1

TABLE OF CONTENTS

PRELIMINARY PAGE

Title page……………………………………………………………….1

Table of Contents…………………………………………………….2

Abstract…………………………………………………………………4

Approval Sheet………………………………………………………..5

CHAPTER I

I INTRODUCTION

Background of the Study…………………………………………6

Statement of the Problem……………………………………….7

Significance of the study…………………………………………8

CHAPTER II (RRL)

Literature Review…………………………………………………10

Definition of Terms……………………………………………….13

Theoretical / Conceptual Framework……………………….14

CHAPTER III (Research Methodology)

Research Design………………………………………………….15

Research Local……………………………………………………15

Participants of the Study………………………………………15

Research Instruments………………………………………….16

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 Abstract

This study was conducted for the purpose of determining the barriers

faced in learning English language among grade 11 HUMSS students in Digos

Central Adventist Academy. It employed a phenomenological design that

participated by the grade 11 HUMSS students of Digos Central Adventist

Academy which were chosen using the random sampling technique through

interview. This study was conducted through one-on-one interview. Six students

participated in this study. The findings shows that the barriers of the students

learning English because of Lack of confidence, poor vocabulary power,

hesitation, anxiety towards speaking, and fear of making mistakes. The study

used phenomenological design to know the lived experiences and to obtain the

relationship of barriers faced by senior high school students in learning English

language.

3
APPROVAL SHEET

May 2023

I have read the attached Research, and, in my opinion, it proposes work

that is adequate in depth and scope to serve as the culminating experience for a
Fulfilment in Practical Research of the Senior High School requirement. I would
agree to chair this committee or serve thereon.

Barriers Faced by Senior High School Students In Learning English

Language

Adviser:

____________________ _____________________

Signed Date

Committee: Mr. Feljon Marde Oliverio

____________________ _____________________

Signed Date

Committee:

____________________ _____________________

Signed Date

4
 CHAPTER I

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the statement of the problem, significance of the study.

Background of the Study

In the English class, students are helped to read literary works, get to

know themand they will have an opinion on the genre of reading. (Gopal, R.,&

Mokhtar, M.M., 2020). Make the process of teaching English. It is interesting

that we can travel through literature. (Preshnev S. and Ramesh R., 2017) But

interest in literary studies has significantly decreased current high school

students.

This is due to many factors. In addition to the apparent laziness of

students and teachers, there is a clear transition from casual reading to

electronic chatting. (Ikonne,U.H.,2016). The fact shows that a significant part of

high school students today there is a phenomenon that studying literature is

boring. (Heavy, N.,Ly,L.,2020). looks at the challenges of teaching English

literature Indian higher education. The author claims that English life, nature,

feelings, opinions and at that time, the views of English literature were foreign to

rural Indian life they reflect the natureof the problem. He summarize India’s

challenges due to cultural differences, low English language skills, ethnic origin,

5
poverty vocabulary and sufficient learning material are insufficient. (Indrani L.

Sarkarhas 2015).

In today’s globalized world there are many reasons to learn a foreign

language, and many benefits to studying English specifically. Currently, there are

around billions English speakers around the world, which represents a fifth of the

world’s total population. The world is becoming increasingly globalized and

knowing a second language can always give you an unfair advantage. English is

spoken in some of the most economically and culturally influential countries

globally, and over the centuries has become the main language not only of

international communication, but of international business, academia, medicine,

science, technology and law. when you consider this, it’s no wonder that so

many people select to learn English as a way to enhance their life and the

opportunities available to them, as well as exercise their brain.

The English language is one of the most commonly-spoken languages and

is often considered the most influential language in the world. Whether you want

to learn English to further your studies, your career, or your personal horizons,

The English Language is becoming more and more common in the world. As a

result, increasingly people are dedicating time to study English as their second

language. In fact, many countries include it in their school syllabus to teach

children this language from a young age. However, the true value of this

language is that it helps remove many barriers from our life. English is the

6
language you'll be able to use most widely, as it's spoken in more countries than

any other languages. that means that English is the language that will give you

the best return for your efforts; after all, intellectual challenge aside, there's little

point putting a huge amount of time and effort into learning a language that

you'll hardly ever have the opportunity to use.

