Humss 1 Group 4 Chapter 1 5

Archdiocese of Lingayen – Dagupan Catholic 0
School ST. JOHN’S CATHEDRAL SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT
Dagupan City, Philippines
FACTORS AFFECTING THE ATTITUDES OF SENIOR HIGH SCHOOL

STUDENTS TOWARDS PUBLIC SPEAKING IN ST. JOHN CATHEDRAL
SCHOOL
A Thesis
Presented to the Faculty of the High School Department of
St. John’s Cathedral School
Zamora Street, Dagupan City, Pangasinan
In Partial Fulfillment
Of the Requirement for the Course
Practical Research I
PRINCESS VANITY O. LALIMO

SHAINA MAEB. REQUIOMA
JHIZEL E. BACOLOY
MYLES ANTHONY B. ELLAZAR
ERIC JOHN R. CALUZA
CHRISTIAN GRAY T. YARISANTOS
JOHN MARLO G. LAMSEN
Christine D. Barrozo, M. ED.

May 2022
FACTORS AFFECTING THE ATTITUDES OF SENIOR HIGH SCHOOL

SCHOOL
CHAPTER I
INTRODUCTION
English language is the most widely used language all over the
world and many countries used this as their second language. According
by Mike Cabigon the manager of English for Educational System of British
Council Philippines, published in November 2015 that the Philippines is the
one of the official languages of the country. Philippines also known as
one of the largest English Speaking nation. It also used as one of
medium instruction in teaching. Approximately there are more than 14
million Filipinos having at least some degree of fluency in this language.
Public speaking (Cuncic, 2021) anxiety may also be called speech
anxiety or performance anxiety and is a type of social anxiety disorder
(SAD). Students with social anxiety disorder (Foundation, 2015) states that
common symptoms of physical and behavioral symptoms. The physical and
behavioral symptoms. The physical symptoms including trembling, sweating,
nausea, and stammering when trying to speak. While behavioral symptoms
make the person more self-conscious because they believe that people
around have noticed, leading to a deep sense of humiliation and
embarrassment for the sufferer.
In everyday language, public speaking refers to the communication
practice of a speaker sharing ideas with an audience primarily through speech.
The term encompasses a great many communication contexts, including events
as different as delivering an oral report on company profits to a closed meeting of
a board of trustees, addressing millions of listeners around the glove during a
U.S, presidential inauguration ceremony, and giving a toast at a wedding. The
fundamental notion underlying public speaking as a form of communication is
that it is an embodied and oral act. Associated expectations that signal that a
communication interaction is an example of public speaking are that the oral
communication is shared with more than one listener and there is one person
in the interaction who does most than one listener and there is one person in the
interaction who does most of the communicating. Like written communication,
public speaking is complicated because sharing meanings with others through
language is difficult. Also having program of school delivering the language of
students clearly and interesting will be a big impact to make them all ears. Like
announcing the winners, instruction, foundation or school activities The
challenges of public speaking are heightened, however, since the speaker
shares meaning not only through words but also through body, voice, and
visuals.
Furthermore, the public-speaking experience, traditionally, is transitory; a
speaker has only one opportunity to accomplish his or her goal to be understood
by the listeners. While readers can re-read documents until they understand the
gist of the message, listeners, typically, cannot hear a speech again. Another
challenge particular to the public speaking experience is anxiety. In fact, 70% to
75% of the U.S, population report experiencing public-speaking anxiety
(McCroskey, 200, Richmond & McCroskey, 1998). Challenge such as these
make public speaking a communication practice that continues to interest
researchers and everyday practitioners and have made public-speaking classes
a common requirement for the undergraduate degree and public-speaking titles
popular in the self-help sections of bookstores.
Public speaking is an act that requires thorough preparation and skill.
People who excel in this field are guaranteed to become successful because
they gain confidence, knowledge, and greater competency. K.S. Verderber,
Sellnow and R.F.Verderber (2011) state, ―Public speaking, a sustained formal
presentation by a speaker to an audience, is simply one form of human
communication.
Public speaking has evolved as a form of communication, and it overlaps

