CHAPTER I

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

English has been commonly accepted as an active universal

language in the world. People who study English consider it as
their personal proficiency. Therefore, nowadays many people
particularly students ought to master English. Mastering
English is an important value for the students to have. By
mastering English the student can improve themselves both in
academic and life skills. It can also help them to prepare for
their future.

Just like the other side of a coin. English subject is

one of the major subject that many students are failing. Some
students find it easy, hard, their teacher is too strict, they
don't give interest in the subject, they also find it boring
and lastly sometime the real problem is in the teaching. Some
teachers just discuss it without thinking if their students
learn or understand it. They also choosing who to give good
impression. If we observe those problems we can cope up with
the best solutions.

1
Related Literature

The major findings of the reviewed studies were: i)

teachers experienced great difficulty in making students
understand English (Jayashree, 1989); ii) there was
significant relationship between the problems faced by the
students in pronunciation, learning grammar, knowledge of
sentence pattern, habit of hearing news, rectification of
homework, memorization without understanding, remedial
teaching and different variables regarding sex, locality and
type of management (Singaravelu, 2001), and iii) Structural
differences between English and Malay have also been
identified as another problem faced by the students in
learning English. Environment that is not conducive to
language learning further adds to the problem (Jalaluddin et
al., 2009)

Teevno (2011) English experts including 6 men and 2

women. He focused on the focus of group focused on teachers
and students and management questions and experts. The result
of the study was that teachers did not have proper training in
teaching English.

2
 Akkakoson (2012), This article has been studied that
today, the language is literally taught in this context as a
foreign language in English, where plays a major role in
language. This is because verbal learning is now seen as a
heart of learning language and the ultimate goal of language
education is to improve the language's ability to learn. In
addition, the words have been recognized as an important
element of language, because in unknown words are learned to
learn language. Language, the ability of English to use
English is therefore necessary because it is a global language
for distribution of academic knowledge and it is changing the
students' educational experience.

Somersi and Antarparts, (2011) Regardless of the use of

English language both inside and outside of the classroom
settings, students still face problems in their education, and
they usually have exceptional words See the first problem to
overcome. This may be because the words have been recognized
as importance for the use of language, in which insufficient
literacy of the learners cause difficulty in learning other
languages. Additionally, one of the most challenging tasks in
the word is that comes in getting any other learning language.
In this way, in the case of language learning, students need
to be taught in tactics.

Trudgill (1992) said in this study that during the

listening and reading of accessible skills, while creativity
is spoken and written .This skills can be taught and skilled.
3
In order to prevent fluency in English, often a language
should be used to learn. The following procedure can be
adopted: (i) Select ideas (ii) to set them in the best order
and (iii) make moon in your language with others. The learners
have applied these habits to the language of the language and
face their crocodile confidence. These habits will help them
in using foreign language.

Rita’s, (2016) Case study, he felt that after keeping

hours of daily session with students for six weeks, he had to
take advantage of all the ability to memorize and use the
words of new words correctly. Some students also come here and
thank that they require specific words, and they require their
structure or grammar class than that. He credits the most
students studying the views and progress of the student's
improvements, which I have always supported. Due to being a
fool of my life, I always had interest in words in different
parts. Usually there is a different meaning in every part and
when you describe each other, you are living with the meaning
of the whole word. He has always troubled me. With personal
experience I can really say that as long as I can remember, I
understand the words of new and unspecified words at least 90%
of the time as I know one of the roots inside the word. I am
It was very easy for me, so I am sure that with little
practice and belief, it can also benefit from ESL students as
much as possible. Lastly, I would like to include some advice
from an ESL teacher Carry Miller, who gives suggestions on

4
words teaching directly. Less than ten ninth words should not
be learned at a time. Most readers will have to experience the
word before five to six different types of different purposes
before they are fully understood and remembered. Repeat is
key, because one of the new words forgot quickly within the
first twenty four hours. There are also many different ways in
terms of words because students have to recognize more
articles in which the word can be presented in English.

Shouman, (2002), The teacher's role is that the students

should take care of what they want to say and feel responsive.
Students encouraged them to believe they were put on paper.
Students also believe that they can learn to monitor their
performance and correct themselves to improve their overall
accuracy. Teachers do not believe in themselves before
advising on student writing (Digest, 1996, p3). It supports
the idea that teachers who will not get enough exercise for
written perspective, students will not be able to give any
suggestions to improve writing styles. Pantin (1992, p 99) is
asked to "write students and encourage them to see things." It
will help students to help them speak before talking about
them.

5
Conceptual Framework

This study focuses on the situation wherein Grade 7-

Daupang Palad students are facing difficulties in learning
English Subject in Academic Year 2020-2021.

Figure 1 shows the research paradigm

Grade Difficulties English

7- Daupang in Learning Subject
Palad

Figure 1

The research paradigm

6
Definition of Terms

To clearly understand the terminologies in the research

study, the following terms were functionally defined:

Grade 7.The students of Mount Carmel School Of San Luis.

They are the chosen respondents of this research.

