2

CHAPTER I

Introduction

A. Background of the Study

Speaking in public is a common school exercise to practice the students’

confidence. Teachers in schools are using different techniques to enhance the students’

confidence to speak in public, specifically using the English language.

But most of the students in this generation are finding it hard and alarming to speak

in public because of some factors.

This research aims to find out the different factors that affect the confidence of a

student when speaking in public, particularly in Grade 10 students.

The main reason the researchers chose this topic is to give students a solution on

how they can develop their self-confidence.

Using the factors that this research has; it will generate solutions to this kind of

problem.

B. Statement of the Problem

This study aims to determine the factors that affect the confidence in English

public speaking of Grade 10 students in KHS S.Y. 2019-2020. Specifically, it aims to

answer the following questions:

1. What is the demographic profile of the students in terms of:

A. Age
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B. Gender

2. What are the factors that affect the confidence in English speaking of Grade 10

students in KHS S.Y 2019-2020?

3. What are the factors that affect the confidence in English speaking in relation to

the academic performance of Grade 10 students in KHS S.Y. 2019-2020?

4. Is there any significant relationship between confidence and speaking through

English language among Grade 10 students?

5. What are the recommendations that can be given to develop students’

confidence in speaking the English language?

C. Hypothesis

This research gives us an information to test the level of confidence of the students

on how they speak in public events/occasions. With this, the researchers anticipate that

there are both different positive and negative factors that can affect the students’

confidence in English public speaking. It gives us prediction about what will happen to the

students if they can speak in English fluently and to have an idea on how the students will

solve the problem.

D. Significance of the Study

This study will be beneficial for the following people:

For the students, having confidence in English public speaking will make them

trust themselves to recite their answers that might be an addition to their grades and of

course, for basic learnings that will surely help them.

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For the parents, they can help their children who are studying and has problems

on their confidence by discussing the positive factors and avoiding things that might lessen

their self-esteem.

For the teachers, they can also encourage their students to have confidence on

themselves when speaking in public.

For the future researchers, this study will serve as their guidance to gather

information and it may serve them as a building blocks to have a bigger study.

For the researchers, they can also use this research to gain confidence, improve

their knowledge and apply the study on themselves.

E. Scope and Limitations

The study is only for the Grade 10 students of Kasarinlan High School, to find out

the factors that affect the self-confidence of a student in public speaking. Also, to help

them how they can boost their self-esteem.

F. Definition of Terms

The following words that will be mentioned are the terminologies used in this

research or study. The researcher decided to define the terms based on their use on the

research.

Boost. To increase something, mostly someone’s self-esteem

Confidence. A feeling of someone that he/she can do well at something,

especially in public speaking.

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Perspective. Someone’s point of view or opinion about a certain topic.

Prediction. A statement made about what will happen in the future.

Public speaking. The act of speaking, mostly done by students, in front of their

classmates.

Questionnaire. A tool that researchers use to get information from a group of

people or respondents.

Research. A study of a certain problem in an environment, hoping to give

solutions.

Self-esteem. Having confidence in yourself; self-respect.

Survey. An act which the researchers do to gather information from a group of

students using a set of questions.

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CHAPTER II

Review of Related Literature and Studies

A. Review of Related Literature

If you poll a group of people and ask them their greatest fear, public speaking

usually ranks number one. In fact, in surveys I have conducted with clients at hundreds of

seminars and workshops, 67% find public speaking difficult. The remaining 33% are

comfortable with their public speaking skills but feel there is room for improvement. No

matter which percentile you fall into, 10 Days to More Confident Public Speaking will help

you assess your speaking skills and learn fast, effective strategies to become a better,

more confident public speaker. (Laskowski, L. - 2001)

Whatever methods of premeditation you adapt in the preparation of a speech,

having planned everything to the best of your ability, dismiss your mind from all anxiety

and all thought about yourself. Right preparation and earnest practice should give you a

full degree of confidence in your ability to perform the task before you. When you stand at

last before the audience, it should be with the assurance that you are thoroughly equipped

to say something of real interest and importance. (Kleiser, G. - 2006)

No one asks you to speak in public without having a good reason. It might be

because you’re an expert in your field. It might be because you have experienced

something that you can convey to an audience. It might be because you’re part of a

campaign or charitable organization. Or it might be because the person asking you thinks

you are none of the above.