many of the other types of communication discussed in this handbook.
Individuals engaged in the specific tasks of interviewing, deliberating, debating,
mediating conflict, demonstrating, or communicating with visuals are likely to
engage in public speaking as well. This research paper, therefore, will focus on
the fundamental concepts of public speaking as a type of communication. While
public-speaking theory and pedagogy are deeply rooted in the classical period, it
is important to recognize how cultural developments, ways of understanding
communicative processes, and even theories of language have revitalized and
complicated the classical concepts. Even as U.S. cultural expectations have
expanded such that today there is a belief that all citizens should be prepared to
express themselves through public speaking, the ideas about how public
speaking functions have grown increasingly complex. As a result, it has become
clear that public speaking,
like other complex skills, is one that can continue to develop across a lifetime.
Though technological developments bring new challenges as well as
opportunities, there are a handful of primary concepts that can guide public
speakers to success in the 21st century.
Public speaking (Barnard, 2017) is a great way of building personal

development on many levels, since improving communication skills is helpful in
almost every area of life. Whether your goal Is engage in political debate, make a
career as a motivational speaker or gain confidence in front of an audience,
public speaking can help you meet your goal, can also help you stand out at
work. You’ll learn to speak up in meetings to promote your ideas and to present
yourself as a professional. Speaking skills can also help you excel in job
interviews.
On public speaking will focus on the delivery aspect of your talk. From
maintaining eye contact and speaking loudly and clearly to incorporating
movements that enhance your message and keep your audience engaged, there
are any elements that go into being a great public speaker. Fortunately, these
skills can be learned and honed and with enough practice will become second
nature in turn, improving your presentation skills will help you feel more
confident standing in front of an audience and help you present you ideas and
results to your audience more clearly.
Positive attitude helps you concentrate and also stay calm keep smile on
your face positive attitude plays an essential role in helping you connect with
your audience.
Public speaking allows student to form connections influence decision,
and motivate change without communication skills , the ability to progress in the
working world and in life , itself would be nearly impossible public speaking is one
of the most important and most dreaded form of communication . it enables
student to practice and further hone their skills on speaking publicly which will
greatly help them in the future it also boosts their self esteem.
Self confidence of student is an essential thing in creating good
communication, especially in public speaking public speaking needs not only
fluency but also self-confidence. Self confidence is a positive attitude of the
individual that enables himself so against the environment or situation he faces
Lauster stated that self - confidence is convincing in the ability and self-
assessment of the task and it has a practical approach (Erdina Indrawati, 2018)
the self-confidence that has been owned by people can let people able to
achieve the goals many people do not have self-confidence .for example,
students are not self confidence when doing a presentation in class , they feel
afraid to speak in front of friends for some courses. Trough the pr-observation
the reason is lack of
practice, no mastering the material well, lack of vocabulary feelings afraid when
they speak in public this is a very disadvantage because the primacy key of
public speaking is self confidence
Theoretical Framework
This study is grounded on these following theories
Theory of Models od Public Speaking
A basic model of human communication is one of the first topics that most
communication teachers start with in any class. For oir focus on public speaking,
we will introduce two widely discussed models in communication; interactional
and transactional
Interactional Model of Public Speaking
Comes from the work of Claude Shannon and Warren Weaver. The
original model mirrored on hoe radio and telephone work well and consisted of
three primary parts; source, channel, and receiver. The source is the part of the
telephone where the person spreads the conversation, the channel is what the
source and the receiver need to communicate and the receiver is the part of the
phone where he hears or intercepts the conversation. Shannon and Weaver also
noticed that there is static that interferes with listening to a telephone
conversation, which they called noise.
Wilbur Schramm developed the interactional model of communication and
added three major components to the Shannon and Weaver model. Schramm
identified two basic process of communication; encoding and decoding.
Encoding, which is the use of words and tones to get the message to the listener
and can even involve gestures.
The second major process is the decoding process. Decoding, on the
other hand, happens when the listeners tries to make meaning out of the
message. Of course, the message is hat the speaker is trying to say. And when
you have interpreted to properly what the speaker is communicating, you
evaluate the message. Do you agree or disagree with the speaker? Is the
message good? These are the questions you need to ask yourself when
evaluating speech
Transactional Model of Public Speaking

