ANALYSIS OF LANGUAGE BARRIERS OF GRADE 8 STUDENTS: INTERVENTION MATERIAL DEVELOPMENT

Auteurs

  • Jovelle M. Reyes Instructor, College of Education, Laguna University, Philippines
  • Ronie B. Espinosa 2Student, College of Education, Laguna University, Philippines
  • Rose Nannette J. San Juan Instructor, College of Education, Laguna University, Philippines

DOI:

https://doi.org/10.46827/ejel.v9i1.5226

Trefwoorden:

language barriers, examination, interview, intervention material

Samenvatting

Language barriers hinder students from mastering English fluency, ranking as the second most common global communication barrier, especially for learners in classrooms. Addressing these issues is a priority for the education system. Targeting these issues can help students achieve mastery of the language, especially since it is the medium of instruction in some subjects such as English, Science, and Mathematics. This descriptive research carefully examined the most common language barriers among Grade 8 students in their classroom communication, their causes and effects, and ways to cope with these, so the researchers could create an intervention material to address these issues. Sixty (60) Grade 8 Students from San Roque National High, and their English teacher, responded to this study. The analysis of their interview responses showed the most common language barrier, as well as its causes and effects. The results indicated that the most common barrier for Grade 8 students is their problem with grammar and its components due to a lack of exposure to the use of the English language, which causes them to have low self-confidence in using the language. They also stated that they love to read and view it as a way to cope with these problems. Based on these findings, it is recommended to use the intervention material made by the researchers that focuses on Grammar to help them become fluent in the English language. It is also recommended to add more grammar lessons if needed by the students.

 

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Biografieën auteurs

  • Jovelle M. Reyes, {$affiliation)
    Jovelle M. Reyes is a college English instructor with a passion for advancing the field of English education. Currently pursuing her MA in English, she is deeply involved in research that explores various facets of education, with a particular focus on English and teaching English as a second language. For more insights into her academic contributions and research interests, visit her ORCID profile at https://orcid.org/0009-0006-4081-3083.
  • Ronie B. Espinosa, {$affiliation)
    Ronie B. Espinosa is a 4th-year BSED student majoring in English at Laguna University, currently gaining practical experience as a practice teacher at a partner school. Alongside his studies and teaching, he is a prolific writer of various unpublished short stories. Discover more about his academic and creative endeavors at https://orcid.org/0009-0009-8241-9684.
  • Rose Nannette J. San Juan, {$affiliation)

    Rose Nannette J. San Juan is a distinguished college Math instructor who holds an MA in Mathematics. Her academic and research interests are deeply rooted in math education, education at large, and the principles of general education, showcasing her commitment to improving educational practices and outcomes. Explore her work further at ORCID profile https://orcid.org/00009-0004-1186-280x.

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Gepubliceerd

2024-02-25

Nummer

Vol 9 Nr 1 (2024)

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