English Subject. It is often split into two main topics

which obviously, can help a student to improve his/her
skills in English. It is also use as a problem in the
research.

Difficulties. The quality or state of being hard to do,

deal with, or understand: The quality or state of being
difficult underestimated the difficulty of the task has
difficulty reading climbs stairs with difficulty.

Learning. It is the process of acquiring new

understanding knowledge, behaviors, skills, values,
attitudes, and preferences.

7
Statement of the Problem

The study aims to seek the Difficulties in Studying

English Subject as perceived by the Grade 7-Daupang Palad
students of Mount Carmel School of San Luis for the Academic
Year 2020-2021.

1. What are the difficulties encountered by Grade -

Daupang Palad in studying English subject?
2. What factors contribute to the students difficulties
in studying English subject?
3. How do the students solve the difficulties they
encountered?

Hypothesis

The following hypothesis was tested in this study:

1. There are difficulties encountered in learning

English Subject for Grade 7-Daupang palad students.
2. There are factors contribute to grade 7-Daupang
Palad students in learning English Subject.
3. There are solutions on solving the difficulties in
learning English subject.

8
Significance of the Study

This study is important to the researchers as a student,

because this will serve as their final requirements to be
accomplished in order to graduate. This research also gives
them different strategies that may help them when they finally
go to college. This study is also beneficial to the following:

English Teachers. This study will serve as a a tool

to bring out solutions to the various issues such as lack
of knowledge to teach English subject and improvement on
teaching students. As a result, this will help teachers
of English subject to teach students effectively.

Grade 7 Students. The finding of this study will

provide a knowledge and awareness to the Grade 7 students
on how they can learn English easily, and how can they be
interested in learning English subject.

Future Researchers . This study can be useful as a

reference to guide researchers conducting the same or
related topic in the future.

Department of Education. This study will be helpful

for the department od Education (DEPED) to identify the
strengths and weaknesses of the Grade 7 students in
learning English subject and to determine necessary

9
 actions to be applied in order o help the teachers and
students achieve their goals.

Scope and Delimitation

This research study focuses on finding the causes of

difficulties in learning English Subject for Grade 7 students.
This study is meant for the student of Mount Carmel School of
San Luis. The chosen Grade 7- Daupang Palad Students in this
institution used as the subject for the study. This study aims
to know the factors that affecting the learning of grade 7
students in English Subject determining problems that they
encountered in order to hep them to overcome the difficulties
that they are facing in learning English Subject.

10
 CHAPTER II

METHODS

Research Design

The researchers utilized descriptive correlational

research which is based on observation of events, from which
theories may later be developed to explain the observations. A
descriptive correlation method is one that helps to determine
if two or more variables are associated with each other by
explaining their relationship but not necessarily implying
that this relationship is also a cause.

Respondents of the Study

The respondents of this study were composed of the twenty

(20) selected students of Grade 10-St. Anne of Mount Carmel
School of San Luis for the Academic Year 2017-2018. Those
students were randomly chosen.

Table 1 presents the respondents of this descriptive

study

11
 Table 1

Respondents

Respondents Male Female Total

Grade 7- 10 10 20
Daupang Palad
Grand Total 10 10 20

Table 1.1

Respondents Distribution by Age

Age Frequency Percentage

11 years old 6 30%
12 years old 13 65%
13 years old 1 5%
Total 20 100%

Table 1.2

Respondents distribution by Gender

12
 Item Frequency Percentage
Male 10 50%
Female 10 50%
Total 20 100%

Administration of the Instrument

A written request to permit the researchers to conduct

the study within the premise of Mount Carmel School of San
Luis was forwarded to their research adviser. After the
permission was approved, the researchers proceed to conducting
their survey.

The Treatments

The researchers ask for the permission and assistance to

the adviser of the respondents and then they gave their
instruction and a brief explanation to the respondents
regarding to their study and then then questionnaire was given
to them to be answered.

Sources of Data

13
 The researchers formulated a questionnaire consisting of
10 questions about difficulties in learning English Subject
done by the selected student. Some parts of the questionnaire
were adapted from the effects of difficulties in learning.

Data Analysis

In this study the researchers used weighted mean,

frequency count percentage and ranking. To analyze the result
of the answer of the respondents.

 Weighted mean were used by the researchers to get the

clear result of the answer of the respondents about the
difficulties in learning English subject among the
selected Grade 7- Daupang Palad.

