Transcript 1: John Carl Aparicio

Interviewer: Hello, good morning. Thank you for participating my study. So, my study entitled
"Classroom Dilemma: Affective Filter of Second Language Acquisition of Students'
Communicative Competence", this study focuses on the affective filter of the students and on
how this can affect to their communicative competence inside the classroom.
Interviewee: Good morning, thank you din po.
Interviewer: I have here my main question, diria na part it asks your experiences upon dealing
this problem. So here is the first question for the probing questions. What is the main factor that
you struggle with in acquiring a second language or in oral competence?
Interviewee: Ang main factor na nakapastruggle sa akoa kay ang language barrier kay... ano
man... kay dili ko... kanang usahay maglisod ko ug ahhh-... adto sa second language tungod kay
ang akong first language kay nakapabilin pa siya.
Interviewer: Ahh okay, so isa na main factor na imong gina-atubangan karon.
Interviewee: Yes po.
Interviewer: Sige, for follow up. What specific affective filter/emotion did you experience while
participating in oral communication activities in the classroom? Or mag state ka ug specific
emotion or affective filter na imong nafeel. For example nag recite ka sa classroom naa ba kay
nafeel na isolation, nervousness, anxiety?
Interviewee: Ako kay nervous, ilabi na sauna dili kay ko tantong-... mo ka-ka pa ko ug English.
Mao na nga-.. mahadlok ko pero ano man siya-... feel nako normal lng na siya nganong
mahadlok ka kay lisod mad gud usahay i-express ang imohang thoughts labi na ug imohang
ikoan kay English nya di kaayo ka kapagawas sa imong thoughts.
Interviewer: Okay po. By with that, what are the advantages and disadvantages of having
affective filters when acquiring a second language?
Interviewee: Ano ang advantage guro kay bisan tuod kulba pero makaunsa ka-... maningkamot
ka nga makalahuta. Ma.. ma-acquire nimo ang second language. Ang.. ang second-... ang
disadvantage guro kay kanang usahay kay kanang mamental block ka sa pag acquire nimo sa
second language tungod kay lagi naa kay kahadlok.
Interviewer: Bitaw jud ay ingana pod ko since I'm still a student pa. Relatable jd kaayo. And
karon we proceed to your coping mechanisms. First, what are your coping mechanisms and how
does this help you in dealing with emotional impact of speaking English in class?
Interviewee: Akong coping mechanism para maka-overcome ko sa akong emotion kay ano-...
kanang... uhm... mopractice ko. Ahmm practice para maano gd ko... ma.. mahasa-... kanang
sauna kay mas kana gung-... magyawyaw ko sa sulod sa CR kanang mag speech ko kanang
ingani ingana-...para nga maboost akong confidence. Mao ng pag-abot sa atubangan dili nako
tantong mahadlok.
Interviewer: True jud na. And... for follow up. What are your English teachers' teaching
strategies for second language acquisition? Does this help you improve your communication
skills?
Interviewee: Unsa daw po?
Interviewer: What are your English teachers' teaching strategies for second language acquisition?
Does this help you improve your communication skills? Or naa bay grammar translation when
teaching English language..
Interviewee: Ahh okay po.
Interviewer: Mga-... unsa... like postive learning environment ba ang ginaproduce. Unsa man ang
iyang way of-... kanang pagtudlo sa English para mag-improve ta.
Interviewee: Ang sa akoa... ang gihimo lng kay kanang-... para ma pasabot ang English langugae
kay i-translate niya into Cebuano pero gina let niya ang student nga to express her or his
thoughts through using English language as the main subject.
Interviewer: Okay okay, so you mentioned about the learning environment, so does the learning
environment help you gain confidence in participating in oral recitation in the classroom?
Interviewee: Oo kay malingaw man gd kag paminaw sa imong mga classmates ba bisan tuod nga
maglisod ka ug recite pero kabalo ka nga naay naminaw sa imoha mao naydy importante kay
usahay a man gd kay mahadlok-... bisan tuod nga mahadlok ka pero kanang makakatawa man gd
ka kay naa imong mga classmates nya it will help you boost your confidence nga dili ka maulaw
to express your thoughts.
Interviewer: Sa learning environment, koan ba siya naga produce ba siya ug positive or negative?
Interviewee: Oo naga ano siya naga-produce siya-... for me ha positive kay dili ko ingani karon
kung dili tungod sa nanghitano sauna.
Interviewer: For the last one, sa insights... insights of being a BSEd-English student to uhmm-...
What can you suggest to help improve one when learning a second language?
Interviewee: Akoa... akong ma suggest read books kay reading books helps me a lot to improve
my English as second language. Kay siguro... guro kay na fan ko ug read ug books mao na nga
mahasa ka nga-... it will help you ano.. to learn your second language kay magapply mam gd
nimo na siya labi nag kanang mga lisod na words sa klase makahelp na siya sa imoha kay usahay
man gd lisod ang terminology sa klase pero when your read the books makitan nimo ang context
clues ba mabasahan nimo ang meaning sa-... ahh mo diay meaning ani sa gipasabot na word.
Interviewer: True kaayo, second what teaching methods do you think teachers should use to help
students develop their communicative competence?
Interviewee: Ano kanang help the students to understand the English language first. Example
kanang lisod-... nay lisod na ilitok, nay lisod na isulti ipasabot sa niya sa Bisaya o sa first
language sa bata kay later on masabtan naman sa bata say pasabot niya so hinay-hinay ma
acquire niya-... ahh ingani diay ang meaning sa second language-... so makahelp siya.
Interviewer: I agree. So, what factors do you consider to be important in the process of second
language acquisition language?
Interviewee: Ang factors na important na akong i-consider kay unsa-... una, kanang learning
environment; teachers, peers ug unsa siguro kanang fun ug learning. That are the factors that can
you para ma acquire nimo ang second language.
Interviewer: Thank you so much for your participation and your words are big help to us as a
researchers. In some time, we will inform you of your responses and you are very welcome to
add some points if you have forgotten any of it. Your response will be added to the other
participants’ responses as well. This information will be analyzed and we will create conclusion
right after. We will immediately inform you of the final result. Once again, your confidentiality
will be preserved.
Transcript 2: Josh
Hello, good morning. Thank you for participating my study. So, my study entitled "Classroom
Dilemma: Affective Filter of Second Language Acquisition of Students' Communicative
Competence", this study focuses on the affective filter of the students and on how this can affect
to their communicative competence inside the classroom.
INTERVIEWER: What are the experiences of 1st year BSED English then with the affective
filters when acquiring the second language? 1st question what is the main factor that you struggle
with an acquiring second language or in oral competent.?
JAMES: Ano… factors na katung di nako ma acquire or maglisod ko.
INTERVIEWER: Like kanang unsa tung mga experiences na challenges na ano nimo.
JAMES: Ma ano ko basta mag English ko scatter and makulbaan ko ko usahay and dili nako ma
express sa akong self more in engish.
INTERVIEWER: Unsa inyong mga subject ron na more naga research mo?
JAMES: Uhm.. ganiha nag reporting mi and English dapat uts subject understanding the self.
And sa major od namo also English jud dapat
INTERVIEWER: What specific affective filter or emotion did you experience on participating
oral communication activities inside the classroom.? Like for the example muingon tag affective
filter unsa man tung specific jud nga emotion na imong mabati pag mag participate naka that
using English language? For example naa bay anxiety kulbaan baka or shy…
JAMES: Ang pinaka typical gud kay makulbaan ko mao ang pinaka common kulbaan ko…
makulbaan ko sa sugod pero ug magka dugay na murag wala na
INTERVIEWER: Naa poy part sa audience impact gane ang ing ana…
James: Oo ing-ana gane basta mag oral gane tan aw baya sa imoha tanan no isa pod na mahadlok
ko na mali.
Interviewer: What are the advantages and disadvantages of having affective filters when
acquiring a second language? Unsa may advantage atu niya makulbaan?
James: Siguro ang advantages kay ma mahimo kang determinado gane nga mu learn, siguro ang
bad na effect or negative kay kanang dili ka ka focus ma insecure ka.
Interviewer: Next sa coping mechanism ta, mao nang coping mechanism kanang imong
ginabuhat first kay what are your coping mechanism and how does this help you and dealing you
the speaking English inside the impact of inside the classroom.
James: Ang akong coping mechanism kay wala jud te kanang, ay anu makulbaan ko ma anu ko
pero murag mawala rag ani na siya emotion after siguro ang coping mechanism kanang walaon
ang insecurity
Interviewer: Dili nimo gina mind ang mga ma storya sa imoha. What are your English teacher
teaching strategies for second language acquisition that this how you improve your
communication skill?
James: Si madam su, kay nag discuss man gud mig acquisition acquiring second language ang
iyahang murag psychological impact sa bata kay mostly man gud sa iyaha sa bata kay ang
pinaka daghan English man gud daw pibakadali ma acquire sa uban tao international language
gane universal language ang English so mao tun a ang ginahimo niya gina tagaan mig knowledge
pod about ug ing ana
Interviewer: What way man siya nkatabang sa imoha or basin mag cite kag example.
James: Sa iyahang discussion naga hatag siya clear nga description gane unsa ang language
acquisition or unsaon na siya pag acquire.
Interviewer: How about anang mafeel Ninyo sa sulod sa classroom terror ba sya or naa syay
ginapakita na kanang isog.
James: Naa kanang sometimes if kuan mamalit mi ug kanang words mo enter dayun siya mo
correct dayun siya. Naa mi isa ka classmate na niingon sya mayor niya nikalit manag ingon mana
si madam no mayoooooor.
Interviewer: Next kay does the learning environment how you gain confidence in participating
in oral recitation inside the classroom. For example muingon kag learning environment sa
inyohang classroom ok ba siya na imong classmate kusog mu bash or positive ba.
James: dili man noon … Based sa akong self if nay mamali sa akong classmate murag mu react
nga murag mas ni mature karun di parehas sauna ba if nay mamali kay e correct siya in my own
way nalang jud foir example mamalig pronounce isulti nako akong word nga tamas a akong self
pero di nako sa iyaha.
Interviewer: Unsa man ang impact sa positive environment?
James: Mas okay man gud ng correct kanang kuan gani so kanang naa gane kuan na impact gane
correct ka sa imong mga mali para mas ma acquire sa ano po second language.
Interviewer: Naka experience mog teacher nga pag abot gane murag nag hatag na syag negative
vibe?
James: Naa… si sir hahaha…
Interviewer: In what way pod siya nagahatag ug negative vibe sa inyuhang classroom ?
James: Kanang msaulaw ka mu approach, mahadlok ang term kay if mag ask man gud kag
question sa iyaha masuko dayun siya ba barahon gani ka niya. Wala pa nahumhan answer amng
isa e correct na niya dayun and dili siya gustu maunhan gane like mas ma mahadlok na mag ask
sa gc dili nami ga ask sa iya kay muyawyaw dayun siya.
Interviewer: Isa ka factor sa learning environment, tackled ta about sa insight sa imohang mga
recommendation suggestion on how to acquire unsa imong gustu mahitabo tabang para ma
lessen sa bata acquire ? First question what can you suggest can improve one learning second
language ?
James: Kanang kuan lang be careful sa kuan ma ing.ana how can you pronounce ano man gud
siya lahi ang kanang approach kanang ubang tao man gud especially kanang kuan gani unsa term
ana kanang mag lisod pa silage basa og mas gwapo guro eh educate nila ilang self and be
confident pod sa ilahang sarili murag dili napod siguro angay na e kaulaw atong mga mistake
nag tuon paman ta tanan, and try to lear ay ug dili ta confident lang ka way toon-toon murag
wala raman gud.
Interviewer: What teaching method thinking should have students develop their community in
their communication skills?
James: Communication skills?
Interviewer: Yes… unsay mga methods ma suggest ilang teaching strategies para mag improve
ang bata para sa communication skills.
James: Unta ang teacher mas mahimong approachable gani ate kay mas maka open up man gud
ang mga bata, kay if ang mga teacher dali ra storyahon and taason ang pasensya sa teacher when
it comes sa teachers kay maerita man jud ka pag nay dugay makasabot. Pero as a teacher
kailangan nimo e surprise ang kuan when it comes sa veritation sa student imbes na makatuon
ang bata.
Interviewer: Mao pod ni ang reason maong mag hinder ang mga bata sa mga ma develop dili na
kay mahadlok na. For the last one, What factors that you consider important in the process of
language acquisition? So unsa man tung mga factor na ma consider siya acquiring second
language for example ang teacher naga hatag siyag positive affirmation sa student as positive
