Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

According to Marie-Anne Duffeler, "Speaking in front of many people is

challenging, and speaking with the foreign language in public is much more

challenging". English is an international language in which all people with different

nationalities would understand each other. English speaking is the skill that need to be

mastered by the students in order to have a good communication with others. In today's

time and age, good communication skills are needed the most at all levels. But a lot of

students who finds learning English language is quiet difficult especially when speaking

in public. Public speaking is a stressful skill for students when doing an oral

presentation. Students can write or read English but face some difficulties in speaking

because of some reasons.

There are several reasons why students are afraid in speaking in public

especially when using English language. First, they are embarrassed by their foreign

accent but they don't know that accent is no longer important as long as they able to

deliver the message clearly. Second, they're worried for their grammar because they

are afraid that what if they're classmates would laugh at them when they made

grammatically error and judgments from their listeners. Third, students speak more with

their first language or mother tongue because they can express more their thoughts and

opinions when they're comfortable with the language that they used. These reasons can
prevent the students to share their ideas, insights, thoughts, and opinion and these

fears should be vanished in the mind of the students.

We think that the solution to this problem is that students must accept corrections from

other people because it is part of learning and teachers should make an activity that

would enhance the English speaking skill and self-confidence of a students.

This study will promote oral communication in English without fear and

nervousness among the students and to identify the causes of speaking fears and to

identify some strategies that would help the students on how to improve their speaking

skills and conquer their fear in speaking in public.

"Public speaking is the process of communicating information to an

audience."(Study.com).Public speaking requires self-confidence to stand in front of a

bunch of people and deliver your message to them. According to Marie-Anne Duffeler,

"Speaking in front of many people is challenging, and speaking with the foreign

language in public is much more challenging".English is an international language in

which all people with different nationalities would understand each other. English

speaking is the skill that need to be mastered by the students in order to have a good

communication with others.

But nowadays, a lot of students who finds learning English language is quiet difficult

especially when speaking in public. Public speaking is a stressful skill for students when

doing an oral presentation, deliver a speech and if you want to answer but you have to

say it in English. Students can write or read English but face some difficulties in

speaking because of some reasons. According to Theo (2017)," Glossophobia is a

geeky name for the fear of public speaking". This phobia is very common to people who

are very shy and this phobia appears when you are expecting to talk or when you share

your thoughts in public.

There are several reasons why students are afraid in speaking in public

especially when using English language. First, they are embarrassed by their foreign

accent but they don't know that accent is no longer important as long as they able to

deliver the message clearly. Second, they're worried for their grammar because they

are afraid that what if they're classmates would laugh at them when they made

grammatically error and judgments from their listeners. Third, students speak more with

their first language or mother tongue because they can express more their thoughts and

opinions when they're comfortable with the language that they used. Fourth, students

are bothered because what if their listeners won't understand their English?

These reasons can prevent the students to share their ideas, insights, thoughts,

and opinion and these fears should be vanished in the students. Speaking English

language in front of many people fluently, will boost your self-confidence and nowadays,

if you're speaking skills is very good, then it will likely enhance life opportunities. Liceo

de Cagayan University wanted their students to be fully equipped with knowledge and

skills to be globally competitive. That is why students are forced to speak in English to

learn the universal language that would help the students to have a good

communication skills in other people throughout the world.

 The researchers aim to know the factors that affect the public speaking skills of

the G11 ABM students. The result of this study will help the students to improve or

develop their speaking ability.