Statement of the Problem

It sought to answer the following questions;

(1). What are the barriers faced by Senior High School students in learning
English Language?

(2). What are the problems faced by students in learning English language
research?

(3). What are the difficult problems faced by learners in speaking english
language explain clearly?

(4). What are the current issues in English language learning and how to solve
them?

Significance of the study

This study aims to determine the barriers faced by senior high school students in

learning English Language on Grade 11 Students of DCAAI. The findings of this

study may serve the following purpose that would contribute to the field of

education particularly for the purpose of planning and designing programs and

activities to improve the confidence of the students.

School Administrators. This study provides clear information on the traits and

exceptional skills that might enable them to reach the optimum outcome. As a

7
result, they would be better able to build arrangements and more extensive

advancement plans and programs that may boost each understudy's abilities.

They thus develop power regardless of what stage of life they are at.

Students. They serve as the study's main participants. They'll be aware of the

perceived competency required for pupils to take learning risks and recover from

setbacks or adversity. Students who lack of confidence or poor vocabulary power

are less likely to believe in their own abilities, which makes them reluctant to

engage in learning or take necessary risks for academic advancement.

Faculty Members. The findings of this study can bring pertinent inputs and

insights and will give students greater understanding about the advantages of

having a confidence towards speakin.

Parents. They can comprehend their role and responsibility depending on how

important their parental support and amicable interactions with their children are

to a successful improvement of their children, particularly in terms of their

confidence.

Future Researchers. They can comprehend their role and responsibility

depending on how important their parental support and amicable interactions

with their children are to a successful improvement of their children, particularly

in terms of their confidence.

8
 CHAPTER II

REVIEW OF RELATED LITERATURE

In this section, various literature and studies related to the proposed study

are reviewed to establish the necessary background needed by researchers and

readers in further understanding the study. For the purposes of the study, the

reviewed literature covers three areas: the barriers faced by senior high school

students in learning english language.

According to Simasiku (2016) teaching English as a second language has been

and is still a complex task among ESL teachers worldwide. Selim and Tasneen

(2016), concurred that teaching English as a second language becomes more

difficult and challenging to the teachers when it is done in areas where there is

little background knowledge of English as a language. In most instances, the ESL

teachers are non-native English speakers, teaching learners who are also non-

native English speakers to learn to speak, read, understand, and write

English (Piage, 2018). Thus, ESL teachers face numerous teaching challenges

inside and outside the classroom Khan . Despite their possible adequate training

and innovativeness, research reports revealed that ESL teachers face real

teaching challenges and that most of these challenges are contextual (Mundy

2008 cited by Khan and Khan, 2016).

9
 As noted by Mann (2018), Botes, Dewaele and Greiff (2020) and Davila

2019, teaching ESL in an overcrowded classroom is a stressful, overwhelming

and

discouraging experience, especially for ESL teachers. When the classroom is

overcrowded, it poses various challenges to the teacher, even to the most

productive teachers. Makielski(2018) noted that learners tend to learn

effectively when the teacher can offer a one on one instruction or small

group discussions.

According to Anyienda (2017), large classes put a strain on the teachers’

ability to provide quality teaching, especially in English second language lessons.

In another instance, Harris (2011), Brozak (2017) and Makielski (2018) variously

argued that classroom management in overcrowded classes is always a

challenging task for effective teaching to take place, and this could more difficult

in ESL classes. Classroom management involves all the activities undertaken by

the teacher to organize the learner’s space, manage time and materials for

effective teaching and learning to take place. In Namibia, the prescribed teacher-

learner ratio is 1:35 for primary school, and 1:30 for secondary schools.