learning environment sa student like dili siya stricto dili pod siya buotan tama lang ma develop
iyang
James: Siguro kuan encouragement maghatag ug encouragement sa bata nga makatuon siya nga
dili siya e belittle gane or sa environment pod dili lang sa teacher dili siya sawayon anohon sa
ubang tao kay mas ma insecure man noon ka if naa kay masulti wrong word magduhaduha gane
kag sulti kay basin sawayon and that goes makuan sa teacher nga dili nila kasab an ang bata
instead gani tudloan nila ug tama pero kanang tudloan nila dili pasingka kanang ing atu te.
Interviewer: Thank you so much for your participation and your words are big help to us as a
researchers. In some time, we will inform you of your responses and you are very welcome to
add some points if you have forgotten any of it. Your response will be added to the other
participants’ responses as well. This information will be analyzed and we will create conclusion
right after. We will immediately inform you of the final result. Once again, your confidentiality
will be preserved.
Transcript 3: Anne
Interviewer: Hello, good morning. Thank you for participating my study. So, my study entitled
"Classroom Dilemma: Affective Filter of Second Language Acquisition of Students'
Communicative Competence", this study focuses on the affective filter of the students and on
how this can affect to their communicative competence inside the classroom.
Interviewer: So sa main question gyud namo, gi-tackle jud namo ang experiences sa pag-acquire
sa English Language. So, ang first question kay, What is the main factor that you struggle within
acquiring a second language or in oral competence?
Interviewee: So firstly, kay since we are here in the Philippines, also known when you are
speaking English inside classrooms, specifically, sympre nay ubang students na grammarnatzy,
kanang ginabantayan ang grammar and dili pud nato na ika deny sa atong kaugalingon nga
seldomly, naga ingon ana pud atong mindset when you are listening to someone who Is speaking
in English, so personally ang akong na experience kay, somehow mao sab ang akong grateful na
naa sa akong personality na wala nakoy pake sa ilang paglantaw as long sa akong self I am
growing and nay confidence and confident enough na okay lang namali kay mao man gyud nang
part og life, daghan gyug learnings na makuha nato ba, without those na kana ganing malearn,
and were also aware man gud sa atong mga mistakes syempre, and magkuan ta sa English
syempre, dili man ka mo storya in English, kung wala ka nagtuon, so the moment na mag speak
kag English, syempre nay ubang mga words na dili ka sure kung tama ba ang grammar, actually
nindot pud na siya kanang self-awareness nato na kabalo ta nga mao nay mali nako so I have to
improve more pa in speaking in English para puhon, karon sa college kay mao gyud na ang
challenging part labi na sa gikuha namo na kurso BSED-English, so syempre given na gyud na
mag-english gyud, na purely English gyud, so maong so far wala kay ko naka encounter og
criticism sa pag magspeak kog English kay, wala man nako gina mind ang uban.
Interviewer: So sa ika duha ta, What specific affective filter/emotion did you experience while
participating in oral communication activities inside the classroom?
Interviewee: Anxious gyud mao gyud nay isa sa mga emotions or feelings na dili nako maiwasan
personally, when I speak in front and use second language which is English, kay lagi ang
mindset nato ba na ang mga pinoy kay known as grammar natzy na gyud, so kailangan gyud
nimo ma meet ilang expectation nga walay halong mali ilang grammar, so maglabaw gyapon ang
anxious dili gyud na ma deny sa isa ka tao na ma feel, maglabaw na gyud ang anxious ilabi na
ang state of learning so dili gyud na maiwasan, og anxious gyud ang molabaw usahay sa akoa
pero makaya raman.
Interviewer: So what are the advantages and disadvantages of having affective filters when
acquiring a second language?
Interviewee: Ang first sa advantage kay mo cope ta sa affective filter kay normal raman na maka
feel ana, kay kung dili ta maka-feel ana na kinds of emotions kay feeling nato perfect nata, and
also makakuha japon tag learning ana na mga emotions. Ang disadvantage ana na part kay
magamay atong self-esteem, mao nay rason nganong dili naka mo acquire anang second
language which is isa sa mga importante na maka learn ta ana kay it helps us to communicate
with other people labi na jud internationally kay syempre naga taas man atong dreams so maka
meet jud tag people nga isa sa mga boundary ka yang language barrier so, through learning
English the second language maka pa break na siya ana na boundary.
Interviewer: What are your coping mechanisms and how does this help you in dealing the
emotional impact of learning English inside the classroom?
Interviewee: Na motivate ko to learn more in English, kay unsa raman gud nang ilang criticism
kung mao nay mahimong reason na mo stop ka. So ikaw ray mawalaan og opportunity puhon.
Isa sa mga way na maka cope kay dili lang gyud ta mag mind sa society on how they deal the
person, who is speaking in English kay kung unsa ilang mindset, mind your own, mao nay atong
mabuhat sa atong kaugalingon.
Interviewer: So kamo sa first year, ang panlantaw nila sa imoha, okay lang ba ang approach nila
sa imoha, the way ka mag speak?
Interviewee: Yes, actually aware ko og isa pud na sa ika proud nako sa akong batch mates sa
karon kay, they don’t mind if you are grammatically wrong, as long as they know na naga learn
ka, they know that you are excelling sa classroom, dili ka nila I down kung dili ila pakang I
compliment, so through complimenting you, isa sa mga way na I have to learn more og
mamotivate na lang pud kag apil.
Interviewer: Ang next kay, what are your English Teachers, teaching strategies for second
language acquisition?
Interviewee: Gina-approach mi nila in a nice way, na dili kani ang gamiton na preposition, og
dili kani ang gamiton na term, kung dili kani, ingon ana na corrections na gikan sa ilaha, pero in
a nice way nga gentle sila mag-ingon na maka feel kag at ease ka og dili ka mataha, og dili ka
mag stop sa pag-speak og ingon ana na approach.
Interviewer: Naga-code switch baka? Through that nagka-improve ka in speaking in English?
Interviewee: Yes naa, gina correct and gina-apply nako siya personally, gina-apply nako ang
corrections gikan sa mga teachers, though dili man ako ang na correctionan pero i-apply pud
nimo sa imong self ang corrections.
Interviewer: Does the learning environment help you gain confidence in participating In oral
recitation in the classroom?
Interviewee: Maka-ingon ko na positive learning environment, kay so far wala mi naka dungog
sa among teachers or inside the classroom na moingon og ‘huy pagtarong grammar dako naka”
kung dili ang ilang pag-approach is no dili kana ang gamiton, kung dili kani, for example sa
preposition man gud mi usahay ma correct (in, at, on) kana na mga preposition, so far positive
man ilang way sa pag correct sa amoa dili maka daot sa amoang self-esteem.
Interviewer: Ang sunod kay mga insights, mga recommendations og unsa imong ika suggest to
improve one in speaking English language. What can you suggest, how to improve one in
learning a second language?
Interviewee: Siguro, first kay imong i-accept sa imong self na makabuhat jud kag mistake, maka-
experience gyud kag grammatical error, so i-observe gihapon nimo siya na mga experiences kay
lain pud og dili pud ta pwede nga mag-diritso lang ta ana, ma diretso tag perfect gani, kailangan
ta to step into ladder, bago ta maka reach ana na standard, na perfect kayo. So first gyud kay
learn to accept mistakes sa ingon ana na matter.
Interviewer: So next kay, what teaching methods do you think teachers should use to teach
students how to develop their communicative competence?
Interviewee: Siguro ang teaching methods na naa inside the classroom kay words of affirmation,
pero dili lang ta mag-stop sa words of affirmation, kay dili lang ta mangatik, ka yang words of
affirmation kay naa jud nay sugar coating, so kung makaon tas sugar coating kay dili ta
makagawas sa atong comfort zone. Second, kay mag correct jud dapat in a nice way, na dili
maka daot sa bata ba, sa ilang self-esteem ka yang first factor gyud sa bata kay ang teacher, so
kinahanglan ang teacher kay isa sa way or instrumento sa mga bata na mag learn gyud, without
kahadlok na mamali, og gihapoy at ease na maka learn japon ko ani bisag maka buhat kog
mistake.
Interviewer: Next kay , What factors do you consider to be important in the process of second
language acquisition?
Interviewee: Ang first man gud na mahatag sa words of affirmation, kay ang mga bata na ubos
ang self-esteem, so siguro isa sa mga factor ipa feel jud sa bata or sa student feel free nga to
speak in English without thinking of judgement, without thinking of criticism, kana ganing ipa
ingon jud sa imo na ,og ipahatod sa bata na wala nay mabuhat ang criticism sa imohang pag
grow og pag learn. So don’t mind others nalang jud, og mind your own self, ang imohang pag
grow, kanang mag grow ka without mapressure kay usahay mapressure ka sa society, so kung
ma pressure ta dugay gyud atong growth ana
Interviewer: So thank you kayao sa imong time in participating in our study.
Interviewer: Thank you so much for your participation and your words are big help to us as a
researchers. In some time, we will inform you of your responses and you are very welcome to
add some points if you have forgotten any of it. Your response will be added to the other
participants’ responses as well. This information will be analyzed and we will create conclusion
right after. We will immediately inform you of the final result. Once again, your confidentiality
will be preserved.
Transcript 4: Exel
Interviewer: Hello, good morning. Thank you for participating my study. So, my study entitled
"Classroom Dilemma: Affective Filter of Second Language Acquisition of Students'
Communicative Competence", this study focuses on the affective filter of the students and on
how this can affect to their communicative competence inside the classroom. So for our first
question, what is the main factor that you struggle with in acquiring a second language or in oral
competence?
Interviewee: My experiences as BSED-English student, by acquiring second language at first it’s
very difficult to kuan to acquire cause it is not our first language and it is not our mother tongue
also, but acquiring it, first struggles specially kuan fluency of speaking of English cause bisaya
kay tang dako, pero kuan so far makuan nimo awkward nimo siya as kuan as second language
nimo, ahmm sa dugay dugay makuan naka na dali na, because through imitating other people
when they are speaking in English, especially when I kuan watching movies and they always
kuan and always imitate the way they speak, the way sila mokuan og vocabulary, and mao nay
pinaka importante pud.
Interviewer: What is the main factor that you struggle when acquiring a second language or in
oral competence?
Interviewee: Ahmm, sa akoa kay first jud I am stage fright, na struggle as kuan in second
language kuan pud speaker, cause as having a stage fright, lisod jud kaayo kay mag ratol ratol,
labaw nag impromptu. So mao to para sa akoa stage fright jud ang pinaka factor/struggle in oral
competence.
Interviewer: What specific affective filter/ emotion did you experience while participating in oral
communication activities in the classroom?
Interviewee: First jud is being nervous jud, dali ra malobat lobatan ra, kung ikaw ang tawagon sa
oral recitation lalo na kay dili ta maayo sa English, so firstly mao jud to , having a little bit
nervous og kaning dili kay ta ka kuan sa vocabulary pud, labaw na kay gamay ra tag English na
nahibalan, so ana lang.
Interviewer: Ang third question kay, What are the advantages and disadvantages of having
affective filter in acquiring a second language?
Interviewee: First and advantages kay we all know that second language is our universal
language especially English, so this are the advantages as second language speaker because we
can easily communicate others through this second language kay mao to, through
communication with others. The disadvantages kay for me its not my first language jud, that’s
why this is our disadvantages pud as a speaker of second language, because sama sa akong
giingon na naa koy stage fright and lack of vocabulary pud.
Interviewer: What coping mechanism, do you as BSED-Students, to deal with the emotional
impact in speaking English in class?
Interviewee: So sa first jud, as I have said naa koy stage fright so ginalabanan nako akong stage
fright and I conquer it through practicing the language, that’s why the others said practice makes
perfect. Second is by imitating through movies or other speaker who have the this kind of
emotional impact of speaking in English especially our professor and teacher imitating, and also
by reading a book and there are so many vocabularies that we can learn from it.
Interviewer: Pero para sa imoha naga help siya to deal the emotional impact of speaking English
in class?
Interviewee: So actually dako kay siyang katabang jud.
Interviewer: What are your English teachers, teaching strategies for second language acquisition?
