I SPEAK BETTER ENGLISH: TEACHERS’ EXPERIENCES TOWARDS STUDENTS’ ATTITUDE IN SPEAKING THE LANGUAGE
Keywords:
Attitude, English Language, Phenomenological Approach, Qualitative Research, Students' Speaking AnxietyAbstract
This study used qualitative research design and a phenomenological approach. The participants of this study were five English Teachers teaching in the parameters of Parang, Maguindanao, BARMM, Philippines. The researchers used a semi-structured in- depth interview in this study. The findings of this study revealed the experiences of the teachers toward students’ attitudes toward speaking the language. The study shows the behavior and performance of the students: fear and anxiety in speaking English; poor English speaking skills; the effect of social media; poor grammar in English sentence construction; discouragement caused by unfair judgment; use of jokes to skip English recitation; motivation and encouragement; providing opportunities and differentiated instructional activities. In addition, it also revealed the teachers’ teaching methods and coping strategies regarding the students’ issues with speaking the language. The participants made recommendations and coping strategies based on their personal experiences and challenges in order to create a program that would inspire and motivate them to improve their speaking skills.
Downloads
References
Borja, C. (2016). Attitude in English and Competence of Students at Integrated Refinery Petro-Chemical Complex (IRPCT) Technological College, Rayong. Social Science Research Network. https://files.eric.ed.gov/fulltext/ED577112.pdf
Craig, D. (2003). Instant Messaging: The Language of Youth Literacy https://nl.ijs.si/janes/wp-content/uploads/2014/09/craig03.pdf
Jati, Anida Fadhilah, Fauziati, Endang, Wijayanto, Agus (2019) Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia. DOI:10.22437/ijolte.v3i2.7701
Jones M. L. (2004). Application of systematic review methods to qualitative research: practical issues. Journal of advanced nursing, 48(3), 271–278. https://doi.org/10.1111/j.1365-2648.2004.03196.x
Kafle, N. P. (2013). Hermeneutic phenomenological research method simplified. Bodhi: An Interdisciplinary Journal, 5(1), 181–200. https://doi.org/10.3126/bodhi.v5i1.8053
Misati, J. (2009). Factors Influencing Students’ Achievement in English in Secondary Schools in Kenya: A Case Study of Kisii South District Kenya http://ir.mu.ac.ke:8080/xmlui/handle/123456789/962
Phillips, B. (2015). Empowering students: Using technology-enhanced learning to foster learner autonomy. In A. Trink (Ed.) Pannonia Research Award: regionale und europäische Zukunftsfragen (pp. 83–94). Graz: Leykam. http://permalink.obvsg.at/AC12375655
Pratiwi, K.D. (2016). Students’ Difficulties in Writing English (A Study at the Third Semester Students of English Education Program At University of Bengkulu Academic Year 2011-
2012).https://www.semanticscholar.org/paper/Students%
Samson, C. (2007). Lived Experiences of Maguindanaon Muslim Students in English Writing. Unpublished Doctoral Dissertation, Notre Dame of Dadiangas, General Santos City, Philippines.
Tanielian, A. (2014). Foreign Language anxiety in a new English program in Thailand. The International Education Journal, 13(1). https://files.eric.ed.gov/fulltext/EJ1035913.pdf
Turula, A. (2006). Language anxiety and classroom dynamics. Bielsko-Biała: Wydawnictwo Naukowe ATH. https://www.academia.edu/download/49189164/
Vanniarajan, S. (1990). Language Learning Strategies: What Every Teacher Should Know by Rebecca L. Oxford. Issues in Applied Linguistics, 1(1). http://dx.doi.org/10.5070/L411004984
Zainal, Z., & Rahmat, N. (2020). Social Media and its Influence on Vocabulary And Language Learning: A Case Study. European Journal of Education Studies, 7(11). Doi:Http://Dx.Doi.Org/10.46827/Ejes.V7i11.3331
Zhao, L. (2012). Investigation into Motivation Types and Influences on Motivation: The Case of Chinese Non-English Majors. Canadian Center of Science and Education. https://doi.org/10.5539/elt.v5n3p100
