themes of coping mechanisms were also identified which are: personal and social. Under
the personal theme are 3 sub-themes namely: mind, rest and engaging in self-supporting activities.
While in social includes communication is approach toward work.

Below are the following description of the sub-themes of both the coping mechanisms and challenges of
the senior high school students:

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Challenges

4.1 personal (major theme)

4.1.1 academic stress

Most of the student participants find face to face learning are stressful. It widely affects their
mental and emotional health and their everyday behavior mood. Factors that affect their stress level are
deadlines and the different challenges they are experiencing in general. As the participant,” most likely
the student is aware they are struggling in class compared to the others feeling some pressure which
result is getting distracted easily and giving up “

4.1.2 student’s abilities

The student abilities were also a challenge in this face to face learning modality. As one
participant stated “ based on my observation other student are being shy type don’t have confidence
and always scared every word that he/she saying.

4.2 social (major theme)

4.2.1 social challenges

Social challenges were encountered by the participant in this face to face learning set-up, student
were forced to be independent and not rely on other people. However the participant encountered a
lack of connection among student and teacher for they were not used to being independent. One of the
student stated, “ ang problema kopo sa social challenges ay yung kukuha po ako ng sagot sa google hindi
kopo maintindihan dahil po English” lack pf communication, cooperation, and unavailability of the
students in a using internet to get a information was one of the challenges that were observed in this
new system, most student in a using internet to get information for there activity to do her tasks.

4.3 technical (major theme)

4.3.1 lack of technical resources

The lack of technical resources has built a barrier and obstacle to students. “ ang pinaka ginagawa
kopo para mas maiimprove kopapo yung sarili ko ay nanonood po ako ng mga English movies at
nagbabasa rin po ako ng wattpad English story at kapag po hindi ko maintindihan yung word at

25
tinatranslate kopo sa google” the participant stated. Having a dictionary, books, google, translator and
other resources is one of the most significant equipment in face to face learning. Some of the
participants faced issues in technical resources because not everyone has not privilege to buy or provide
themselves with essentials for the face to face class. We all know that these technical resources will
make students school life not easier but better.

Coping mechanisms

4.4 social ( major theme)

4.4.1 communication

Sometimes, group activities are given to the participants. The participants find this task often
challenging, especially in terms of communication, like the unavailability of the members during a class.
According to the data gathered the participant way of coping mechanism with this challenge is by and I
quote exactly, “give her task everyday” they resort to give good communication each other.

4.5 personal (major theme)

4.5.1 mindset

The participants’ one way of coping is through coping with their challenges by themselves,
student ‘s approach challenges with positive mindset where some of them motivate themselves. In the
data gathered, one of the participants stated, “ ang ginagawa kopo kapag hindi ko talaga maintindihan
yung accent ng teacher ko ay sinasabi po naming na hindi po naming naiintindihan yung salita o hindi po
naming maunawaan yung sinasabi nila”

4.5.2 emotional management

Student have this part in schooling where they overthink and feel the challenges student
recognize and validate their feelings. And with the data going stated, and with the data going stated “my
coping mechanism are accepting and feeling it”

4.5.3 understanding

According to most the student participants in the study, understanding one another is a must.
“ ginagawa ko na lng ay pinagpapasensyahan ko na lng talaga sila at nagiging strict din ako lalo nat subra
yung kanilang ginagawang mali kisa nman saktan ko” the participant stated, with the people sorrunding
them they try their best to undersand and be patient with one another knowing this face to face can be
tough each one of us.

4.5.4 rest

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 The participant have stated that being new normal is natural for we did have to transit from
going to school to conducting face to face classes. One of the participant mentioned “ don’t overwork”
according to them, since we are new to this , we do get tired, especially when we focus more on our
gadgets. Resting is one of the coping mechanism the participant have for this challenge. Taking a break
from a lon period of doing work needed for the students.

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