Does this help you to improve your communication skills?
Interviewee: Ang teaching strategies sa mga English teachers, kay big help kay siya sa amoa,
specially si Madam Sumaljag, gina encourage jud niya ang mga bata to kuan to learn the second
language and especially si Madam Abe, and it improves also my communication skills, and
learning different teaching strategies and gina intake nako sa akoa na dako kay ni siyag katabang
jud.
Interviewer: Does the learning environment help you gain confidence in participating in oral
recitation in the classroom?
Interviewee: So sometimes, maka help pud siya in gaining self confidence, but sometimes maka
kuan pud siya sa imoha, having a impact makulbaan ka, og mao pud na ang isa sa mga
hinungdan na, dili kay mo participate kay nakulbaan in oral recitation pero dako kay siyag
katabang jud labaw nag maganahan ang teacher sa imo maminaw, kung naa kay oral recitation
ba.
Interviewer: What are the insights of BSED-English students to improve your communicative
competence?
Interviewee: Ginabalik balik jud nako na practice makes perfect jud, dili man ta perfect pero to
make it practice siguro so that we can learn to explore more about English word, and by learning
vocabularies and by having correct grammars, by having fluency in speaking pud and that makes
communicative competence to improve BSED-English students.
Interviewer: What can you suggest to improve one in learning second language?
Interviewee: So as my experience lang pud ha, so kama sa akong ginabalik balik og ingon na
katong by watching movies, kay dira man ko naka learn so mao nay first nako na ma suggest to
improve second language, kay dira murag mo go beyond ang learning sa usa ka studyante sa
pagtake og paglearn sa second language. And by imitating pud sa ilang mga inistoryahan.
Interviewer: What teaching methods do you think teachers should use to help students develop
their communicative competence?
Interviewee: Base san a experience nako as second year college, sama sa ginabuhat ni Madam
Morales, dili lang ang teachers ang mokuan kanang mo participate sa isa ka klase, dili lang iyaha
tanan, kung dili naa puy interaction ang students to develop his kuan pud communicative
competence by exploring different reference, so dira pud na method sa usa ka maestra na
makatabang pud sa usa ka studyante to have this communicative competence, that’s why Madam
Morales encourage us to kuan, have to deepen your intellectual capacity.
Interviewer: What factors do you consider to be important in the process of second language
acquisition?
Interviewee: It is a process diba, systematic dili man sa karon ma learn na siya, ang mga factors
na by exploring and open ka and willing to learn kana ma acquire jud nimo ang second language
and by imitating other speaker, and practice makes perfect.
Interviewer: Thank you so much for your participation and your words are big help to us as a
researchers. In some time, we will inform you of your responses and you are very welcome to
add some points if you have forgotten any of it. Your response will be added to the other
participants’ responses as well. This information will be analyzed and we will create conclusion
right after. We will immediately inform you of the final result. Once again, your confidentiality
will be preserved.
Transcript 5: Damon
Interviewer: So maayong udto kanimo. So salamat diay sa pag sugot para mahimo namong
participant. So our study is entitled “Classroom Dilemma: Affective Filter of Second Language
Acquisition of Students Communicative Competence” so the main goal of this study qualitative
study is to determine the affective filter or kanang mga emotions na imong ma feelwhile
makipag storya ka using English, and how those affective filters influence you as a learner in
learning English and their relationship to students oral competence. Naa tay mga questions diari.
So ang first main question kay, what are the experiences of BSED-English students with
affective filters in acquiring second language?
Interviewee: So acquiring a second language, for me ha honestly speaking, sa akoa lisod labaw
na kay dili kay ko hilig og English language jud, kay honestly kani among course karon kay dili
jud ni amoa, amoang choosen na amoa jud ni, dili jud ni amoa, mao pud ni kabubuton sa among
Obispo, but in acquiring a English language is slowly kanang nalingaw na pud ko, kanang
magamit pud nato puhon in the future because English Language is the universal language man
gud, so ana lang sauna dili kayo ganahan pero karon hinay hinay nang naa na kay passion,
nalingaw nalang pud ka.
Interviewer: Pero wala pud ka naka experience og anxiety while talking, in ana gud kanang
mahadlok ka?
Interviewee: In English? Aw wala man, ano lang ma katawa lang usahay, ma awkward, kay dili
ta kanang, we are not that kind of person na kanang ano jud sa mag storya og English.
Interviewer: So naa diay tay probing question, diria Dann ha, so the first one is, What is the main
factor that you struggle acquiring a second language or in oral competence?
Interviewee: Maybe kuan, awkwardness, of course kay katawan kas imong kauban, sige rag kuan
sa imoha na asa man ka gikan na baryo, ana ba.. Ang mga factors pud kay maulaw ka sa mga
classmate na hawd kay mo English, ana ba basig ma wrong grammar ka, kay ingnan ka nila
pataka rakag English .
Interviewer: Pero dann, wala ka naka experience like sa oral recitation, like hawd kay sila, hawd
kay sila mo English, what if sa akong time na pud, like ma wrong grammar ko?
Interviewee: Ano dili man ko ma insecure sa uban, ana lang kanang kung unsay naa sa akoa, dili
nako sila pugson og unsa juy, kung unsa lay makaya nako, kana ra pud… Dili man ko ma
insecure sa ila, ma appreciate lng nko na hawda nila uy, maayo sila ana, pero dili ko ma insecure,
ma appreciate lang nako ilang fluency in English, speaking in English.
Interviewer: So the second probing question Dann kay, What specific affective filter or emotion
did you experience while participating in oral communication activities in the classroom?
Interviewee: Emotion? Maybe my emotion in speaking in English or reporting in the classroom
kay a little bit nervous, of course Im not that good in speaking in English and also speaking in
front of the class is something like, were not supposed to be like that kind of person who is used
to talk in front of the class, dili sanay ana gud. Kulba niya mangahi ang baba usahay before, that
was before but now like hinay hinay nang na build up ang confidence , naanad na.
Interviewer: So for you, what are the advantages and disadvantages of having affective filters or
those emotions when acquiring a second language?
Interviewee: Maybe the advantage, you are practicing your self confidence to the crowd, to the
persons in front of you, kanang dili baya lalim mo storya sa atubangan, so mao nay advantages.
Sa disadvantage, murag wala man kay mo grow man gud ka gud kung mo storya ka sa
atubangan, tas makakat on pud ka at the same kung ikaw man gud, if you are the one who,
kanang mo tudlo mas dali nimo ma acquire ang pamaagi, mas maayo jud na ikaw ang motudlo,
dali ra ma retain sa imong utok kung unsa jud ni. Para sa akoa walay disadvantage, maybe sa
perception ra na sa tao, kay maulaw ka og tama pud na kay para pud na sa imoha pud, og
makatabang pud na sa imoha in doing that.
Interviewer: Ang second main question kay “unsa ang imong coping mechanisms in order to deal
with the emotional impact in speaking English in class?”
Interviewee: Ano lang be positive lang japon, bisag nakulbaan naka padayon lang japon kay para
sa imong future, para sa imoha to grow gud, kanang positive lang, balag imong dignidad
makuan, pero para sa imoha man gihapon na para mogrow ka, para sa imoha na makat-on ka.
Interviewer: So ang probing question, kay how does your coping mechanisms, helps you deal
with the emotional impact.
Interviewee: Of course if you are a positive person, maskin unsa pana ka kuan, example nay
negativity na maabot sa imoha, pero ang imong pang huna huna kay positive ka, kay murag
pasagdaan lang to nimong mga hindrances na makakuan sa imoha, basta mga hindrances na
makapugong sa imoha, kay kung positive person man ka gud kay wala kay labot kung unsa
panay mga possible na panghitabo na negative pa na if we you are a positive person.
Interviewer: So ang second question kay unsa na teaching strategies sa inyohang English
Teachers for second language acquisition?
Interviewee: Way back before, most common thing na to acquire a second language is to kuan,
kana gung like pabasahon mo sa teacher, tas pabasahon pa mo, tas murag mo follow gud mo
kung unsa inyong gibasa, ana gud by phrase by phrase, by sentence ban a ipabasa sa mga
teachers, niya correct pronunciation pud, kung unsaon pag pronounce sa words and also kanang
magpakita silag illustration gud ana, tas moingon og what is this? An apple ana gud maggamit
silag materials ba, kadalasan sa mga kinder. Niya sa karon kay ginamotivate lang mo sa mga
maetra, like its not to late to learn a second language man gud, like naa man toy mga research
man gud na maskin og tigulang na still they can acquire a second language man gud , ano gina
motivate lang mi. Parehas ni Madam Abe, ang pina nindot na age to acquire a second language is
from 3 to 5, pero kung malapas ka ana kay murag hinay na imong, mao ang uban kay mga slang
kayo mo, dili kay pure English kayo ang pronunciation, sauna pero kaya ra man japon diay, naa
man puy research na na prove na miskin late na in acquiring second language.
Interviewer: Pero kato siya Dann, nakatabang siya in your communicative skills?
Interviewee: Of course, like kuan oo nakatabang jud siya kay kuan, kayo o nakatabang siya
Interviewer: Ang imohang environment kay makatabang sa imoha na maka gain kag confidence,
in participating in oral recitation?
Interviewee: Of course, sa online labi na sauna atong bag-o bag-o pa, like naa juy kaulaw kay
wala ka kaila sa imong classmate og maestra, but sa ngadto ngadto as time goes by, like you
were able to know your classmates more, nay relationship hinay hinay, naka build like dili na
kayo siya ulaw, like naa pud silay instances that you will inspire to talk English, because they are
trying to speak English sad, kana gud kaming tanan murag ma inspire pud sa matag usa, because
they are trying to speak English bisag they are not that fluent gud in speaking in English, but
atleast were trying our best.
Interviewer: Ang 3rd main question, kay What are your insights as BSED-English student in
order to improve your communicative competence?
Interviewee: Maybe just like, gina remind sa amo ni Madam Abe, na its not too late to learn
second language even medyo old na pud ta to study language and also in acquiring second
language is like broader man gud siya na rason, like one day when you go abroad you can learn
that language jud, and also if there is someone who will speak to you in English you can
communicate to them also, ana maggamit jud siya, dili lang for the char lang siya para sa trabaho
pero makatabang pud ka sa ubang tao if they need your presence.
Interviewer: So unsa imong ika suggest to someone to help improve in learning second
language?
Interviewee: Ano lang, practice lang dili mawadan og paglaum og kuan learning is fun, ana lang.
Interviewer: For you, what teaching methods do you think teachers should use to help students in
order to develop their communicative competence?
Interviewee:Teaching strategy? Maybe oral recitation gud like, pero if you are a teacher man
gud, dili kanang dapat na perfectionist dapat ka sa kuan, like for example you have a student na
kuan they are not good in English, og dili lang siya moana na batia pud nimo og grammar uy,
dapat I encourage lang gud ba na next time you can do better ana ana, just practice more, you can
do more, ana I motivate lang ba, og makatabang pud tong teaching na mga reading aloud, na
kuan na mga materials, but ayos pud nang imotivate ka sa imong mga teachers to learn more.
Dili lang nang sapat na tudluan ka og unsaon, like tudluan lang ka how to speak, how to
pronounce it proper, but ayos pud nang I kuan nimo imong huna huna ba, like kanang I lighten
up gud na og I cheer up ka.
Interviewer: So unsa na factors na imong gi consider in second language acquisition?
Interviewee: Like before naa mi a dayto speak in English jud, like one day to speak in English
ayos pud to siya pud to practice our vocabulary, og naa pud mi new vocabularies og amo pud to
siyang sabton og unsay meaning ato og paningkamotan na timanan kung unsay meaning ato para
magamit namo into our day to day living.
Interviewer: So that’s all, thank you ones again for participating in our study. God Bless. Thank
you so much for your participation and your words are big help to us as a researchers. In some
time, we will inform you of your responses and you are very welcome to add some points if you
have forgotten any of it. Your response will be added to the other participants’ responses as well.
This information will be analyzed and we will create conclusion right after. We will immediately
inform you of the final result. Once again, your confidentiality will be preserved.
Transcript 6: Noel