The transactional model of public speaking takes on a more mutual
communication effort between the sender and the receiver in where both seek to
find mutual meaning in the message and involves many of the same elements as
the interactional model, each model shares common elements like the sender,
receiver, a message and a channel. The basic premise of the transactional
model as that individuals are sending and receiving messages at the same time.
Dialogic theory of public speaking
Most of student think of public speaking as engaging in monologue which
mean a long speech of one person where the speaker stands and delivers
information and the audience passively listens, student find it kinda boring.
Based on the work of numerous philosopher, however, .Ronald Arnett and Pat
Arneson proposed that all communication, even public speaking, could be
viewed as a dialogue which is conversation between two or more people. The
dialogue theory is based on three overreaching principles.
Dialogue Vs. Monologue
Definition of dialogue from David Bohm dialogue “comes from the greek
word dialogos. Logos means ‘ the word ‘.and dia means trough’. Dialogue is the
exchange of spoken words between two or more character in a book, play, or
other written works.in prose writing, lines of dialogue are typically identified by
the use of quotation marks and a dialogue tag, such as “she said”. In merriam -
webster dictionary dialogue means conversation between two or more person
examples of dialogue “ I need help moving the box pf toys for the garage sale.
Will you help me?
To relate the dialogue first define public speaking as a means of
communication one’s personal point of view and self-expression to a small or
large group of people dialogue, on the other hand, is a discourse between two or
more people. So you can see how public speaking and dialogue are similar you
communicate, you’re making a conversation between one or more people. Both
public speaking and dialogue involve speakers and audience, well as message
exchanges between the two properties . both method of communication require
active listening. The word ‘dialogue’s use in the sense of ‘discussion’. public
speaking the process of speaking to a group of people in a deliberate manner
intended to inform. Monologue (from Greek monos “alone” and legein “to
speak”).Monologue (from Greek monos “alone” and legein “to speak”).
A monologue is a long speech spoken by one actor in a play or film. A

monologue is where one character is doing the talking, whether it be dramatic
talking, complaining, telling jokes, or evil laughing. Their story can include other
character, but only one is speaking in a long format and the audience sees the
scene through the eyes of that character. According to merriam-webster
dictionary monologue is a literally composition written in the form of a soliloquy.
Actor generally speak someone else’s lines; speakers generally speak
their own. But on the whole, actors deliver lines written by playwright or scrip
writer, as they fill a role of some character in a play, or in a movie. Speaker
usually are speaking their own material .acting and public speaking have only
two things in common: both involve words coming out of your mouth .
Meanings are in the People, not Words
In the dialogic process in public speaking is realizing that you and your
audience may differ in how you see your speech. According to Hellmuth
Geiddner and Edith Slembeck(1986) discussed geissener’s idea of responsibility
or that the words must be mutually agreed by the listeners. If you say thw word
“book” and think of words, paragraphs, topics, literature and students thinks that
the teacher will discuss what’s inside of a book. As a speaker or an student
reporting, must do their best to deliver the message clearly. And to be successful
at conveying a speech, the speaker must know quit a bit about the audience so it
will be interesting to them. But most of audience doesn’t understand well what’s
is the message of an speech so it’s better sometimes to use like teenage slang
depends on situation.
Theory Speaking Anxiety
Being able to communicate effectively is one of the most important life

skills to learn. Communication is defined as transferring information to produce
greater understanding. It can be done vocally (through verbal exchanges),
through written media (books, websites, and magazines), visually (using graphs,
charts, and maps) or non-verbally (body language, gestures, pitch of voice, and
tone). All of these means of communication are essential Soft Skills that are vital
for a successful Career.Having strong communication skills aids in all aspects of
life – from professional life to personal life and everything that falls in between.
From a business standpoint, all transactions result from communication. Good
communication skills are essential to allow others and yourself to understand
information more accurately and quickly.In contrast, poor communication skills
lead to frequent misunderstanding and frustration. In a 2016 LinkedIn survey
conducted in the United States, communication topped the list of the most
sought-after soft skills among employers.
Succeeding in your career requires good communication skills. You need

