LEVEL OF CONFIDENCE

IN RECITING AND ENGLISH LANGUAGE

AMONG THE HUMSS-12 STUDENTS

Chapter 1

PROBLEM AND IT’S BACKGROUND

“English is the second most important language in Philippines after the national language which is the
Filipino language. The significance of English is apparent in education and employment. Most job
opportunities nowadays put emphasis on the candidates‟ written and spoken English proficiency. The
educational system has long since made English a compulsory subject in primary and secondary schools.
At the tertiary level, many public universities and private institutions offer compulsory and/or optional
English language courses for foundation and undergraduate students.” Many students that their lose
they confidence if the subject is English because some of our teacher is you need to explain it in English.
Some of them they don’t want to recite because of they don’t want to laugh at them because they know
that is wrong grammar. If the essay, questions, meaning or etc. Some of the students is don’t understand
the meaning of it. “Students can have various difficulties and problems in learning English. They can
make different mistakes in English pronunciation, grammar, orthography and vocabulary usage. There is
a connection between the native language of a learner and the particular difficulties in learning and
using English, and the kind of mistakes a learner typically makes in English pronunciation, grammar and
vocabulary as there is native language interference in learning.”(Michael Shelby).

America’s public schools are increasingly faced with the complex task of addressing the needs of
culturally and linguistically diverse (CLD) students, including English Language Learners (ELLs) who, in
2000-01, comprised 9.6% of Pre-Kindergarten through twelfth grade nationwide public school
enrollment (Kindler, 2002). Disproporionate representation of CLD students in special education has
been a source of concern for decades, and research suggests that it continues to be a problem (Artiles,
Rueda et.al., 2002). In the urban school districts of California, ELLs in secondary grades were more than
three times as likely to be identified as Mentally Retarded and 38% more likely to be identified as having
Language and Speech Impairment compared to their English-proficient peers (Artiles, Rueda, Salazar &
Higareda, 2002). Since English is a foreign language in our country, most students specially senior high
school students are not familiar with it (Hetrakul 1195) . Kavin Hetrakul also said that they use English
more frequent only inside the class and less frequent outside the class. Whereas, students’ have limited
time to learn English in class, and they still do not have enough encouragement to practice English
outside the class in order to get familiar with English. This case brings a problem that make senior high
school students have difficulties to communicate in English. This article will analyze the causes that make
the students difficult to communicate in English and suggest some solutions that can overcome the
difficulties. The main goal of teaching speaking is communicative efficiency. Teaching speaking means
helping learners develop their ability to interact successfully in the target language. To do so, one must
have communicative competence. Richards, Platt, and Weber (as cited in Nunan, 1999, p. 226) defined
the characteristics of communicative competence as: Thus, to help students enhance their speaking
skills, the teacher must help students improve their grammar, enrich their vocabulary, and manage
interactions in terms of who says what, to whom, when, and about what.

Many studies have investigated the notion that connecting with the local community is crucial for
successful second language learning study abroad experiences. In particular, not making friends with
domestic native speakers has been found to contribute negatively toward second language acquisition
and overall academic success (Gareis, Merkin, & Goldman, 2011; Ward & Masgoret, 2004).
Unfortunately, as Gareis et al. (2011) found, ESL students around the world admitted having difficulties
making friends with native speakers. A more recent study by Gareis (2012) found that nearly 40% of
international students (and an even higher percentage for East-Asians) at American universities had no
American friends while many of those who had American friends were dissatisfied with those
relationships. The affective domain is difficult to describe scientifically. A large number of variables are
implied in considering the emotional side of human behavior in the second language learning process.
Based on Brown (2007, p. 153), affect refers to emotion or feeling. The affective domain is the emotional
side of human behavior, and it may be juxtaposed to the cognitive side. Brown further claims that the
development of affective states or feelings invelings both about ourselves and about others with whom
we come in contact. Understanding how students feel, respond, believe and value is an exceedingly
important aspect of a theory of second language acquisition.

“I noticed how many of the HUMSS-12 students would limit their participation in the classroom and
would allow the native speaking advanced students in the classroom participate in the classroom
discussions. Many of the students seemed to lack confidence in themselves, a factor that would show in
their difficulties in completing classwork and homework.”

“However, I also lacked the confidence to participate in the classroom because of my own fear and lack
of knowledge of the English language. It was not until I was in high school that I gained confidence in
myself. The purpose of this study is to examine ways to build confidence in students at a young age so
they feel confident in themselves and interested in furthering their education beyond high school and
into college.”

Premised along the uppermation the researcher has often with the title “LEVEL OF CONFIDENCE IN
RECITING IN ENGLISH LAUGUAGE AMONG HUMSS-12 STUDENTS” and purposely recommend
unappropriate coarse of action to answer the problem.

STEMENT OF THE PROBLEM

This study will analyze and determine the LEVEL OF CONFIDENCE IN RECITING IN ENGLISH LANGUAGE
AMONG HUMSS-12 STUDENTS during the first semester of the Academic Year 2019-2020.

Specifically, this study seeks answers to the following questions:

1. How can the respondents be described in:

a. Age
 b. Economic Status

c. Grade in English

2. What are the practical application of speaking English fluently?

3. What are the possible solutions to the problem?

SIGNIFICANCE OF THE STUDY

This study is deemed significant to the following:

For students: This study is to develop their confidence in speaking in English.

For teachers: To encourage their students to recite in English even this is wrong grammar

Curriculum planner: This study is to enhance your confidence in speaking English language beacause
nowadays English language is most use in our country to apply a career job.

For parents: Guide/ Motivate their children or teach them how to speak in English fluently

Future Researchers: Their basis in their further research about confidence in reciting in English thus it
will help them to enlightened their self-esteem on different practices when it talks about confidence.