Interviewer: Hello, good morning. Thank you for participating in my study. So, my study entitled
"Classroom Dilemma: Affective Filter of Second Language Acquisition of Students'
Communicative Competence", this study focuses on the affective filter of the students and on
how this can affect to their communicative competence inside the classroom. So affective filters
are your emotions, mga factors nga naga effect sa imoha. As an English major, what are your
experiences when acquiring a second language? Kung unsa imong na-feel or if naglisod ba ka sa
pag learn ug language.

Interviewee: Personally, Miss, sa akoa, usa sa mga filter po kay kanang mag lisod ko ug acquire
aning second language. Dili ko ganahan ug English and dili pod ko fluent in speaking in English.
And ang struggle pod nako karon as a college student, with the course nga akong gikuha kay ang
akong pag pag speak gyud in English, Miss.

Interviewer: Oh, so mag proceed ta. For the next question, what is the main factor that you
struggle with in acquiring a second language or in oral competence? And mao to imong ingun
no, dili ka fluent ug dili ka ganahan ug English. Kani ba inyong course kay kamo ang nag pili or
ang Seminary ang nag pili?

Interviewee: Yes, Miss. Ang seminary po.

Interviewer: Ah, okay. So, mao to imong struggle. Sa next question namo, what specific
affective filter/emotion did you experience while participating in an oral communication
activities in the classroom? Kanang ora-orada na pagspeech sa class. 

Interviewee: Ofcourse, Miss is kanang dili ko komportable. Naay force sa akoa na mu-pull down
sakong confidence nga magparticipate sa class. 

Interviewer: Do you think sa inyong class, naa ba diha ang competition sa classroom or wala ra
nag matter na sa imoha? Sa recitations, do you think naga affect na sa imoha ang class
competitions, naa ba sa sa imong mga na feel.

Interviewee: Yes po, Miss.

Interviewer: Nakafeel pod ba ka ug mga ka kulba? Like if ikaw na ang sunod na magrecite?

Interviewee: Yes po, Miss. Usually ka na jud akong mafeel, Miss. Ma-anxious ko usahay, Miss.

Interviewer: Oo no. Dako jud nag part sa atoa ang kakulba labaw na sa recitations. And usually
atong mga recitations kay need jud ta mag speak in English. Mu-ingun jud atong teachers na
dapat mag English jud ta. Kay kani man nga course atong gi-take, atoa pod jud na siyang i-
practice. Sa sunod na na question, what are the advantages and disadvantages of having affective
filters when acquiring a second language? Sa advantages sa ta. What are the advantages daw of
having these emotions, katong mga naingun nimo ganina, in acquiring a second language?
Interviewee: Siguro, Miss, ang advantage of having these kinds of filters, kung mutuon na pod
kog lain nga language, kay makakuha pod ka ug way to acquire it. Since nakaexperience ko ani
na emotion, the next time nga magtuon ko kay ma-adapt na nako ni. Makabalo nako unsaon nako
pagcope up in learning a language, Miss.

Interviewer: That’s good noh. Do you think these emotions, even though negative sila, mahimo
gihapon nato ni nga motivation? Mahimo nga factor to which mas magapakusog satong
confidence the next time we have oral recitations or when we converse in English to people?

Interviewee: Depende ra pod siguro kung unsaon paghandle, Miss. Kung ako, magpadala ko sa
akong emotion, dili jud ko mugrow, Miss.

Interviewer: So, what about the disadvantages, what are the disadvantages in having these
emotions? What do you think?

Interviewee: Siguro po sa paglearn sa language, mutake man gyud ta ug time para makat-on ta
ug maka cope up.

Interviewer: Ah, yes. Dili man jud ora-orada pod noh nga makatuon ta ana na language
especially when having these filters. For example, if one is anxious gyud when conversing in
English or dili gyud fluent in English. So for our next question, what are your coping
mechanisms and how does this help you in dealing with the emotional impact of speaking
English in class? What do you do to uplift your spirit in times when you’re anxious or gikulbaan
ka in speaking in English infront of the whole class or in recitations?

Interviewee: Sa akoa Miss, dili man jud ko hawud ug English, Miss. Dili ko hawud sa pag
construct ug sentences, Miss. So ako, iprepare sa nako daan akong ideas bago nako maistorya po
and in that way, matabang ko na, mahatagan ko ug comfort akong sarili nga makaingun ko nga
“Ay, tama na siguro ni kay akoa mang na-arrange. 

Interviewer: Tama. Tama. That’s good noh. In-ana pod mi. Magsulat sulat pod mi ug possible
ideas and answers if manawag na ang teachers para naa pod miy ma-storya once na matawag mi.
So next question is what are your English teachers' teaching strategies for second language
acquisition? Does this help you improve your communication skills?

Interviewee: Yes, Miss. Maski diri sa seminary, Miss, naa.

Interviewer: Oh, really? Sige, in what way?

Interviewee: Pero sa school, Miss, among mga teachers, gina-encourage jud mi mag speak in
English. Gina-encourage mi nga i-lessen gyud ang paggamit sa mother tongue ug as much as
possible, mag English jud sa mga tubag. And diri sa Seminary, Miss, naa mi’y adlaw nga
English, and all of us are required to speak in English and dili mi mag reply or response if
magspeak siya ug Bisaya. Kumbaga practice lang pod sa amoa, Miss, nga atleast ma-enhance
amoang communication skill sa paggamit sa English.
Interviewer: Tama ‘to noh. Ginapapractice gyud ta to speak in English aron makahelp pod na
maging fluent ta. Sama sa imong gi ingun ganina, dili kaayo ka fluent in English but these
instances, kaning strategies nga ignapabuhat sa atoa, kay nagahelp jud siya sa atong
commmunication skills ug sa atong pag learn sa language. Very good. Very good. So for our
next question, what are the insights of the BSEd English students’ to improve their
communicative competence?

Interviewee: Isa sa among ginabuhat diri sa Seminary, Miss, is magbasa ug libro ug isa pod sa
makatabang, Miss, kay kanang subtitles sa movies, Miss. Inig mag tan-aw ta’g movies, usahay
naa gyuy mga subtitles labaw na if dili English ang language nga ginaspeak sa characters.
Makahelp pod siya sa pagtuon ug paglearn ug mga bag-ong words pod nga makagamit nimo sa
pagsulat.

Interviewer: What about sa atong mga teachers? What do you think or what are the teaching
methods that our teachers use para ma-enhance atong communication skills?