Sometimes teachers however, find themselves teaching more than 44 learners

per classroom, which according to New Era’s report, compromise the quality of

education.

The lack of context in curriculum content and the use of unfamiliar words

10
have also been identified as major challenges that ESL teachers’ face. Most

textbooks and other teaching resources did not context their media of expression

for the best understanding of the learners in context (Nhan & Lai, 2012).

Cummins 2017 highlighted that some of the textbooks used in teaching ESL are

not up to date, and are largely old, boring with pictures that are not attractive to

learners. These observations corroborate those of study done in Zimbabwe in

which the author noted that using an unfamiliar language as a medium of

instruction is a major impediment to learning. Ngwaru cited a comprehension

passage in the English textbooks which have used the English expression, “as

white as snow” and argue that this expression is difficult for learners to relate to

since there is no experience of snow in the African context. In this

regard, Fatiloro (2015) argues that the lack of a variety of teaching methods,

techniques, knowledge, expertise and approaches for teaching English second

language is a hindrance to ESL teachers. In addition, Davila (2019) posited that

most ESL lessons lack the learner-centered approach which is supposed to

facilitate and reinforce ESL teaching and learning. In all these challenges, Harumi

(2011) stressed that the teachers constitute the primary focal point in a poor

learning outcome. Thus, this study has the main objective of investigating the

teaching challenges face by English second language teachers in senior

secondary schools in the Ohangwena region and identifying helpful mitigation

measures to address such challenges.

However, it appeared that the English Second Language (ESL) teachers in

11
Senior secondary schools, especially in government schools in Namibia are

Experiencing numerous teaching challenges as the ESL learners continued to

perform poorly in grade 12 Namibia Senior Secondary Certificate Ordinary Level

(NSSC) examinations in recent years. In fact, there has been a sharp decline in

the pass rate of ESL learners between the years 2015 to 2020 in grade 12 final

NSSC examinations (GRN, 2017). To achieve effective ESL teaching and learning

outcomes, the teacher factor is always the most important consideration.

Finally, according to Anyiendah (2017) lack of students’ interest is another

challenge. Developing writing skills is always challenging, however, it is always

an interesting task. Especially when it comes to writing, some students zone out.

Students feel lack of interest in writing because they need to know many aspects

in order to produce a good piece of work. The students need to know

punctuations, grammar, vocabulary, spelling and sentence structure in order to

write a good piece of writing.

Creswell (2014) defines research designs as types of inquiry within

qualitative, quantitative and mixed methods approach that provide specific

directions for procedures in a research design. The study used the mixed

methods research design to explore the teaching challenges faced by English

second language teachers in senior secondary schools in the Ohangwena Region.

This design is considered necessary because it concurrently, but separately

collects and analyses quantitative and qualitative data in an attempt to

investigate the research problem. Quantitative data were collected using a

12
survey questionnaire while qualitative data were collected using focus group

discussion. According to Creswell (2014), incorporating both the quantitative and

qualitative approaches increased the validity and reliability of a study.

Definition of terms

LITERATURE – literature is the imaginative work that depicts human life

a society that can also be appreciated, understood and used by society. Wide

strictly speaking, “literature” is used to describe everything from creative writing

to more technical writing or scholarly works, but the term is most often used to

refer to works of creation fantasy, including poetry, drama, fiction and non-

fiction. (Cahyaningsih,2015). As used in this study, it is the collective creative of

a nation, people, group, or cultural; all these writing are considered to be of

enduring value, excellence form, great emotion impact, etc.

STUDENT EXPERIENCE – The student experience is primarily the nature of

the engagement of students with learning and teaching, however it may also

include other aspects that impinge on learning, some of which are the

responsibility of higher education institutions. (Harvey,2020). As used in this

study, it refers to the student’s involvement in particular events that often

transpires in an academic setting.

