Barriers in English Communication of Pupils as Second Language (SL) as Perceived by Teachers in Nasugbu West District, Nasugbu, Batangas

Abstract

INTRODUCTION

The main purpose of the study was to determine the barriers in English communication of pupils as a second language (SL) as perceived by teachers in Nasugbu West District, Nasugbu, Batangas for the School Year 2018-2019.

METHODS

To answer the research questions, the descriptive research method was applied. The researcher developed a questionnaire that would gather data and it would be tested for its validity and reliability. A survey was made among Fifty (50) respondents which included elementary teachers in the district. The obtained data were thoroughly analyzed and interpreted on the basis of objective and hypothesis of the study.

RESULTS

Results showed that (1) Most teachers were young in age, in service, and were not master’s degree holders yet. (2) Considering the barriers of English communication as a second language (SL) used in this study, it can be readily concluded that teachers agreed that their pupils were not competent in oral communication in terms of communication skills, instructional practices, and problem-solving. (3) The responses of the respondents do not differ significantly in profile and in barriers of English communication as a second language such as communication skills, instructional practices and problem-solving. (4) The proposed action plan to enhance the communication skills of pupils was designed by the researcher.

DISCUSSIONS

Encouraging teachers to obtain their master`s degree, this will expose them to advanced instructional methods in teaching English, particularly in oral communication, whether they are young or old in age or they vary in their length of service. Providing pupils with different learning styles in oral communication will enhance their communication skills and eliminate the barriers in communication. Since there is no significant difference noted in the perception of teachers when grouped according to profile, the researcher strongly suggests the use of the different instructional approaches in teaching English, particularly in oral communication, by the teachers in delivering instruction to improve the communication skills of pupils. Implementing the action plan, as a point of reference, is needed to enhance the English communication skills of the pupils.