Interviewee: Siguro, Miss, kanang ilahang ginahimo jud na student-centered ang ilang class. For
example, kanang gina-allow jud ta muparticipate ang students, Miss, nga dili lang ang teachers
ang magsige ug istorya. Mao jud na akong na-observe sa Cor Jesu po na teaching method, Miss.

Interviewer: So tama pod ‘to noh. Para sa last question, what factors do you consider to be
important in the process of second language acquisition?

Interviewee: Una, Miss, kay ang usa gyud ka factor kay naa gyud na sa students, Miss, kung naa
ba jud siya’y kurso nga mutuon sa language, Miss. Mao gyud na ang main factor nga angay jud
nga tan-awon ug i-consider kay maglisod man gud ug acquire ang students, Miss, kung siya
mismo sa iyang kaugalingon dili siya komportable ug dili pod siya desidido maglearn ug second
language or sa language overall po.

Interviewer: Naa ra gyud sa tao kung interested ba isya sa paglearn, kung willing ba isya mulearn
ana na language. Naa ra gyud tao. Ug depende pod siguro sa nafeel sa individual, sama sa atong
questions ganina basig naa silay nafeel nga kakulba, ginapressure sila maong ‘di sila ganahan or
basin evident and strong ang competition sa classroom maong dili kaayo sila ka in-ana ka
participative or active or wala silay support gikan sa ilang friends nga mu-ingun ug “Uy, go!
Hands up.” Or “Participate ta.” So tama ‘to imong mga tubag noh and so far, natubag gyud
among mga questions. Mao ‘to siya. Thank you. Thank you kaayo. Thank you so much for your
participation and your words are big help to us as a researchers. In some time, we will inform
you of your responses and you are very welcome to add some points if you have forgotten any of
it. Your response will be added to the other participants’ responses as well. This information will
be analyzed and we will create conclusion right after. We will immediately inform you of the
final result. Once again, your confidentiality will be preserved.
Transcript 7: Erwin Tejada

Interviewer: Hello, good morning. Thank you for participating in my study. So, my study entitled
"Classroom Dilemma: Affective Filter of Second Language Acquisition of Students'
Communicative Competence", this study focuses on the affective filter of the students and on
how this can affect to their communicative competence inside the classroom. So affective filters
are your emotions, mga factors nga naga effect sa imoha. As an English major, what are your
experiences when acquiring a second language? Kung unsa imong na-feel or if naglisod ba ka sa
pag learn ug language. This is question number 1. What is the main factor that you struggle with
in acquiring a second language or in oral competence? Mga challenges nimo, mga experiences,
naga struggle ba ka? Mga in-ana.

Interviewee: Actually, uhm, nagastruggle in a part that dili fluent in speaking, conscious sa
pagdeliver sa second language. Kana na thing.

Interviewer: Ah, sige. So, naka affect na siya sa imohang… kanang the way ka murecite?

Interviewee: Actually, yes, it is. Naka-affect siya. Because you have a lot of thoughts nga kanang
istorya but naa ju’y part nga macode-switching siya to express more.

Interviewer: Sa imong pagdevelop sa imong communication skills, hinder ba siya ang in-ana na
mga experiences or struggle?

Interviewee: Makaingun ko nga hinder siya kung dili nimo, ano, iimprove imong self in terms of
using the second language so I think ang need jud na action ana is dapat confident jud ka in
terms of using the second language which is ang English.

Interviewer: Okay, thank you. So, ikaduha, what specific affective filter/emotion did you
experience while participating in oral communication activities in the classroom? ‘Di ba ka
confident, kanang anxious ba ka or dili ka comfortable, naa ba kay lack of motivation to express
your thoughts?

Interviewee: Kuan, anxious.

Interviewer: Sige, ngano man nga anxious ka?

Interviewee: Diba when we say anxious, kanang mag duha duha ka ug kuan—

Interviewer: Oo, makulbaan.

Interviewee: Oo, like that, because ano diba, when using the second language, we’re here in the
Philippines where people are kanang concerned in terms of your grammar, it make you anxious,
it made me anxious using the second language kay basig mali ang grammar or mali ang pag-use
sa certain word na dapat lain na word ang gamiton. In-ana nga mga butang.
Interviewer: Tama pod siya no. Next kay, what are the advantages and disadvantages of having
affective filters when acquiring a second language? Tung imong, na ingun ganina, katong imong
mga nafeel, unsa may advantages and disadvantages ato nila?

Interviewee: I think ang advantages ana niya kung positive person lang jud ka, I think ang
advantages ana niya, katong mga affective filter if gamiton jud nimo ang second language, the
more we use the second language biya, which is English kay ma-enhance gyud biya. Actually,
uhm, working in a call center where you are exposed in english jud, ma-enhance jud siya ang
pagdeliver nimo. Ang disadvantage lang pod ana kay slow imong progress nimo kung magpa-
apekto jud ka ana imong mga nafeel. But when you ana, in a positive way ana, if mu-conquer
lang jud ka, ug mukumbate lang jud ka, ano guro, I think that is one of the way nga akong
gibuhat pod, like concern kayko sa akong grammar, that’s why nagwork ko sa call center aron
ma-enhance. Para makuhaan-kuhaan ang ka-anxious, ang dili kaayo kabalo kadeliver, unsay
proper words ana. Actually, Maskin small steps, kay progress naman siya.

Interviewer: So next kay sa coping mechanism ta. What are your coping mechanisms and how
does this help you in dealing with the emotional impact of speaking English in class? So unsa
man imong mga coping mechanism? Gi-unsa man nimo ni ug nakatabang ba ni sila sa the way
ka mag-express sa imong thoughts inside the classroom specially in English subject?

Interviewee: I think ang isa nako nga coping mechanism nga ginabuhat kay is mag kuan, you
mean kanang—

Interviewer: Kanang mga way nimo ba para ma-avoid nimo siyag buhat. Pareha sa ako, isa sa
akong coping mechanism kay “think positive”. Bahala na unsay iingun sa uban. Wala koy labot
basta mag english ko.

Interviewee: Ah, I actually do that one sa akong pagka call center agent. Kato pod siya na
experience, naap od siyay tabang, kay gisabay nako akong pagstudy ug kaong pagwork.
Actually, I can see the difference nga pag naa ko sa classroom kay katong na experience nako
atong nagcall center ko kay murag na-comfortable ko using the second language which is I
received a lot of good comments, like kanang nag improve daw akong speaking and then naa
daw accent gamay to deliver the grammar so I think mao to’y one of the coping mechanism nako
kanang able to use the language lang jud, as much as possible, without thinking unsay ano
feedback sa others because that is your response, like imoha man ng thoughts, if dili kaya, do it
another way because making an effort is already a win and also thinking positive para mas ma-
enhance ang english language, ana.

Interviewer: How about sa imong course karon, BSED English man ka? So unsa man imong
coping mechanism ana nga diba expected man gyud ta na mag speak in English? Gi-unsa man na
nimo? Naa nakay experience nimo sa call center, unsoan man na nimo pag-adapt or unsa imong
mga pamaagi ug nakatabang ba ‘to?

Interviewee: One of a way nga akong ginagamit karon kay, karon jud which is very required kay
English major ta is that I watch a lot of Western movies, reading a lot of book, kanang english
literature or kaya reading a lot of poem. And also, karon nga ano ta, we are in third year, most of
our subjects are major subjects na which is about english language, mga EL, like that. So I think
using jud the ano, if you’re able to use the language jud, like you are going to use it every day,
you will be improved jud, without hesitation. Because if you are English teacher na jud, some
other teachers, kanang mag-kaka because conscious sila sa grammar.

Interviewer: Thank you. Next. 2. What are your English teachers' teaching strategies for
second language acquisition? Does this help you improve your communication skills? For
instance, naay kay isa ka English teacher, unsa iyang pamaagi sa pagtudlo sa language nga mura
ganig na encourage pod ka ba nga iimprove imong communication skills, or pananglitan ang
teacher kay strikto, ikaw sa imong kaugalingon mahadlok ka mag-express kay basin ma-bash ka,
then what if kay ang teacher kay nindot siyag pamaagi, then ikaw, the more ka magexpress kay
safe man ang environment? Asa man didto? Or unsa pa bay teaching strategies nga imong na-
experience?

Interviewee: Actually, one of the teaching strategies that caught my attention is that one of our
english teachers, ginapabasa mi niya ug stories and also watching uhm, western movies. So that
is kanang one of uh good strategies to improve english language kay ma-expose man ka. As I
have said ganina basta ma-expose jud ka sa second language which is english, ma ano jud nimo,
ma-adapt ra nimo siya in a long way, like step step lang gud. Progress naman siya.

Interviewer: Does the learning environment help you gain confidence in participating in oral
recitation in the classroom?

Interviewee: Yes in a way nga kanang uh ma-improve siya.

Interviewer: Ang attitude gani sa environment when you are going to recite, unsa ba imong
mafeel? Safe ba ka? Or mabalaka ba ka kay daghan ug basher.

Interviewee: Right now?

Interviewer: Oo, karon.

Interviewee: Right now I feel confident when using the second language.

Interviewer: Ang palibot nimo, unsa man sila?

Interviewee: Mga classmates? Actually, mga classmates nako, they are also ano sad, we are
having a different learning style. Others are very advanced and others are normal lang. Average.
So sa akong environment, confident ra ko kay they are also learning. Even though right now, nga
kanang naa na ta sa 3rd year, we’re still learning the second language. So akong ma-ano sa
environment, makatabang siya.

Interviewer: Nagaproduce siyag positive na environment.

Interviewer: Thank you, sige. So next, insights. First question, what can you suggest to help
improve one when learning a second language? Unsay mga suggestion to develop.

Interviewee: Siguro, aside sa uhm, using the second language, I can recommend reading more
books. Like kanang mag read jud. Like read, read, read because the more nga kanang daghan ug
a lot of new information or new terms sa kanang language nga imong mabasahan kay mag-
improve jud ka. And that is also one of the advice of my past past past english teacher, to read
more, more, more books.

Interviewer: Next. What teaching methods do you think teachers should use to help students
develop their communicative competence? Unsa ilang mga teaching methods, unsa imong
masuggest sa usa ka teacher?

Interviewee: I think, ang usa jud na akongng masuggest para ano jud, kuan kanang teaching
method?

Interviewer: Method nila para ang studyante, maimprove pa nila ilang communication skills,
kanang able na sila, confident na sila mag speak out.

Interviewee: I think one of the kuan biya diri sa Cor Jesu, I observed also in the BED is that it is
a English or Filipino language. SO when you are in class of a Filipino, you are going to use
Filipino language. So I think one of the best way to improve and also to be confident in using the
second language, is that uhm, method that a teacher can use is that a policy of using English
language during English time or English subject. Oo, so that, by ana na ano, ma-ano siya,
malessen ang ka kulba sa uban, or kaya uncomfortable sila because naay policy that you need to
use english language so that ma comfortable sila jud maggamit kay ano man, a rule, like kanang
policy na siya.