Conceptual Framework

Independent Variable Dependent Variable

13
 Barriers

 Lack of confidence

 poor vocabulary power

 hesitation Learning English Language

 anxiety towards speaking

 fear of making mistakes

CHAPTER III

METHODOLOGY

In the conduct of this study, we will observe the processes of qualitative

research. These include research design, research Locale, research participant

and ethical considerations.

RESEARCH DESIGN

This study will use the qualitative-phenomenological research design. The

study will specifically focus on the experiences of Grade 11 HUMSS in Digos

Central Adventist Academy students in English Language Learning.

This study will use the qualitative – phenomenological research design.

The study will specifically focus on the experiences of Senior high school

students in learning English language.

RESEARCH LOCALE

This study will be conducted in one private school in Davao del Sur. The

chosen institution is Digos Central Adventist Academy Inc., located in Lapu-Lapu

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Ext. Digos City, Davao Del Sur. Digos Central Adventist Academy is a co-

educational senior high, from elementary to senior high, and is part of the

Seventh-Day Adventist education system.

PARTICIPANT OF THE STUDY

The participants of the study are the HUMSS 11 students of Digos Central

Adventist Academy Inc.

The selection criteria for this study are:

1. Must be a HUMSS-11 Student at Digos Central Adventist Academy.

2. Must be enrolled in Digos Central Adventist Academy.

INSTRUMENTATION

The study used survey questionnaires, a focus group discussion guide,

and observation guide as instruments for collecting the data. With Morgan

(2014), a research instrument is a tool used to collect data related to one’s

subject of investigation. The questionnaire consists of three sections: 1 to 3.

Section 1 collected participants’ demographic data; Section 2 consisted of a five-

point Likert scale probing questions that gathered data on the learning

challenges faced by the students in senior high schools in Digos Central Adventist

Academy, while Section 3 contained open-ended questions that sought

information on the mitigation strategies. which the participants feel could be

used to address their learning challenges.

DATA GATHERING PROCEDURES

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 Data collection is the process of gathering and measuring information on

variables of interest, in an established systematic fashion that allows one to

respond to stated research questions, test hypotheses, and assess results. By

using the employed tool, the researcher will collect the respondent’s data from

an approximate number of respondents who attended senior high schools at the

highest level and who were able to observe the applicability of the impacts of

learning English Language on grade 11 HUMSS students. The researchers

obtained 7 respondents and used the Statement of the problem to serve as

questionnaires on the interviewed DCAA Grade 11 HUMSS student.

DATA ANALYSIS

For this qualitative research, thematic analysis will be used in analyzing

the collected data. Thematic analysis is a qualitative data analysis strategy that

entails reading over a data collection (such as transcripts from in-depth

interviews or focus groups) and looking for patterns in meaning throughout the

data to extract themes (Delve et al., 2020). As Creswell (2007) explained,

phenomenological data analysis includes data reduction, examination of articles

and particular statements, and the interpretations that researchers might derive

from the themes and views surrounding the participants' experience. The

researchers will select the finest statements that summarize the relationship of

self-esteem to senior high school students. The most prevalent challenges of

participants will be established throughout the study based on the results of

16
these individual statement interviews. These results will then be combined to

provide the most accurate account of the participants' Barriers faced by senior

high school students in learning English Language.

ROLE OF THE RESEARCHER

In line with the study, the researchers shall function as interviewers and

transcribers throughout the conduct of the interviews and other procedures in

the study. The researchers will pay close attention to the participants as they

relate their problems and experiences with the Barriers they facing in learning

English Language. Throughout our discussions with the participants, the

researchers will accompany it with empathy, sensitivity, compassion, and real

care. Interviews will always begin with courteous introductions and will only

proceed if rapport has been established and the participants are at ease enough

to begin. The researchers will also transcribe the interviews in the best light

possible to convey the participants' experiences.