to know what you want and how you are going to attain it. Being an excellent
communicator can help propel your career. Good communication skills can aid in
helping you land an interview and pass the selection process. Being able to
articulate well provides a significant advantage! To do your job effectively, you
have to discuss problems, request information, interact with others, and have
good human relations skills – these are all part of having good communication
skills. They help in being understood well and in helping understand the needs of
those around you.
Theory of Assessment of Speaking Anxiety
In speaking, find out the way to decrease student’s speaking anxiety. In
order to assess speaking, learners often evaluate their success in language
learning as well as the effectiveness of their English course on the basis of how
much they feel they have improved their spoken language proficiency.
According to Horwitz in the year of 1986 studied the three types of
speaking anxiety which are;
1. According to James McCroskey, communication apprehension is the
broad term that refers to an individual’s “fear or anxiety associated with another
person or persons”. At one time or another, we’ve all felt nervous about a
communication event. In short, Communication Apprehension makes your
nerves can show uo as a knot in your stomach when you are about to meet
someone new, sweaty palms and a dry mouth when asked to share your opinion
during meeting, or most recognizably, a shaking voice and pounding heart when
giving a presentation.
2. Fear of Negative Evaluation (FNE), also atychiphobia, is a
psychological construct reflecting the expectation that others would evaluation is
a measure of a person’s tolerance for the possibility they might be judged
disparagingly or hostilely by others.
3. Test anxiety is a psychological condition in which people experience
extreme distress and anxiety in testing situation. In situations where the pressure
is on and a good performance counts, people can become so anxious that they
are actually unable to do their best. For example before starting, a student who is
presiding over the start od their school’s program feels nervous. She is so
stressed up throughout the program that she starts mispronouncing every
phrase.
Theory of nature of speaking
There are many definition when it come to nature of speaking that have
been proposed by some experts in language learning. According to brown (2001:
267) when student can speak a language it means that the student can carry on
conversation reasonably competently. He also state that the key to achieve the
goals of everyone even to those student in the near future. And according to
Naunan in brown (2001: 251) he divide the oral language which is monologue
and dialogue. In the monologue for any length of time, as in speeches, lectures,
readings, new broadcast, and having speech without interrupt. This is also what
students and teachers task inside of the classroom or school. On the other hand
the dialogue which is conversation between two or more people. But it divided
into two which is interpersonal language occurs where the speakers are less
concerned with the exchange of goods and services trough verbal or non -
verbal methods. Like having conversation between a student and the teacher.
While the transaction language occurs where the participants are concerned with
the exchange goods and services example of having class activity or classroom
group discussion.
Conceptual Framework
This paper develop a conceptual framework for the analysis of legal
institution.
Under Republic Act 11249 or the Speech Language Pathology Act, the
government is tasked to provide regulatory measures, programs, and activities
that will equip speech language pathologist with ‘standards of professional
practices and services [that is] world-class, internationally recognized, and
globally competitive.
‘The state recognizes the important roles of speech language pathologists
in nation building and promotes the sustained development of a corps of speech
language pathologists whose competence have been determined by honest and
credible licensure examination” the law states.
The law also states that a Professional Regulatory Board of Speech

Language Pathology, which will ‘supervise and regulate the registration,
licensure, and practice of speech language pathology in the Philippines”, shall
also be created days after the law’s effectivity.
Speech language pathology refers to ‘ the allied health profession
devoted to the evaluation. Diagnosis, management and prevention of human
communication and swallowing disorders.” President Rodrigo Duterte signed the
law on March 22 aster being adopted by the Senate in January.
With the following, figure 1 projects the conceptual paradigm of the
study. It manifests the input, the process and the output. The first box
shows the following respondents’ profile such as sex and age. And the
second box, the factors affecting the attitude of senior high school students
towards public speaking in terms of social environment, self-esteem, fear
of failure, being the center of attention, gender
The middle box explained the process of the gathered date will be
undergoing, Analyzing the data will be used to determined the factors
affecting the attitude towards public speaking.
The proposed output would be a encouragement to do public speaking
besides of factors that affecting their attitudes.
INPUT PROCESS OUTPUT
1, The profile of the

respondent in terms
of;
1.1 Sex;
1.2 Age; and
An encouragement
Analysis of to do public
the data speaking besides
gathered of factors affecting
through the attitude of
google students.
2, Factors affecting the form
attitude of senior high
school students on public
speaking in terms of;
2.1 Social environment

2.2 Self – esteem
2.3 Fear of failure
2.4 Being the center of
FIGURE 1: The Paradigm of the Study
STATEMENT OF THE PROBLEM

This study aims to investigate the factors affecting the attitude of senior
high school students towards public speaking in St. John Cathedral School.
The researcher seeks to discover the answer of these following questions;
1. The profile of the following respondents in terms of;
1.1 Age;
1.2 Sec;
2. What is the factors affecting the attitude of senior high school students
towards public speaking in terms of;
2.1 Social Environment