Interviewer: Last question. What factors do you consider to be important in the process of second
language acquisition language? So unsa daw tong mga factors nga nag give ug essence sa
pagdevelop sa second language, for instance, ang isa ana kay positive affirmation sa teacher sa
student. Like ginapraise niya nga, “Oh! Go lang mo sa pagspeak sa English kay mao na ang way
sa pag-improve. In-ana unsa man tong mga factors nga nagahatag ug ussence ug importance.

Interviewee: Nagahatag ug improtance katong pag give ug comment?

Interviewer: Pananglitan, ang isa sa mga factor nga importante jud para ma-acquire gani ang
English language sa students kay kanang ang teacher kay gaming nagahatag siyag comment,
good comment, towards his/her students. So unsa man imong mga nakita na mga factors sa
imong mga naobservaran, sa imong mga encounters ana kay English major man ka. Sa mga
teachers or even sa estudyante.
Interviewee: Cguro kato kato, ang paghatag sa comment sa estudyante kay again, one of our
english teacher, gina in-ana niya which is good impact siya, na ano, nga wya, kay maconfident
ang student although naa siyay mali ato na task, but ma-aware naman siya in a way nga kanang
“Ay, kani! Dapat in-ani ang pag use ani because Mr. Chuchu advised this one to use this kind of
way para productive.”