ETHICAL CONSIDERATION

In qualitative research, there is a special resonance in ethical

considerations due to the depth of the study (Arifin, 2018). Bandari (2021) also

expounded that collecting ideas that govern the researcher’s study designs, and

procedures are known as ethical concerns in this field. Furthermore, Bandari

(2021) elaborates that scientist and researchers must always follow a set of rules

when gathering data from individuals as Warusznski (2002) said that different

ethical considerations, such as privacy, honesty, and openness and

17
misrepresentations, affect interactions between researchers and participants. To

fulfill the commitment to safeguarding the participants, the researchers shall

adhere to these ethical principles.

CHAPTER IV

RESULTS AND FINDINGS AND/ DISCUSSION

This chapter presents the result and findings of the study. The
Chapter begins with a summary of the research questions and the research
design used in the study. Then, thr findings are presented according to the
purpose of the study. Finally, the chapter concludes with the discussion of the
implications of the findings.

TABLE 1: The the barriers faced by Senior High School students.

RESEARCH QUESTIONS RESPONSES

Q.1 What are the barriers faced by RP.1.1 students encounter when

Senior High School students in learning the language of English.

learning English Language? RP.1.2 challenges shs students

encounter when learning the English

language.

RP.1.3 For me, the biggest challenge

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for senior high school students

learning English is understanding

and adapting to the language

because it is universal and there are

many things to watch out for when

using it, including pronunciation,

grammar, and other issues.

RP.1.4 Because English will always

be used, no matter where we go,

and because there are many things

to watch out for when using it, such

as pronunciation, grammar, and

other things, I believe that the

biggest obstacle to senior high

school students learning English is

their understanding and adaptation

of the language.

RP.1.5 For me, the biggest obstacle

to learning English for senior high

school students is their

understanding and adaptation of the

language because it is universal and

19
 there are many things to be aware

of when using it, including

pronunciation, grammar, and other

issues.

RP.1.6 the barriers faced by shs

students in learning english

language is the inability to adapt

new knowledge.

The lack of context in curriculum content and the use of unfamiliar words

have also been identified as major challenges that ESL teachers’ face. Most

textbooks and other teaching resources did not context their media of expression

for the best understanding of the learners in context (Nhan & Lai,

2012).Cummins 2017 highlighted that some of the textbooks used in teaching

ESL are not up to date, and are largely old, boring with pictures that are not

attractive to learners. These observations corroborate those of study done in

Zimbabwe in which the author noted that using an unfamiliar language as a

medium of instruction is a major impediment to learning. Ngwaru cited a

comprehension passage in the English textbooks which have used the English

expression, “as white as snow” and argue that this expression is difficult for

learners to relate to since there is no experience of snow in the African context.

In this regard, Fatiloro (2015) argues that the lack of a variety of teaching

20
methods, techniques, knowledge, expertise and approaches for teaching English

second language is a hindrance to ESL teachers. In addition, Davila

(2019) posited that most ESL lessons lack the learner-centered approach which

is supposed to facilitate and reinforce ESL teaching and learning. In all these

challenges, Harumi (2011) stressed that the teachers constitute the primary focal

point in a poor learning outcome. Thus, this study has the main objective of

investigating the teaching challenges face by English second language teachers

in senior secondary schools in the Ohangwena region and identifying helpful

mitigation measures to address such challenges.

TABLE 2: The current issues in english language learning

RESEARCH QUESTION RESPONSES

Q.2 What are the current issues in RP.1.1 Language and culture are a

english language learning,and how contemporary problem in learning

to solve them? English. It is recommended that ESL

teachers incorporate cultural lessons

into their curricula since doing so

could influence politicians to add

intercultural competence to their list

of qualifications for educators.

RP.1.2 Language and culture are

currently a problem in English

21
language learning. In order to urge

policymakers to include intercultural

competency as a quality educator

trait, it is encouraged that ESL

teachers teach culture.

RP.1.3. Language and culture are

currently a problem for English

language learners. Therefore, it is

encouraged that ESL teachers teach

culture, which may result in

policymakers adding intercultural

competency as a quality educator

trait.

