UNVEILING THE BREAKDOWNS AND BREAKTHROUGHS OF ENGLISH TEACHERS IN MOTIVATING STUDENTS TO USE ENGLISH LANGUAGE

Educational

English teachers have a significant role in teaching the subject to the students as well as in using the language. The goal of this qualitative phenomenological research was to explore the breakthroughs, breakdowns, coping mechanisms, and insights of the English teachers of Monkayo National High School. Ideas and information were gathered using in-depth interviews. The six selected Junior High School English teachers were the participants of the study. The findings showed that the breakdowns encountered by the teachers include poor vocabulary, inability to construct sentences, asynchronous mode of teaching, inconsistency in learning English literature and language, students who lack continuous exposure to English, students who have writing difficulty, slow readers, and non-readers. Most of the breakthroughs of the participants are surround yourself with people who use the language, language activities, communicate using the language, use the first language, and teachers’ encouragement. English teachers unveiled their coping mechanisms to address their breakdowns through talking with their co-teachers to gain more strategies, Phil-IRI, asking support from parents, and trainings and seminars. Moreover, the English teachers gave their insights, and according to them, teachers should motivate the students to use the language, be resourceful with their strategies, be open-minded and flexible, teach the students the benefits of using the language, and teach the necessity of continued English exposure among students; teaching English is not easy, and students learn English in the long run. Thus, with all the breakdowns experienced by the English teachers, they discovered strategies and techniques that could assist them in motivating the students to use the English language.

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