Interviewer: That’s it. Thank you for your time to answer. Thank you so much for your
participation and your words are big help to us as a researchers. In some time, we will inform
you of your responses and you are very welcome to add some points if you have forgotten any of
it. Your response will be added to the other participants’ responses as well. This information will
be analyzed and we will create conclusion right after. We will immediately inform you of the
final result. Once again, your confidentiality will be preserved.
Transcript 8: Ian Jay Sarabillo
Interviewer: So good afternoon to you our dear participant, I am one of the researchers coming
from BSED-English3, so our study is entitled: Classroom Dilemma: Affective Filter of Second
Language Acquistion of Students Communicative Competence”, so ang main goal ani na study
kay i-determine kung giunsa sa affective filters or emotions, and gi unsa siya pag influence when
you are learning English and their relationship to your oral competence. So naa diay tay mga
questions diari. So ang first question kay “What are the experiences of BSED-English students
with affective filters when acquiring a second language?
Interviewee: First sa kuan kay naglisod, kay naanad naman gud kog storya og Bisaya rather than
storya og English. Base sa akoa man gud kay most of us kay naga speak jud og bisaya and
vernavular language, gikan palang sa amoang gigikanan na lugar, and most of all ang naga storya
didtoa kay mga bisaya jud og naa puy sagol na mga Manobo kanang mga B’laan, like taga
Matanao ko so pag-abot nako diria sa seminary kay nausab jud akong background og paglantaw
nako, ilabi na unexpected kayo ning kurso na gikuha namo kay dili mani mao among gusto gyud
na kurso, actually gusto kog philosophy gyud na kurso gyud, og mao to ang nahitabo na shock
ang utok kay ingon ani diay ka lisod ang English, then sa pagkuan pud sa pag acquire pud sa
second language naa puy boundaries na nahitabo gyud, ang usa kay na kuan naman gud sa first
language gyud kay naanad na gyud ba, then lisod sad baya na kung naanad nata lisod na gyud
biyaan, pero bisan og naa pana na kalisod nag hinay-hinay man pud og aginod pud og maka
proceed pud og makakat-on pud sa second language.
Interviewer: So ang probing question, what is the main factor that you struggle within acquiring
a second language or in oral competence?
Interviewee: Sa oral competence, about ana ang struggle gyud nako ana kay kulang og self-
confidence sa pag storya sa atubangan og ilabi na sa pag storya og English, kay para sa akoa man
gud, pag wrong grammar man gud ka gud lain, kay naa man guy uban na judgemental ingon ana
mao na akong kuan, mao nay factor nganong dili ko gusto mag English2 pud.
Interviewer; Ang second probing question, kay what specific affective filter or emotion did you
experience while participating in oral communication activities in the classroom?
Interviewee: Una gyud ana gyud kay mix emotion, pero maglabaw gyud ang kakulba, kakulba na
ijudge ka sa imohang classmate nimo, then dili pa gyud sigurado kung tama ba ang paggamit sa
sentence, pag-apply sa mga verbs og makonekta sa imohang mga idea, og mga subject na
imohang gina –express. Lisod siya for me labaw nag sa oral recitation.
Interviewer: Ang atong third question kay, What are the advantages and disadvantages of having
affective filter while acquiring a second language?
Interviewee: Ang advantage na akong nakuan diria, kay maka-express ko through essay gud og
makasulat, maayo kog written. Ang disadvantage nako kay kanang oral og pinakalit na
pangutana og dili ko kapangandam, like naa man guy possible gud na akong utok magka ramble
gud akong idea, maong dili kay nako masabtan labaw nag maggamit nag English, unlike og
magsulat ka, mabasa man gud nimo og mabalikan man gud nimo og asa ka namali tuod. Og
advantage og isa pud kay kung sa oral pud nuon mas ma enhance pa nimo imong speaking skills,
kana ganing imong communicative and communication skills, pero sumala pa sa akong giingon
kaganina na naa koy anxiety anang mo storya ta sa atubangan gyud. Naka experience pud kog
bullying sauna, actually mao nay nahitabo sauna when I was in high school didtoa sa amoa, then
naa koy classmate ma gibully gyud ko gyud, ko kay pataka ra daw kog gamit og mao to naka
register kog fear, kanang kahadlok og kasuko pud, pero sa karon ang nagpabilin nalang kay
kulba, og kanang naa pud koy pagka perfectionist pud ba, og kanang dili pud ka gusto makuanan
sa uban pud ba na mga panget.
Interviewer: So ang atong second main question kay: What coping mechanisms, do students that
you use in order to deal with the emotional impact of speaking English in class?
Interviewee: kuan lang, sa karon kay online og gina encourage jud na mag speak og English in
class, mas kuan gyud sa akoa na, gina push nako akong kaugalingon, gina encourage nako na
dapat mostorya ko og English bahalag gamay, atleast naa kesa sa wala, then ginapush nako
akong kaugalingon na, then para sa grado nalang pud, for the sake of the grades, participation
nalang, mao nalang nay coping mechanisms nato og akong ginabutang sa akong hunahuna kay
kung dili ko mostorya kay possible na gamay kog grado.
Interviewer: Ang atong probing question kay, what are your English teachers, teaching strategies
for second language acquisition?
Interviewee: So far sa akong kuan, si Madam Abe akong makuan na, ang iyang pangutana sa
amoa kay more on kay gina relate niya sa experiences sa life, so mao nang maka express gyud
kog taman sa akong second language acquisition, kay relatable kayo iyang mga pangutana labi
na sa among exam ana, niya mao nang machallenge pud kong mag storya og English pud kay
naka relate gud ko, kung maka relate gud ko naa pud koy mahatag na idea about ana na butang,
maong maka ingon ko na uy na storya lagi nako to, so mao nang nasulod sa ako pung huna huna
na na improve gyud diay ko, ang akong communication skills pud diay, I thought na igo lang ko
nagapaminaw sa klase pero, kung nay question na relatable kayo sa imong kinabuhi og naka
experience pud ka, bali makahatag pud kag idea gani. Mao gyud nay pinaka dabest na teaching
strategy na akong nakita labaw nag irelate sa atong kinabuhi.
Interviewer: Ang third probing question, kay does the learning environment helps you builds
confidence in participating in oral recitation in the classroom?
Interviewee: Yes, most especially akong mga brothers here in seminary, dili ko maka huna huna
na gina judge ko nila, na mali maning iyang gipang storya na English, bali kanang we treat each
other na mag igsuon jud ba og ginatambagan jud mi nila na uy yan mali ni, mao ni ang tama, dili
naka makahuna huna ban a gina judge paka, mao nang maka boost pud silag confidence ba og
makatabang sa imoha na og naga correct man gud silag mali og kung tama mo support pud sila
ba og moingon na og I encourage pa pud ka nila na hawda nimo uy, bali maka inspire pud ang
ilahang gipang storya gud simple appreciation kay ma appreciate pud nimo ba, na naappreciate
pud diay nila imong giingon, maong naka ingon ko na dako kaayog tabang ang environment,
pero naa lay problema kung naa na sa school kay wala paman gud nako nakaila akong classmate,
kay wala paman kay ko kaila sa ilahang abilad og attitude.
Interviewer: So ang atong third main question, kay what are the insights of BSED-English
students to improve communicative competence?
Interviewee: Ano lang study, and have time sa kaugalingon, kay kuan man gud kung dili nimo
hatagan og time imong kaugalingon, naa man guy possibility na ma borbarded ka, og tungod ana
kay wala napud kaayoy learning na mosulod sa imong utok.
Interviewer: Ang atong first probing question kay: What can you suggest to help improve one
when learning a second language?
Interviewee: Hatagan og attention ang klase, niya para makakat-on jud like naa man guy
possibility na we are physically present but mentally absent, so maong need jud og attention
gyud, kay naa man guy improvement na mahitabo ana, kay makabalo man ka unsay giingon sa
maetra, kay maka ingon kas imong kaugalingon na mao diay niy dapat himuon, ay mao diay ni.
Interviewer: Ang next question, kay what teaching methods do you think teachers should use to
help students develop their communicative competence?
Interviewee: Ano kanang dapat, ang first gyud nilang kuanon gyud kay ang ilang batasan. Kay
kung panget man gud mo approach ang maestra, like maldita kay siya mo approach kay imbes na
naa kay idea, mahadlok ka nuon. So maong dapat lantawon pud nila ilang attitude. Kay naa man
guy ubang studyante gud na mga wounded, maong mao nay makakuan sa ilaha, dilisila mo grow.
Og dapat approachable sila ang mga maestra og buotan pud, like Madam Abe, ganahan ko the
way siya mo approach, kay she treat us like her own tinuod na mga anak. Dapat ang mga
pangutana pud kay experience kay para pud maka relate pud ba, and dapat more on situational
kay kung situational man gud, kay ma challenge man gud ka kung unsa kalisod, dili ma focus sa
usa lang ka idea ang studyante. Og kanang dapat i-approach pud nila ilang studyante og i-
approach pud nila with correct and right, og kanang dili masuko kung nay pangutana.
Interviewer: What factors do you consider , that is important in the process of second language
acquisition?
Interviewee: Kailangan gyud i-practice og improve nang English speaking skills, og kailangan
og double effort sa pag study, ano ba perseverance para ma improve pa jud, kuan sa process man
gud to learn a second language, nay communication sa L1, kaya kailangan na ipush ang
kaugalingon na kaya, kugi lang gyud sa study and practice ang process mas makuan pa jud siya.
Interviewer: Thank you so much for your participation and your words are big help to us as a
researchers. In some time, we will inform you of your responses and you are very welcome to
add some points if you have forgotten any of it. Your response will be added to the other
participants’ responses as well. This information will be analyzed and we will create conclusion
right after. We will immediately inform you of the final result. Once again, your confidentiality
will be preserved.
Transcript 9: Lovely Jean Pantilag
Interviewer: Our research title is Classroom Dilemma Affective Filter Of Language Acquisition
Student Communicative Competence. So, affective filters means unsa ang mga factors na
imong na feel ana na moment like if anxious baka, like if you think confident raka ana. So for
our first question. What is the main factor that you struggle it in acquiring a second language or
oral competence or oral resitation?
Lovely: For me, like sometimes anxious ko sometimes naga doubt ko sa akong English
vocabulary gane most specifically proposition dira bugo kayko, maglisod pako when to use like
mga and, if mga ana pero okay lang gud siya sa uban word. Sometimes kanang sa kuan na words
lisod jud siya if labi na ma concious ko ba after nakog sulat, after nakog basa ma question nako
tama kaha ni grammar ing ana.
Interviewer: Pero do you consider yourself fluent despite ato na naa kay struggle?
Lovely: As of sa karun naga overcome nako siya like na learn napod nako siya when to use jud
siya ana. Pero naa gud gihapon doubt na murag overthink lang ana. Mag overthink ka ba na tama
ba ana gud or mali ana ba before e submit, after nimog storya. What if mu ingon sila nga mali
imong grammar ing.ana gani mag hesitate naka mam.
Interviewer: So isa pod sa factor para sa imoha ang kanang sa audience?
Lovely: Yes.
Interviewer: Kanang ug unsay gina isip sa iba?
Lovely: Oh yes, mag matter man siya.
Interviewer: Uhm, kanang competition siya sa class do you think na nagahimo sa imo ug
motivation or nagpagamay or paubos sa imong confidence or oral kanang competition sa class ba
if you think kani siya oh hawud kayo dapat ako pod mag ing ana ba ka?
Lovely: Yes oo, like akong classmate achiever you need to be an achiever pod kay lain pod kayo
ma OP ka diba its like a, mura ug you belong to that class dapat kung unsa ilang ano dapat, or
unsa sila kapaspas maka learn, kapaspas fluent ing.ana dapat kabalo pod ka like mu catch up pod
ka ba ana gani.
Interviewer: So sa among ikaduhang question, mag proceed tas second question no. Secong
question what specific affective filter emote or emotion did you experience while participating in
oral communication activities in the classroom?
Lovely: For me I think although naa doubt dapat you need to be confident the way you speak,
imohang mga thoughts like expressing yourself, expressing ideas although like naga doubt paka
sa imong excuse like English lisod jod sya. Like very easy na e learn. Like mali nimo imoha
siyang e improve the next time na imong gamiton its like e improve nimo imong self na e
encourage out from those experiences,hesitation, doubt sa imong self dili nimo siya gamitong as
weakness nga dili ka maka learn but instead gamiton nimo siya as strength para ma improve
imohang competence ing ana.
Interviewer: So ang next question is Do you have enough peer support bond sa imohang studies
like kung daghan bakag friends ani go mag oral ani ana?
Lovely: Yes, super enough sa akng circle of friend now in college we have this style na we need
to motivate each one sa group to participate, we motivate each one like oy dako tag score, like
kanang sa oral pod sa klase sometimes online kami man gud sabay man gud mi nila diba during
vacant magsabay mi. For example oral ka dapat tanan mo oral walay ma left behind among
motto is that kung maka oral ang isa ug dako score kamu pod gane mag tinabangay mo ana.
Interviewer: What are the advantages, and this advantages affective filters acquiring a second
language? First sa advantages sa ta diba niana ka ganina na fluent ka you consider yourself na
fluent.
Lovely: Yah, like slight lang heheh.
Interviewer: Ah okay, pero what is the advantages of that unsa man advantages nimo?
Lovely: Sa affective filter ka nag based?
Interviewer: Oo.
Lovely: Sa affective filter kay mao to like what I’ve said the earlier na ahm, the affective filter
maka affects siya in terms in confident self sa imong skill dapat dli ka mag doubt sa imong self.
Instead namali naka himoon nimo sya as motivation to improve na tas mag search ka unsa diay
tama, when to use example sa preposition when to use in on in ana gud hesitation, in etc. Isa pud
sa iyang advantages is ano Affective filters is not about sometimes ang negative pud imong na
feel can be uhm, can be use as your strength to be fluent enough sa language na gusto nimo e
learn and for to this advantage katu gung magpa hesitate ka magpadaug ka naa man gud
sometimes na maulaw ka diba sometimes mag matter ang crowd, we are infront na mag speak
example mag deliver tag speech and then uhm, mag matter ang crowd what if hunahunaon sa
akong speak, what if mamali akong grammar kataw-an ko nila ing-ana like mag matter jud
always ang crowd makadala jud siya ug like ang affective filter negative like makadala siya like
maulaw ka. Ahm sometimes diba stater ta mo speak infront because gina una man gud natu ang
negativity and I think mao jud ang disadvantage sa affective filter it can sometimes can bring
negativity and ma apektuhan atoang performance ana.
Interviewer: That’s good no aware gane ta sa atoang ginabuhat, aware ta sa disadvantages and
advantages sa atoang ginabuhat in which kanang makabalo nata ba unsa ang buhaton nato next.
How we will improve ana. So sa next natu na questions. What are the coping mechanism and
how does they help you in dealing with emotional impact of speaking in English in class?
Lovely: My coping mechanism, ambot if ma consider siya. Uhm, if naa koy ano kami man gud
sa akong circle of friends nay like first example sa atong major naa tay speech ana-ana, kami
naga sendanay mig mga kuan like ipa read daw ni the grammar ana gud the grammar itself after
pud sa performance gina evaluate pod namo among self naga pa help pod mi Like okay ra akong
pag speech infront okay ra akong agi okay ra akong grammar if nay mali asa banda ana-ana
kanang in order macorrect ra nimo imong self ba ma evaluate lang nimo imong word like para