RP.1.4 For me the tenses

( past,present,future tenses)

because we see a lot of students or

not just students who can't perfect

there grammar because of this and

for me the way to solve this problem

is you should more focus on the

topics you are lack with.

RP.1.5 When people speaks straight

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 english language, some people make

fun of it and call it "sosyal" that's

why some people don't have the

courage and confidence to learn

english language. People should

normalize speaking in english and

not make fun of it, specially that

english is our international language.

RP.1.6 Language and culture are

currently a problem in the study of

English. Thus, it is encouraged that

ESL teachers teach culture, which

may result in policymakers adding

intercultural competency as a quality

educator trait.

According to Anyienda (2017), large classes put a strain on the teachers’

ability to provide quality teaching, especially in English second language lessons.

In another instance, Harris (2011), Brozak (2017) and Makielski (2018) variously

argued that classroom management in overcrowded classes is always a

challenging task for effective teaching to take place, and this could more difficult

in ESL classes. Classroom management involves all the activities undertaken by

23
the teacher to organize the learner’s space, manage time and materials for

effective teaching and learning to take place. In Namibia, the prescribed teacher-

learner ratio is 1:35 for primary school, and 1:30 for secondary schools.

Sometimes teachers however, find themselves teaching more than 44 learners

per classroom, which according to New Era’s report, compromise the quality of

education.

TABLE 3: The problem problems faced by students .

RESEARCH QUESTION RESPONSES

Q.3 What are the problems faced by R.1.1 Due to a lack of reading, many

students in learning English students have trouble reading.

language research? Because he works a night job and

goes to school in the morning, this

student doesn't read a lot of English,

according to my survey. He reads

less since he can grasp what is said

to him in English. R.1.2 Many

students struggle to read because

they don't read enough. According

to my survey, this student doesn't

read much English because he works

a night job and attends school in the

24
morning. He doesn't read much

because he can understand the

words spoken to him in English.

R.1.3 Because they don't read

enough, many students have trouble

reading. This kid, according to my

survey, doesn't read a lot of English

because he has a night job and goes

to school in the morning. He doesn't

read much because he can grasp

what is said to him in English.

R.1.4 Lack of reading causes a lot of

students' reading difficulties.

Because he works a night job and

goes to school in the morning, this

student doesn't read a lot of English,

according to my survey. He reads

less since he can grasp what is said

to him in English.

R.1.5 Many senior high students

struggle to read as a result of not

reading enough. According to my

25
 survey, this students doesn't read

much English due to the fact that he

works a night job and attends class

in the morning. Being able to

understand what is stated to him in

English causes him to read less.

R.1.6 Students who are learning the

English language struggle with

communicating with complex syntax

since it can send the wrong

message.

However, it appeared that the English Second Language (ESL) teachers in

Senior secondary schools, especially in government schools in Namibia are

Experiencing numerous teaching challenges as the ESL learners continued to

perform poorly in grade 12 Namibia Senior Secondary Certificate Ordinary Level

(NSSC) examinations in recent years. In fact, there has been a sharp decline in

the pass rate of ESL learners between the years 2015 to 2020 in grade 12 final

NSSC examinations (GRN, 2017). To achieve effective ESL teaching and learning

outcomes, the teacher factor is always the most important consideration.

26
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter contains the summary of findings, conclusions and

recommendation of the study. That the findings were summarized based on the

results obtained that whole conclusions were formulated based on the findings

recommendations were drawned on the basis of the findings and conclusions.

SUMMARY

Senior high school students who have limited exposure to English may

struggle with basic English skills, such as listening, speaking, reading, and

writing. This can hinder their ability to understand English-language materials,

communicate effectively, and participate in class discussions. Lack of Interest:

English may not be seen as a relevant or interesting subject for some senior high

school students, leading to a lack of motivation to learn. This can result in

decreased effort, engagement, and progress in English language learning.