2,2 Fear of failure
2.3 Being center of attention
2.4 Self-esteem
3. What output could be proposed to be address the findings in this study?
Assumption
There are numerous relevant factors affecting the attitudes of Senior high
students towards public speaking
Significance of the study
Students, teachers, parents, and future researcher could all benefit from
the
results of this study in the following ways:
Students – this research will assist students in developing the confidence

necessary to face and speak in front of large groups of people, as well as in their
future careers.
Teacher – they will be able to develop ideas and methods for motivating
students and boosting their self-esteem. They’ll also discover why certain pupils,
especially un higher grades, are still unwilling to face or speak to large group of
people.
The Future Researchers – this study would help the future researchers as their
basis of their study and additional literature for their future investigation.
Parents - this will assist parents in understanding their children’s vulnerabilities
in order to assist and guide them, as well as the necessity of building their
children’s confidence particularly.
DEFINITION OF TERMS
For clearer understanding of this study the following terms were defined
conceptually an operationally;
Attitude - a settled way of thinking or feeling about someone or something,
typically one that is reflected in a persons behavior.
Comprehension - an ability to understand the meaning or importance of
something or the knowledge acquired as result.
Factors - a circumstance, fact or influence that contributes to a result or outcome

Public Speaking - is the way to communicate the personal point of view
and self-expression with the known and unknown small and large groups
online, workplace, conference, workshop, seminars, and webinars to
achieve speaking goals, influence the audience and make an impact
Social Anxiety Disorder - also called social phobia is a mental health

condition. It is an intense persistent fear of being watched and judged by others.
Motivation - the process that initiates, guides and maintains goal-oriented
behaviors.
Confidence – feeling sure of yourself and your abilities.
Anxiety – distress or uneasiness of mind caused by a fear of danger or
misfortune.
Social environment – a group of identical or similar social position and social
roles
Encouragement - something that gives hope, determination, or confidence
Winning was just the encouragement she/he needed.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature. It covers definition

and factors of Public speaking goals, The dynamic process of public speaking,
Effective characteristics of speakers

Related literature
Foreign
Public Speaking
Public speaking is a form of communication that seeks an outcome; public

speakers seek not simply to express themselves but to have an effect on their
listeners. Humans have long sought to understand more about the ways
language can shape circumstances and help them accomplish their goals. The
first formal discussions on communication and public speaking in the Western
tradition emerged in the 5th century BCE in Greece, though more ancient texts of
Chinese and Jewish origin as well as the works of Homer indicate an even earlier
interest in effective speech making. In Western cultures, public-speaking
instructors were among the first people to be paid to share their knowledge with
others. Early legal systems required citizens to speak on their own behalf when
presenting arguments on issues such as property ownership. Those who listened
to these speeches and saw their varying levels of effectiveness began to codify
the strategies that were most successful in particular situations. In Greece,
ancient teachers of what was commonly known as “rhetoric” included well-known
figures such as Gorgias and Aristotle in the 5th and 4th centuries BCE,
respectively. In Rome, the first systematic rhetoric handbook, the Ad Herennium,
dates to the 1st century BCE. These early texts identify three central goals
related to the different contexts for public speaking: to persuade judges to
support your position in a court of law (known as forensic discourse, as in “I am
not guilty of murder”); to persuade decision makers to support your position
about what action should be taken by the community or state (known as
deliberative discourse, as in “We should build a new wall for the city”); and to
persuade people with arguments that a person or event is worthy of either praise
or blame (known as epideictic discourse, as in “Helen of Troy’s beauty is beyond
all comparison”). These goals were related by their common goal or outcome: the
persuasion of a listener.
According to Aristotle, the differences among these goals emerged in

large part due to the specific context within which the speech took place and the
role played by the audience during the exchange. Forensic discourse referred to
the speeches given in legal settings where listeners would judge whether
someone was guilty of a crime or whether a wrong was done in the past that
required redress. Deliberative discourse was the discourse that took place in the
senate, within bodies of decision makers for the state, who argued for certain
policies, inviting listeners to judge whether such policies should be implemented
in the future. Epideictic discourse took place in public spaces before popular
audiences
who made judgments about the object of praise or blame and also rendered
judgments about the talents of the speakers. The situation within which speakers
shared their ideas determined the kinds of materials, arguments, vocabulary, and
delivery that were appropriate. For this reason, early rhetoric handbooks often
divided their guidelines into chapters devoted to each different context. In the 100
years preceding and following the beginning of the Common Era, debate about
the goals of public speaking was vigorous. As the Roman theorist Quintilian
summarized the issue in his landmark work the Institutes of Oratory (95 CE),
which is the most detailed account of the education of a public speaker from the
ancient world, what began as a debate about whether a speech of praise was
significantly different from a speech of blame soon developed into claims that the
goals of speaking were innumerable: Indeed, if we distinguish praising and
blaming in the third part of oratory, in what kind of oratory shall we be said to
employ ourselves when we complain, console, appease, excite, alarm,
encourage, direct, explain obscure expressions, narrate, entreat, offer thanks,
congratulate, reproach, attack, describe, command, retract, express wishes or
opinions, and speak in a thousand other ways? (Quintillian, 2006, Book 3, chap.
4, para. 1)But if the goals of speakers were as numerous as the goals any
individual speaker might set for himself or herself, there would be no way to
generalize about the skills needed by a speaker, and it would become impossible
to teach others to be successful in addressing audiences. Some agreement
about the genres of discourse became necessary as a way to identify what public
speakers needed to know and what they needed to be able to do in order to be
successful. The categories of forensic, deliberative, and epideictic speech remain
salient today; but they fail to encompass other essential functions of public
discourse within a culture. By the 5th century, rhetoric handbooks, such as Book
IV of Augustine’s (1958) On Christian Doctrine, encouraged teachers and
students of rhetoric to accept a broad set of three goals for public speaking: to
teach, to please, and to persuade. Today the majority of public speaking
textbooks concentrate on the same three central goals of public speaking to
inform, to entertain and to persuade an audience. Persuasive speaking is the
most complex of the goals and remains an umbrella term for diverse discourses
such as those aiming to change belief, to move to action, to inspire, to sell, to
convert, and to motivate. In response to recent critiques of the
fundamentally coercive nature of these kinds of persuasive speeches, whose aim