ma next time naa moy activity kay mas dili nagud nimo siya ma usab ang mistake ginabuhat
that.
Interviewer: Dako jud siyag peer support imong circle of friend.
Lovely: Yeah, peer support pwedi pod siya self learning naga basa pod ug books. Akon aga basa
jud ko ug books but uhm, kanang dili gud siya like ahm.. online gud ana basa kog books and then
sometimes naa koy words dili ma remember ano kanang murag dili ko unsay meaning ani so
gina search nako siya ana gane like if kanang self-learning lang jud siya ba ana.
Interviewer: Sige sa second, what are your English teacher is teaching strategies for second
language acquisition this help you to improve your communication skills?
Lovely: Uhmmm… sa college karun diba when in first year specifically sa commarts sa subject
ni madam morales and oh sa prof-ed pod na subject ni madam morales gina train ta ana before
musulod ka sa klase kabalo naka sa lesson and if kabalo naka sa lesson you need to give your
major points and then you need to speak in English so it means na ma train jud ka you know
kabalo ka mu construct ug sentence kabalo ka mo organize sa imong thoughts ing-ana. Ano pod
since English major man ta you also have the subject sa linguistic gina train ta on how to uhm..
to construct sentences on how to use the correct uhmmm, grammar ing ana gane like sa English
jud siya.
Interviewer: Does the learning environment how to gain confidence, In oral recitation in class?
Lovely: Yes, learning environment matters, it can bring you confidence or like maging anxious
gud ka mag depend man gud ang awra sa because sometimes mahadlok ka mu judge, ma judge
ka nila though dapat jud kanag if mag matter siya dapat dili nato siya ipalabi kay mao man gud
makaguba sa performance specifically deliver tag speech diba if murag mutan.aw ta like hala
hadlok lage, what if mamali ko ana gud musamot ka og kabati atong performance mag stater nata
naa natay mga lines na makalimtan ana gane dili nato ma deliver ug tarung like the dapat nato e
consider nawala na hadlok ta sa crowd ana gane for environment matter jud.
Interviewer: What can you suggest to help improve one when learning a second language?
Lovely: For me, I think ahhh… you need first to motivate yourself to learn imong self raman jud
makatabang sa imong kaugalingon although yes self peer support matters but then sa imong self
man jud gud na dapat gusto ka makatuon dapat mangita kag ways para makatuon ka mag
watched kag movie, mag read kag books and if you have find words na dili nimo masabtan and
then kanang you find the meaning sa internet ana gane like self learning is importat jud but dili
lang sa English in all aspects gane sa ano.
Interviewer: So ang willingness ug interest jud.
Lovely: Yes, dapat you have the passion have interest to learn particular topic para makat.on if
wala kay interest sa isa ka butang dili ka passionate about ana dili ka learn wala kay
determination to learn ana and motivated ka ing ana na if dili ka interested sa usa ka butang ana
lang jud siya.
Interviewer: So next what teaching method do you think teacher should use to help student
develop their communicative competence?
Lovely: Teaching methods I think since college ta it is very important nga e same gud kay
madam morales ang kuan you give before musulod sa klase ug before pagyud. Eh prepare nimo
tagaan nimo sila ug kani you need to read this one ana-ana because next meeting you’ll have an
oral recitation, you will have a speech. aUhmm… sa ilaha ganing its more on about
comprehension learning comprehension bata sa analysis dili naman gud ta mag read diba its not
about like mu speak ka dapat eh comprehend pod natu sya ba ana lang. Sa activities more on
ahm… nag ka involved gud siya ug like sentence structure or kanang unsa-unsa diay pag use ug
preposition mga conjuctions ana na simple basics English skills ba then mag matter jud siya
karung man gane daghan college maglisod ana diba biskan gane ako, ako sa preposition
maglibog pako pero dapat jud e incorporate jud siya sa lesson.
Interviewer: Do you think kanang atong teachers if magpa read sila sa atoa ug books or like
patan.awon tag mga movies do you think naga help na siya in acquiring second language?
Lovely: Yeah, you need to read structural materials nila ana?
Interviewer: Dili like pananglitan muingon sila, mu ingon atong teacher oh sige tan awa Ninyo n
inga salida.
Lovely: Yes…
Interviewer: Do you think kana sya kay maka padagdag sa atong vocabulary ana?
Lovely: Yes yes kay mag watch ta ug movie kay diba makatuon pod ta unsaon pag pronounce
diba ma acquire to unsaon ginasoon pod natu then if madungagan atong vocabulary pud if wala
natu nahibal.an masearch man gud dayon magoogle unsa diay meaning ani para mag ay dili lang
gud ta magtan aw but you need also to comprehend unsa siya about para masabtan natu ang
movie ug book unsay message unsa ang unsa ang tumong ana gud mag matter siya sa
comprehension mam.
Interviewer: What factors do you consider to be important to in the process of second language
acquisition?
Lovely: For me ano since affective filter mani no I think it is very important to have motivation
jud sa akong gi ingon kaganina motivation uhm… determination ma determine ka to learn
interested ka sa imohang ginatun.an na language and then uhm.. ano pod sure I think ang peer
support mag matter pod siya ang environment in fact sa home environment mag matter pod siya
mam and sa teachers pod naga matter ang ilahang uhm… sa activities ilang approach ginaunsa
nila pagkuan ug activities kana mag matter siya pero ang pinaka importante jud for me is
motivation jud that sel-learning is very important para makakat.on ta sa atong gusto na
makatononan na topic nga language ana gud kay kita raman maka help sa atong self.
Interviewer: That’s it. Thank you so much for your participation and your words are big help to
us as a researchers. In some time, we will inform you of your responses and you are very
welcome to add some points if you have forgotten any of it. Your response will be added to the
other participants’ responses as well. This information will be analyzed and we will create
conclusion right after. We will immediately inform you of the final result. Once again, your
confidentiality will be preserved.
Transcript 10: Ralene
Interviewer: Hello, good morning. Thank you for participating my study. So, my study entitled
"Classroom Dilemma: Affective Filter of Second Language Acquisition of Students'
Communicative Competence", this study focuses on the affective filter of the students and on
how this can affect to their communicative competence inside the classroom.
Interviewee: Okay okay po.
Interviewer: We have here our main question, diria na part it asks your experiences upon dealing
this problem. So here is the first question for the probing questions. What is the main factor that
you struggle with in acquiring a second language or in oral competence? Unsa ang main factor
na that you struggle?
Interviewee: Na experience nako nga mag storya sa inyoha?
So ang main-... main factor jud nga nag struggle ko acquiring second language or sa oral
competence kay kanang-... ay-... first and foremost kay pag mag choose jud ka ug BSED Major
in English dapat ikaw aware ka ug prepared ka nga English jud ang gamiton nga language. Para
sa akoa kay-... kay ako man gd dili kay dili man gd nako ni siya choice so mao to dili ko
prepared wala-... diba pag prepared ka usually naga asa ug books, nagtanaw ug movie para-... isa
man gd na siya sa practices para ma improve ang imohang English language or kanang English
skills nimo-- speaking skills nimo sa English. So, mao to akoa wala man ko nag-... dili man ko
hilig ug movies-... English movies ug dili pod ko hilig ug kanang magbasabasa so mao to na
naobserbahan nako nga grabe jud akong pag struggles aning kursoha karon kay ingani diay siya.
Interviewer: Wala ka nag expect?
Interviewee: Oo, wala ko nag expect na ingani diay siya
Interviewer: Akoy po, what specific affective filter/emotion did you experience while
participating in oral communication activities in the Classroom? Kining specific affective filter
maunsa ba ka makulbaan? mahadlok? or kanwng motaas imong level of anxiety or di ka
mahimutang. Pananglitan tawagon ka sa klase, mag recite ka unsa man imong mafeel, unsa man
imong-... kana ganing pinaka main jd nga feeling or emotion imong ma-... mahitabo pag mag
recite ka sulod sa classroom.
Interviewee: Sauna like senior high pa kay usually jud sa akoa kay moatake jud akong anxiety
pero sa karon nga college na murag kulbaan na lng siya, makulbaan nlng ko. For example, labi
na kanang mga higher na mga teacher na nya required jud mag English-... English speaking nya
oral. Naa man koy answer pero dili nako siya ma express may mag English mn gd kay mas
prefer nako mag express sa akong thoughts pag mag vernacular. Mao na siya.
Interviewer: Okay po. By with that, what are the advantages and disadvantages of having
affective filters when acquiring a second language? Unsay may advantage ato tong makulbaan ka
ug unsa pd ang disadvantage katong feeling nimo nga imong nafeel everytime magmorecite ka.
Interviewee: Ahhh.. everytime magrecite ko nya makulbaan man ko no? So ang iyang
disadvantage is kanang mawala ko sa passing like mawala-... like ma-ma-ma mental block gani
ko kay maguna naman gd akong kakulba bisan naa koy ma answer mawala nlng kay maunhan
siya sa akong kakulba tapos ang iyang advantage is kanang-... murag mag kadugay mag kadugay
ba kay malessen na akong kakulba kay kana gung labi na sige ug oral tapos murag ma maanad
nako ba... maanad na ana... mawala na siya.
Interviewer: Next coping mechanism nata, unsaon nato pagdeal sa atong emotional barrier sa
atong pagstorya ug English sa classroom. So first kay... what are your coping mechanisms and
how does this help you in dealing with emotional impact of speaking English in class? So unsa
man tong mga coping mechanisms nimo? Ug unsay nakatabang-... dako ba siyag tabang sa
imong pag recite, pagstorya ug English sulod sa classroom.
Interviewee: Uhmm.. akoang coping mechanism is kanang naga observe man gd ko sa mga-...sa
ato ganing mga classmate nga kanang-... For example, naay isa sa atong mga classmate nga
ingani naglisod siya ug storya ug English tas akoy next nya kanang tanawon man gd nako ang
reaction sa atong mga classmate kung unsa ang ilang murag-... kana ganing facial expression or
kanang murag point of view nga ingani among isa ka classmate nga nga dili gud siya fully
straight nga nag storya ug English language kung mag-oral. Unya kay kanang pag makitan nako
nga-... ay okay ra man diay dili man diay sila mang judge ingana ana. Mao to murag sa akoa
kanang kung unsa juy mogawas nga English words sa akong baba dili lng jd kaayo nako gina-..
sa karon dili lng sa gyod nako ginapugos kana ganing mag state ug English kay basin unya ba
ma wrong grammar gd... mao to...
Interviewer: Di lang big dealpara sa imoha?
Interviewee: Oo dili big deal.
Interviewer: Okay, next. What are your English teachers' teaching strategies for second language
acquisition? Does this help you improve your communication skills? Unsa man na mga teaching
strategies para mag improve imong communication skills? and para maging fluent or malessen
lng man tong mga burden na imong ginatubang.
Interviewee: Akoa lng nahinumdum is katong kay Mdm. X. katong niana siya nga kung dili pa
gyod daw fully kuan ka Sa English language like kanang fluent daw ka dili pa daw ulahi ang
tanan nga kanang magbasa ug books, magtananaw ug movie kay kana man gd dira man gd daw
ka makatuon nya diha pd ka makakoan sa imong mga grammar mga ingana.
Interviewer: Pero sa kanang... iyang teaching strategy? Unsa man imong-... unsa man imohang
napansin nag improve ba imong communication skills? Pananglitan siya kay nagtudlo siya kana
ganing gina-allow mo nga mo express inyong thoughts or in any ways unsa man. Strikta ba siya
the way motudlo para makakat-on ang bata or okay lng siya like positive iyang ginahatag na
energy para gani maencourage mo nga mag improve ang inyong communication skills. Unsa
man ang iyang teaching strategy?
Interviewee: Iyaha kay kanang mura siyag sarcastic gani tanawon the way siya mo storya kanang
iyang nawong sarcastic kanang magtudlo pd siya mura gani siyag mangaon ug estudyante pero
kanang sa kuan diay ato iyang ra diay gusto is kaning dili ka maulaw ginaboost niya imong
confidence nga magshare jud sa imong thoughts kay kung mag friend friend man gd mo kay
murag dili man gd ma-... mainformal imong mga kuan ba-... mga ipang share.
Interviewer: Okay okay , so does the learning environment help you gain confidence in
participating in oral recitation in the classroom? Daghan ba mangbash sa imoha if mag speak
naka infront or kanang okay lang siya like friendly ang ilang approach sa imo everytime
magexpress ka sa imong thoughts in English. Positive ba or negative?
Interviewee: Karon kay everytime mag participate or mag raise hand ko kay ganahan kaayo ko
sa akong mga classmate kay kanang supportive kaayo kanang if ever naay na kalimtan kay
tabangan ka ana. Tapos dili ka nila ginadicriminate ba dili parehas sauna sa high school or kuan
kay katawan ka pag mamali or ma wrong grammar ka... ingana gd...
Interviewer: So positive ang ginahatg na learning environment?
Interviewee: Yes po.
Interviewer: Okay, so next sa insights na ta. Sa insights kay mao to imong mga recommendation,
suggestion on how to improve to become kana ganing kung dili man mafluent pa kanang ma
lessen lng man tong mga affective filters nga ilang or imong nabati. So, first kay what can you
suggest to help improve one when learning a second language?
Interviewee: Ay ang akoa lng gyung suggestion is first is ilove jud nimo ang second language
kay ug dili man gd nimo i-love dili man gd nimo siya malearn kanang.... kugihan nimo man gd
kay-... mag effort ka kung dili man gd nimo siya kugihan mawala man gd siya gihapon mawala
siya dayon ba dili siya mag last sa imoha so dapat imoha jud siyang i-love tapos gamiton nimo
siya mga strategies nga mangita jud kag strategies nga suitable sa imoha kay dili man gd
kapareha tanan nga for example pareha sa akoa... ang suitable sa akoa kay kanang magtanaw ug
movies, magbasa ingana diha jud nag improve akoang speaking-... kanang sa English. If ever
imoha kay kanang mag koan koan ka magsulat-sulat ka sa imong journal ingana.
Interviewer : Isa pd ang books imong marecommend?
Interviewee: Yes, books... English books.
Interviewer: Second kay, what teaching methods do you think teachers should use to help
students develop their communicative competence? Especially sa mga magtutudlo na nag teach
sa mga subject nimo as BSED-English student, unsay masuggest nimo sa ilang teaching
strategies na mag improve ka to become an effective communicator.
Interviewee: Siguro kanang i-expose siguro ta sa mga seminars... kanang about siya sa
communication skills gani tas... If maexpose ta like murag ilaha tang itest ba if nakuan na ba ta
kanang naa bay improvement tas ang isa pd kay kana ganing dapat pa buhatan mi nila ug
journals every after lesson, dili lang tong mga selected students but to encourage everyone na
nagsulat para mag-improve.
Interviewer: I agree. So, for the last question... what factors do you consider to be important in
the process of second language acquisition language? Unsa tong mga factors na maconsider
nimo kana ganing dako ug impact sa pag acquire ug second language. For example, ang teacher
gina encourage niya iyang mga students to express themselves para mag improve ilbg
communication skills. So sa imoha unsa man imong nakita na mga factors na naghatag ug
essence sa pag develop sa atong English language?
Interviewee: For me, kapag ang teacher nagahatag ug encouragement sa mga studyante like
maghatag siyag points or rewards dako na siyag impact kay in that way... mas mo boost pa gani
ang confidence sa studyante ug madevelop pa ang English speaking skills.
Interviewer: Thank you so much for your time.
Interviewee: Thank you din po.