To get the average weight mean, the following

formula was used:

WM=F x WV
N

Where:
14
 WM= average weight mean

F= number of respondents (frequency)

WV= weighted value

N= total number of respondents

REFERENCES

Dean Pastor Anthony II V. Buencamino Information

technology integrated instruction in music, arts,
physical education and health: an experiment 2017

Effect of stress on the academic performance

copyright 2018, all rights reserve

https://files.eric.ed.gov/fulltext/EJ1071073.pdf

https://www.grin.com/document/454961

https://www.teach-this.com/ideas/problems-learning-
english

15
 Curriculum Vitae

Earl Joseph D. Cagasan

Brgy.Zarah, San Luis, Aurora
Mobile Number: 09128804213

I. Personal Identification

Birthday: September 17,2002

Age: 18 years old
Gender: Male
Status : Single
Height : 5’10
Weight : 65
Nationality: Filipino
Religion: Catholic

II. Educational Background

Senior High School: Mount Carmel School of

San Luis
Poblacion 04, San Luis, Aurora

Junior High School: Mayor Cesario A.Pimentel

National High School
16
 Poblacion 02, San Luis Aurora

Elementary: Zarah Elementary school

Brgy.Zarah, San Luis,
Aurora

Curriculum Vitae

JULIE ANN DELOS SANTOS

Brgy.Zarah, San Luis, Aurora
Email: [email protected]
Mobile Number: 09309155932

I. Personal Identification

Birthday: November 7, 1998

Age: 19 years old
Gender: Male
Status : Single
Height : 5’7
Weight : 58kls
Nationality: Filipino
Religion: Roman Catholic

II. Educational Background

Senior High School: Mount Carmel School

of San Luis
Poblacion04, San Luis,
Aurora
2017-2018
17
Junior High School:
Elementary: San Luis Elementary
School
Poblacion 03, San Luis,
Aurora
2011-2012

Curriculum Vitae

CRISTAL N. DEREZ
Brgy.Zarah, San luis, Aurora
Mobile number: 09128627381

I. Personal Identification

Birthday: January 19, 2003

Age : 18 years old
Gender : Female
Status : Single
Height :
Weight :
Nationality: Filipino
Religion: Born Again

II. Educational Background

Senior High School: Mount Carmel School of San Luis

Poblacion 04, San Luis, Aurora

Junior High School: Mayor Cesario A.Pimentel

National High School
Poblacion 02, San Luis Aurora
18
Elementary: Zarah Elementary school
Brgy.Zarah, San Luis,
Aurora

Curriculum Vitae

JERICK PAUL R. DOMINGO

Brgy. Zarah, San Luis, Aurora
Email: [email protected]
Mobile Number:

I. Personal Identification

Birthday: October 09, 2002

Age: 18 years old
Gender: Male
Status : Single
Height : 5’6
Weight :
Nationality: Filipino
Religion: Born Again

II. Educational Background

Senior High School: Mount Carmel School

of San Luis
Poblacion 04, San Luis,
Aurora
19
Junior High School: Mayor Cesario A.Pimentel
National High School
Poblacion 02, San Luis Aurora

Elementary: Zarah Elementary school

Brgy.Zarah, San Luis,
Aurora

20
 Curriculum Vitae

RACHELLE C. DULDULAO
Brgy. Zarah, San Luis, Aurora
Mobile Number:09637446025

III. Personal Identification

Birthday: October 10, 2002

Age: 18 years old
Gender: Female
Status : Single
Height :
Weight :
Nationality: Filipino
Religion: Roman Catholic

IV. Educational Background

Senior High School: Mount Carmel School

of San Luis
Poblacion 04, San Luis,
Aurora

Junior High School: Mayor Cesario A.Pimentel

National High School
Poblacion 02, San Luis Aurora

Elementary: Zarah Elementary school

Brgy.Zarah, San Luis,
Aurora

21
22
 Curriculum Vitae

ISAIAS JR. B. SANTOS

Brgy. Zarah, San Luis, Aurora
Email: [email protected]
Mobile Number:09637446022

V. Personal Identification

Birthday: December 19 2002

Age: 18 years old
Gender: Male
Status : Single
Height :5’7
Weight : 49
Nationality: Filipino
Religion: Roman Catholic

VI. Educational Background

Senior High School: Mount Carmel School

of San Luis
Poblacion 04, San Luis,
Aurora

Junior High School: Mount Carmel School

of San Luis
Poblacion 04, San Luis,
Aurora

Elementary: Mount Carmel School

of San Luis
Poblacion 04, San Luis,
Aurora
23
 Curriculum Vitae

GARY SINDAC
Brgy. Zarah, San Luis, Aurora
Mobile Number:

VII. Personal Identification

Birthday:
Age: 18 years old
Gender: Male
Status : Single
Height :5’7
Weight : 49
Nationality: Filipino
Religion: Roman Catholic

VIII. Educational Background

Senior High School: Mount Carmel School

of San Luis
Poblacion 04, San Luis,
Aurora

Junior High School:

Elementary:

24
 Curriculum Vitae

FRANCHESCA MARIE YNGETE

Brgy. Zarah, San Luis, Aurora
Email: [email protected]

IX. Personal Identification

Birthday: December 07 2002

Age: 18 years old
Gender: female
Status : Single
Height :5’3
Weight :
Nationality: Filipino
Religion: Roman Catholic

X. Educational Background

Senior High School: Mount Carmel School

of San Luis
Poblacion 04, San Luis,
Aurora

Junior High School: Mount Carmel School

of San Luis
Poblacion 04, San Luis,
Aurora

Elementary: San Luis Central School

25