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The very first thing you need to do is to stop and think about why you’ve been

asked. If you can’t answer that question, you may not be the right person to talk and you

should bail out right now, before you waste any more time. (Lamerton, J. - 2001)

B. Review of Related Studies

Park & Lee (2005) examined the relationships between second language learner’s

anxiety, self-confidence and speaking performance. The participants of their study were

one hundred and thirty-two Korean college students who enrolled the English conversation

classes. The results of their study indicated that learners’ anxiety level was negatively

related to their oral performance. Tanveer (2007) investigates the factors that cause

language anxiety for twenty language learners in learning speaking skills, and the

influence of anxiety on communication in the target language and his result is similar to

what Park & Lee (2005) figure out. The findings suggested that students’ feeling of stress,

anxiety or nervousness may impede their language learning and performance abilities. He

cites that “the higher the anxiety, the lower the performance”.

MacIntyre, Clément, Dörnyei & Noels (1998) studied the effects of self-confidence

on oral performance. The results of their study showed that the learners’ willingness to

communicate was determined partly by their self-confidence. Park & Lee (2005) also

examined the relationships between L2 learners’ anxiety, self-confidence and oral

performance. They reached a conclusion that self-confidence affected significantly on L2

learners’ oral performance. They stated that if the learners were more confident, they

would have better oral performance.

Lukitasari (2008) conducted a study focusing on the students’ strategies in

overcoming speaking problems in speaking class. The results of her study suggest that in
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speaking class, the students faced some speaking problems including inhibition, nothing

to say, low or uneven participation and mother tongue use. The findings of the study also

reveal that the students’ speaking performance was not good because they did not master

the three elements of speaking namely vocabulary, grammar and pronunciation.

Bozorgian (2012) carried out a study to examine the relationship of listening skill

with other language skills. The result of his study indicates a close correlation between

listening comprehension and language proficiency. He states that the higher the listening

score, the better the speaking score.

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CHAPTER III

Methodology

A. Research Design

The study is a quantitative method of research where survey forms were made to

get information from quantitative individuals. (Survey forms would be answered by random

students and the researchers will be able to know what are the specific factors and

solutions.)

B. Research Locale

This research took place at Kasarinlan High School, Tuna St., Kaunlaran Village,

Caloocan City.
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C. Sample and Sampling Techniques

The respondents of this study are 20 randomly selected Grade 10 students.

Convenience sampling was used in this study as the respondents were chosen randomly

and by their availability.

D. Instrumentation

The researchers used questionnaires to get the data. The researchers think it is

much easier to gather information using survey questionnaires.

E. Procedure

The first measure taken by the researchers is making a survey questionnaire.

There is a total of 10 questions which are related to the study. The respondents were given

10 questions, where some are answerable by yes or no. Questions that are off-topic were

not included so that the students’ privacy can be respected. After that, the researcher

distributed the questionnaire to 20 random Grade 10 students. The results were tallied

and then tabulated into graphs to interpret the data and information.
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F. Statistical Treatment of Data

The statistical treatment of data that the researchers used is the mean formula

where:

∑𝓍
<𝑥 >=
𝑛

<x> is the mean

∑𝓍 is the sum of all respondents who chose a certain respond

𝑛 is the total number of the respondents

The researchers used this formula to get the average of the students’ response.
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CHAPTER IV

Results and Discussion

A. Results

FACTORS THAT HELPS THE STUDENTS BOOST THEIR

CONFIDENCE IN PUBLIC SPEAKING
20
18
NO. OF RESPONDENTS

16
14
12
10
8
6
4
2
0
ENGLISH FAMILY AND RESILIENCE IN GOOD HEALTH KNOWLEDGE
LANGUAGE FRIENDS WHAT OTHERS ABOUT THE TOPIC
PROFICIENCY THINK
FACTORS

The graph above shows the factors that boost the confidence of the students in

English public speaking. According to the survey, 15 out of 20 respondents chose English

language proficiency as a factor that helps them boost their confidence in public speaking.

