Challenges and coping strategies of indigenous (Aeta) college students in conversational English

English has been regarded as one of the most useful languages in the Philippines yet many Filipino students still face challenges in using the language including the Aeta college students. In this study, the researchers described the Aeta college students’ challenges and coping strategies in conversational English. The researchers utilized a qualitative-phenomenological research design in this study. They used a validated interview guide to capture the needed data from the Aeta college students. The researchers adhered to purposive sampling in selecting the participants. After the semi-structured interview, the researchers analyzed the data through a thematic analysis. The findings revealed that indigenous students’ conversational English challenges include their belief that they have weaknesses in the English language, such as having a poor vocabulary of the language. Their challenges also include their doubts and lack of confidence, They cope with their challenges by researching and watching people on television. They also consult the dictionary. The proposed module to be used by the indigenous students includes grammar, writing, reading, and vocabulary. The researchers recommend that English instructors and professors should use conversational English as an activity in their classes. Also, they should provide more activities to the students where they can improve their speaking skills, confidence, vocabulary, and understanding of English. Received : August 17, 2021 Revised : September 2, 2021 Accepted : October 21, 2021 K E Y W O R D S Conversation, English, Indigenous (Aeta), College students, Module Suggested Citation (APA Style 7 th Edition): Reyes, C.D. , Isip, M.L. & Dizon, D.V. (2021). Challenges and coping strategies of indigenous (Aeta) college students in conversational. International Research Journal of Science, Technology, Education, and Management, 1(2), 38-49. https://doi.org/10.5281/zenodo.5726611 International Research Journal of Science, Technology, Education, and Management Volume 1, No. 2 | November 2021 39 https://irjstem.com INTRODUCTION In the Philippines, English is known as one of the most useful languages. It is used in schools as a means of instruction. It enables Filipino students to grow global competence and achieve their goals. It is also advantageous to Filipinos because it offers job seekers an advantage during the application process. Furthermore, English enables Filipinos to interact with people from other countries. It is assumed to be the universal language. In reality, many Filipinos regard it as a second language. Filipino and English, as specified by law, are the official languages of the Philippines for communication and instruction, according to Section 7 of the 1987 Philippine constitution. Knowing English is like possessing the fabled Aladdin’s lamp, allowing one to penetrate the language entrance to international business, technology, science, and travel when compared to other languages of wider communication such as Mandarin, Spanish, French, and even Nihongo. With millions of non-native English language users, English has risen to the level of a “world language” in the last century (Tasnim, 2018). People enjoy conversing. They enjoy telling each other stories about mundane events in their lives. They enjoy asking questions. They enjoy finding out how to interact with one another. A man may not speak or converse with others for a day, but it is difficult to remain aloof for a week, a month, or even a year without engaging in conversation with others. “No man is an island,” as the old adage goes. People must communicate with one another. He wants to socialize in order to live a safe and happy life. The ability to communicate with others is a gift. One can obtain and exchange ideas through a simple conversation. Conversations with the people you care for can be both entertaining and pleasurable. Researchers have spent a lot of time researching conversational English in other nations. Meyer, Blondel, and Mall (2017) replied to the following questions: why is conversational competence growth relevant in higher education? And how could this purpose be achieved? They presented strategies to help language teachers, lecturers, language creation managers, course designers, and policymakers think about these problems. They conclude that, considering the importance, prevalence, and difficulty of conversational interaction, the creation of conversational competence receives inadequate attention. Most scholars have often been intrigued by the importance of the English language. Good command of English is deemed necessary for a person to be effective in life, whether professionally, personally, or educationally, according to Beirovi (2019). Meeting people from various cultures is also helpful, as it helps in the growth of intercultural communication and teamwork skills. Because of its extensive use in almost every aspect of life, the English language has a unique importance, not to mention that it is widely recognized as a requirement for being a successful person in the modern world. Critical study and planning are necessary to help students become fluent speakers of a language. Zulkefly and Razali (2019) cited Krogh and Slentz (2001) in support of their argument that learning a language is easier when it is complete and appropriate. This means that language should be both meaningful and practical for students. Furthermore, students and teachers find it easier to understand when the language is interpreted in context. Conversations with people in their immediate community are referred to as this. Furthermore, the English base is firmly established as a route from high school to post-secondary education. Simultaneously, educators are moving away from conventional teaching approaches and toward online learning. English is still very common in Malaysian education, both as a subject and as a medium of instruction. Muuk&Siew-Eng (2015). The researchers confirm that there is a shortage of literature and studies about conversational English in the local area after discussing the above-mentioned insights. Furthermore, no literature or studies have been found regarding indigenous students’ difficulties in conversational English, especially the Aetas. According to McHenry, Balilla, Anwar-McHenry, Parkinson, and Banal (2014), the indigenous peoples, specifically the Aeta Magbukn, have been increasingly threatened by non-indigenous communities’ expansion of logging, agriculture, and urban development in the last decade, exacerbating historical dispossession, poverty, and discrimination. Though undergoing rapid acculturation (assimilation of mainstream Philippine culture), they continue to struggle for recognition of their relation to and rights to occupy their ancestral forest territories, moving from traditional livelihoods to informal trade, farming, and charcoal activities. They are adapting to meet basic needs and ensure food security during the wet season when they often go hungry. They now have to contend with a number of competing desires and values. Various non-governmental (NGOs) and governmental organizations, for International Research Journal of Science, Technology, Education, and Management Volume 1, No. 2 | November 2021 40 https://irjstem.com example, encourage them to preserve their forest and culture while also sending their children to school, planting non-food timber tree species, and participating in agricultural and commercial activities. Certainly, Indigenous peoples have fought numerous battles in the past, including those for land, freedom, segregation, poverty, and education. Furthermore, David (2011) revealed that among another group of Aetas, the Acta Mag-antsi, the lack of common historical consciousness leads to a lack of shared learning experience as a people, and thus their inability to institutionalize their own educational frameworks. Their historicity as a people is affected because their definition of time is based on consciousness. These groups tend to be having trouble developing a common historical history as individuals. No single organization is kept alive as a group as they travel about. Zabala and Peol agree with this (2018) Despite the influence of many people around them, the IPS, especially the Aeta, continue to treasure their own culture in terms of religious beliefs, songs, dances, arts, marriage, education, child care, and superstitious beliefs, according to them. They clung to old traditions, focused on their past experiences, and never forgot their history. The Aeta were bullied and humiliated, and they yearned for their life on Mount Pinatubo. They wished for their children to pursue careers as professionals. People must respect their culture and rights, as well as avoid bigotry, sexism, and racism. People must stop being culturally biased. To back up the researchers’ point, Purdie, Ellis, and Stone (2004) argue that for far too long, many teachers and administrators have believed that Indigenous students should be made to fit into the current system rather than the system evolving to meet their needs. Assimilationist thinking, on the other hand, has no place in a latetwentieth-century multi-cultural democracy. Santos (2018) examined “Multiple Intelligences, Language Proficiency, and Learning Styles of Indigenous People: Basis for the Implementation of Intervention Program. ” Proficiency, she says, is the secret to overcoming obstacles. Learning styles affect how students focus on, process, and learn new and challenging content, and different bits of intelligence help people achieve their full potential. As a result, now that IP students are attending daily school, remediation should be given so that they can cope with the academic demands of schooling. She established the IP students’ dominant multiple intelligences and learning styles. She also defined the IP students’ proficiency levels in order to create a remediation plan. Her studies