Theoretical Framework

Krashen’s (1985) theory of Second Language Learning-Language Acquisition

informed the study. Krashen argues that language acquisition requires neither extensive

use of conscious grammatical rule nor tedious drill. However, it requires meaningful

interaction in the target language in which speakers are concerned with the messages

they are conveying and understand rather than the form of their utterances. Krashen

therefore suggests that the best methods to be used in order to acquire a language are

those that supply ‘comprehensible input’ in low anxiety situations and those that contain

messages that students really want to hear. Krashen (1985) further points out that,

these methods should not force early production in the L2, but to allow students to

produce when they are ‘ready’, recognizing that improvement comes from supplying

communicative and comprehensible input, and not forcing and correcting production. In

this theory, emphasis is laid on silent period in the production of language. It also

focuses on exposure to input instead of grammar practice and on emotional

preparedness (anxiety) for acquisition to take place. The author in this approach

regards ‘communication’ as the main function of language, thus the focus on teaching

‘communicative abilities’. In that respect, superiority of ‘meaning’ is given prominence.

According to Krashen (1985), ‘acquisition’ can take place only when people

comprehend messages in the TL. Also the messages need to be organized and

interpreted correctly.

The study was guided by this theory in relation of speaking skills in English. For

instance, as students each time try to learn how to use English in communication and
expressing themselves, filtering may occur because of anxiety, poor self-esteem or low

motiva

Conceptual Framework

Input Process Output

 Developing the
 Name  Questionnaire skills in Public
Speaking of
 Age
ABM students
 Dialect spoken at
 Overcoming
home
the fear in
Public
Speaking

Figure 1.

This diagram shows the process to overcome the fear in public speaking and to

develop the skills in public speaking. The input wherein the students profile. The

process wherein we will conduct a survey. The output is where we know on how they

will develop their skills and how they overcome their fear.
Schematic Diagram

Independent Variables Dependent Variables

Affective Strategy

 Attitude

 Values

 Anxiety reduction Proficiency in Public

Speaking
 Motivation

 Monitoring emotion

Figure 2. The schematic diagram

The schematic diagram shows the relationship between the independent and

dependent variables about the study.

Statement of the Problem

The purpose of this study is to identify and investigate the causes behind the anxiety

level of students of public speaking in ABM students and recommend steps that could be

adopted to overcome their anxiety level. . The author has developed the following research

questions for this study;

1. Is there an identifiable point at which the fear of public speaking becomes a social

phobia?

2. To what extent does there exist a fear of public speaking among the ABM students

here in Liceo de Cagayan?

3. What factors are responsible for the fear of public speaking among the ABM students

here in Liceo de Cagayan University?

4. What inhibiting factors in speaking in public are faced by the students?

Scope and Delimitations of the Study

The focus of this study aims the ability of the Senior High School students especially the

ABM students at Liceo de Cagayan University during the Academic Year 2018-2019 on how the

will handle their difficulty in public speaking. We conduct this study to benefit the students of

Senior High School in a given strand to have a positive mindset and a high self-esteem towards

themselves.

Significance of the Study

This study may help the students to develop their skills in speaking English specially in

public. Giving a fresh information to help our fellow students to overcome their limits.

Students. To give the students an idea how to counter these common situation and to

develop themselves to speak well in public.

Teachers. They'll help the students to improve their communication skills and their

confidence.

Future researchers. This study will help them to make a new way of countering this

common situation on students and also to have knowledge about the topic.
Definition of Terms

These terms referred to how these terms are being used in this study:

Communicative act - the ability to use language to pass message.

English Language - it refers to the target language to be learned by the students.

Performance - is the action or process of carrying out or accomplishing an action, task or

function

Speaking - is the action of conveying information or expressing one’s thoughts and

feelings in spoken language.

Speaking Ability - it refers to the ability of the student to speak and communicate

properly through the use of English.

FACTORS AFFECTING THE PUBLIC SPEAKING SKILLS AMONG THE GRADE 11 ABM STUDENTS

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A Thesis Presented to the

Faculty of the Senior High School Department

Liceo de Cagayan University

Cagayan de Oro City

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In Partial Fulfillment

of the Requirements for the Subject

Practical Research 2

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SHANE KHEZIA A. BACLAYON

VAN ERIKA S. FRANCISCO

MAJIDA A. GONDARANGIN

KYARA MAE S. FABRE

KERBY H. DIAZ

NOVEMBER 2018