While 14 of them said that there are people that motivates them to boost their confidence

in English public speaking. Only 5 respondents agree with resilience in what others think

as a factor that also helps them. On the other hand, 2 respondents said that good health

can boost their confidence. For the last category, 16 out of 20 respondents said that having

knowledge about the topic contributes as a factor that boost their confidence in English

public speaking.
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FACTORS THAT HINDERS THE STUDENTS' CONFIDENCE IN

PUBLIC SPEAKING
20
18
16
NO. OF RESPONDENTS

14
12
10
8
6
4
2
0
STRESS ANXIETY/ TRAUMATIC LACK OF TOPICAL NOT FLUENT IN
NERVOUSNESS EXPERIENCE KNOWLEDGE ENGLISH
FACTORS

The graph above shows the factors that hinders the students’ confidence in English

public speaking. According to the survey, anxiety and not being fluent in English are the

most chosen responds from the students that hinders their confidence which has 16 votes.

While 15 out of 20 respondents said that lack of topical knowledge can also lessen their

confidence in English public speaking. On the other hand, 9 of the respondents have

traumatic experience that reduce their confidence. And lastly, 7 respondents picked stress

as a factor that decrease their confidence in English public speaking.

B. Discussion

As the results were tabulated into graph, the hypothesis of this study is now proven

to be correct because the results showed that there both positive and negative factors that

can affect the students’ confidence in public speaking.

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The first graph shows that having knowledge about the topic is the most

contributing factor that boosts the students’ confidence. While, having a good health is the

least factor that the respondents chose that helps them increase their confidence

somehow.

For the second graph, it shows the negative factors that hinders the students’

confidence. Many of the respondents picked anxiety or nervousness and not being fluent

in English as the factors that reduces their confidence in English public speaking.
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CHAPTER V

Summary, Conclusion and Recommendation

A. Summary

This study was conducted to determine the different factors, positive and negative,

affecting the students’ confidence in English public speaking. In the hypothesis section,

the researchers stated that there would be both different positive and negative factors that

can affect the students’ confidence in English public speaking. After conducting the survey

and getting the results, the hypothesis was proven correct as there is almost equal amount

of positive and negative factors, such as English language proficiency and knowledge

about the topic for the positive factors, and anxiety or feeling of nervousness for the

negative factors. That simply means that the students has not only positive factors that

helps them increase their confidence, but also has factors that decreases their confidence

in English public speaking.

B. Conclusion

The researchers conclude that knowledge about the topic is the most contributing

factor that boost the students’ confidence. Having knowledge about the topic that you will

discuss has a great effect when you’re speaking in front. Being fluent in English comes

next as it also has an effect to a student’s confidence. You can say anything that goes on

your mind, at the same time, it has relevance on the topic that you are discussing. On the

other hand, anxiety and not being fluent in English are the things that lowers the students’

confidence. The first problem that the students’ encounter when public speaking is anxiety.

When students are trying to say things in a foreign language, they are often anxious. They
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are worried about making mistakes and their classmates will laugh at them. Lastly, not

being fluent in English also decreases their confidence. These two factors come together

because not being a fluent English speaker increases a student’s confidence when

speaking in front of an audience.

C. Recommendation

Upon finishing this study, the researchers recommend this to all of the students in

Kasarinlan High School and also to those people who want to know the factors that affect

the students’ confidence in English public speaking.

In order to speak English fluently, the researchers suggest to:

 Practice your speech in English for you to be prepared and calm.

 Tell your friends or those trustworthy ones about your condition, they’ll

surely support and boost your confidence.

 Learn more about English and watch how public speakers deliver their

speech.

 See a therapist, if you really can’t face your fears in public speaking.

 Read, watch, and listen. Never stop learning.

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BIBLIOGRAPHY

https://pdfs.semanticscholar.org

https://epdf.pub

Laskowski, L. (2001). 10 Days to More Confident Public Speaking. New York City:

Grand Central Publishing.

Kleiser, G. (2006). Successful Methods of Public Speaking. New York and London City:

Funk and Wagnalls Company.

Lamerton, J. (2001). Public Speaking (Everything You Need To Know). Hammersmith,

London: HarperCollins Publishers.