Complex grammar rules: English grammar can be complex, with numerous rules

27
and exceptions. Senior high school students may find it challenging to

understand and apply these rules correctly, leading to errors in speaking and

writing.

Limited exposure to authentic English: Senior high school students may not have

sufficient exposure to authentic English outside the classroom, which can limit

their ability to develop listening and speaking skills. This can be due to factors

such as lack of English-speaking environment, limited access to English

resources, and minimal opportunities for language immersion.

Cultural differences: English language learning is not just about learning the

language itself, but also understanding the culture and context in which it is

used. Senior high school students from different cultural backgrounds may face

challenges in understanding and adapting to English language and cultural

norms, which can affect their language learning process.

Lack of resources: Limited availability of English language learning resources,

such as textbooks, online materials, and language learning apps, can pose a

barrier to senior high school students' English learning. This can impact their

ability to practice and reinforce their language skills outside of the classroom.

High academic workload: Senior high school students often have a heavy

academic workload with multiple subjects to focus on, including English. This can

result in limited time and energy to devote to English language learning,

affecting their progress and proficiency in the language.

28
Test-oriented approach: In some educational systems, English language learning

is often focused on preparing for standardized tests, rather than developing

practical communication skills. This can result in a narrow focus on test-taking

strategies, rather than fostering overall language proficiency and fluency.

Fear of making mistakes: Senior high school students may feel self-conscious or

anxious about making mistakes in English, especially in speaking and writing.

This fear of making mistakes can hinder their willingness to practice and use

English in real-life situations, impeding their language development.

Lack of individualized instruction: In a classroom setting with many students,

senior high school students may not receive individualized instruction that meets

their unique learning needs. This can result in a lack of personalized support and

feedback, making it difficult for some students to overcome their English

language learning barriers.

CONCLUSION

Senior high school students may face various barriers in learning English,

including limited English proficiency, lack of motivation, complex grammar rules,

limited exposure to authentic English, cultural differences, lack of resources, high

academic workload, test-oriented approach, fear of making mistakes, and lack of

individualized instruction. These barriers can impact their ability to develop

English language skills effectively and hinder their overall language proficiency.

RECOMMENDATIONS

29
 To overcome these barriers and support senior high school students in

their English language learning, the following recommendations may be helpful:

Provide targeted support for students with limited English proficiency, such as

additional English language classes, tutoring, or language support programs

tailored to their individual needs. Foster motivation by making English learning

relevant and engaging, such as using real-life examples, incorporating

multimedia resources, and relating English to students' interests and goals. Offer

opportunities for authentic language exposure, such as language exchange

programs, cultural immersion activities, and access to English-language

resources like books, articles, videos, and online platforms. Simplify complex

grammar rules and provide ample practice opportunities, including interactive

activities, games, and exercises that reinforce grammar concepts in context.

Promote cultural awareness and sensitivity by integrating cultural elements into

English lessons, encouraging students to share their cultural experiences, and

providing resources on English-speaking cultures.

Ensure access to adequate English language learning resources, including

textbooks, online materials, language learning apps, and multimedia tools, and

provide support for students who may have limited resources at home. Balance

academic workload to allow sufficient time for English language learning and

practice, and promote a holistic approach that focuses on communication skills,

rather than just test preparation. Create a supportive and inclusive classroom

environment where students feel comfortable to make mistakes, ask questions,

30
and practice English without fear of judgment or embarrassment. Provide

individualized instruction and feedback, such as one-on-one tutorials, peer

reviews, and personalized assessments, to address the unique learning needs of

senior high school students and provide timely support and guidance. Collaborate

with parents, teachers, and other stakeholders to create a comprehensive

English language learning plan that involves a multi-faceted approach, including

in-class instruction, out-of-class activities, and home support. By addressing

these barriers and implementing these recommendations, senior high school

students can be better supported in their English language learning journey,

leading to improved language proficiency, communication skills, and overall

academic success.

31
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