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CHAPTER IV

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of the findings, conclusion drawn and

the recommendations which serve as outgrowth of the research study.

The research study aimed to answer the following questions:

1. What are the barriers affecting the language acquisition in the second

language?,

2. What are the contributions teachers’ methods of instruction in teaching

the second language?, and

3. What are ways of the teachers in the delivery of the language?

Summary of the Findings

The salient findings are based on the previous chapter and are presented

as follows:

1. The barriers, which affect the second language and most, appeared based

from the data. First, the item diffidence and shame, which has computed

weighted mean of 4.08 and descriptive rating of Agree. Second, the fast

speech with calculated of 4.12 and descriptive rating Agree. Lastly, the item

fear with computed weighted of mean 4.91 and descriptive rating Agree.

2. The common teaching method of instructions are: employing group work

activities with the highest weighted mean of 4.32 and descriptive rating

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Often, allowing students to participate in the class discussion with the

weighted mean of 4.21 and descriptive rating Often, and the teachers use of

teaching supplements/aids to support the topics being discussed with the

calculated mean of 4.16 and descriptive rating Often.

3. The practices of teachers in the delivery of the language that are

encountered and most appeared are the following: the teacher is confident

enough using the language which has descriptive rating Often and weighted

mean of 4.11, the teacher explains the topics clearly with calculated

weighted mean of 4.16 and a descriptive rating Often, and the teacher

allows the class to speak the second language has computed weighted mean

of 4.29 and descriptive rating Often.

Conclusions

Based on the summary findings of the study the following conclusions are

drawn:

1. The learners’ proficiency in acquiring the second language is being

affected by the diffidence and shame, fast speech of the speakers and

their fear to use the second language. This deals with their interest and

willingness to use the second language in communication and other use.

2. Findings showed that the type of method of instruction used by the

teacher could contribute to the learner’s acquisition of the second

language. Teachers consider oral presentation, employ group works

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activities, and the use of teaching supplements/aids are use to support

the topics being discussed and it plays a major role in the development of

the learners regarding second language.

3. On the teacher’s delivery of the language, the summary findings tell

learners responses to each and the following conclusions are formulated.

The teacher is confident enough using the language . This could be one

of the practices in teaching the second language, wherein the teacher

should become model to learners. In the item teacher explains the topic

clearly, it helps them to set the objectives meaningfully and purposefully.

The teacher allows the class to speak the second language, most of the

language teachers don’t really use the language as the medium of

instruction. This is one practice which must be taken priority when

teaching the second language. Practicing to teach using it will make the

teacher effective in teaching English as second langauge and will make

the learners improve their way of speaking it the way the teacher does.

Recommendations

Based on the summary and conclusions above, the

followingrecommendations are suggested.

1. The teacher can possibly provide activities where students can have

second-language proficiency and the time which is devoted for

second-language learning. More so, the concrete and highly-

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contextualized content found in content-based language teaching

programs makes it the most effective and let the learners have the

full understanding. The development of second-language

grammatical accuracy needs to be explicitly promoted in content-

based language teaching classrooms. This can be accomplished

through the integrated teaching of language structures and

vocabulary. With this, the teachers should encourage the learners to

use the scone language. Inside, the classroom they can be exposed

by the teacher to highly communication skills practices. Hence, one

of the main benefits of language teaching is its ability to encourage

students to make connections between second-language study and

the outside world. This, in turn, can increase motivation and

reinforce learning across the second language acquisition.

2. The teacher should use varieties of teaching methods since he/she

needs to consider the learners’ diversity in learning the second

language. These types of method of instruction could motivate the

learners’ interest to grasp more knowledge. In addition, these are

vital in helping the learners to dig deeper in learning considering the

fact that the teachers use different ways to make learning more

interactive and effective.

3. Teachers who uses the language confidently will also encourage

students to utilize it confidently. They will adopt how the teacher

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applies it every day. Language teachers are expected by the learners

to speak fluently the language they are teaching, and if that

expectation failed they will be discouraged in learning and using the

language. The teachers, if not fluent, must practice it and must

show to learners that practicing it will make them develop and

improve. One of the best motivators of the students is their

educator. In order to understand the topic, teachers must use

varieties of strategies and instructional materials which will help the

learners know what they are teaching. Learners cannot apply the

things they do not know so let them learn. Lastly, as a teacher, let

the learners learn through involving themselves in the learning

process. Let them practice the language and use it comprehensibly

to improve the way they speak the language. Make use of

group/peer activities which will surely develop their speaking skills,

one of the macro skills which is very important to learn. Teachers of

language must not just teach the learners but help learners in

acquiring and using it.

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