is to change listeners, some theorists are exploring a new genre called
“invitational speaking.” This alternative goal for public speakers aims to initiate
dialogues with listeners about issues and aims to share perspectives. The goal is
to invite consideration of change rather than speaking with the intention of
changing audience members (Foss & Griffin, 1995; Griffin, 2009).Identifying the
genre or the general goal of a speech within a particular situation helps a
speaker understand a great deal about the strategies available to achieve the
outcome for that kind of speaking situation. Informative speeches rely on clarity
and thoroughness so that
listeners can remember the information. Persuasive speeches are built on the
speaker’s credibility, the use of evidence and reasoning, as well as engaging the
emotions of the audience to produce change. Invitational speeches aim to
establish and sustain conditions of equality, value, and self-determination with
listeners. Speeches to entertain rely on strategies that use humor to make their
point. While these broadly defined goals govern the study of the discipline of
public speaking, each speaker also needs to determine his particular goal within
a particular speech situation. Those goals, like the long list developed by
Quintilian, are innumerable, and identifying those goals requires careful
consideration of many factors. While technology has expanded the potential
impact of public speaking and added complications to the communicative
process, the fundamental concerns and resources of the public speaker have
remained remarkably consistent over time.
FUNDAMENTAL PRINCIPLES: THE DYNAMIC PROCESS OF PUBLIC

SPEAKING
Mid-20th-century efforts to visualize the components and processes of

communication were dominated by what is called the transmission model
(Shannon & Weaver, 1949). This was an information transfer model that seemed
to suggest that communicators send information across some medium (such as
telephone wires) to a receiver, who takes in the information as sent unless some
kind of noise interferes to make the transmission problematic. This understanding
of the public communication model has changed over time and is currently being
influenced by postmodernists, who point out the indeterminacy of each of the
parts of the model. Nevertheless, most teachers and public speaking
practitioners continue to find value in thinking about the distinct parts of the
communication process to better accomplish their communicative goals. There
are seven essential parts to the model: speaker, audience, message, channel,
feedback, interference, and context.

SPEAKER
The speaker is perhaps the most obvious part of the public-speaking

transaction, but there are complexities in the role that must not be overlooked.
Communication begins within the mind of the speaker as he or she perceives
and processes his or her own experiences and learning and makes decisions
about the goal(s) of a speech and the strategies best suited to accomplishing
those tasks. In fact, Aristotle does not define rhetoric as a product. It is not a
speech or a specific strategy; it is not the outcome or effect a speaker has on an
audience. Rhetoric, he says, is “the faculty of observing, in any given case, the
available means of persuasion.” Developing one’s rhetorical skill, then, is about
training the mind to see all the possibilities for persuasion or, in contemporary
theory, to see all the possibilities for engaging audiences. Much of the work of a
successful public-speaking interaction is the mental work of the speaker, who
must sift through the possible goals, materials, information, and organizational
and delivery strategies to select the best for a particular speaking context.
In addition, from the listener’s point of view, the presence of the speaker is
meaningful even before the speaker begins a presentation. The very fact that a
presidential candidate chose to speak at a particular event conveys a message
about the value of that event to that audience and to the listener as well as to
those looking at the event from outside the immediate situation. The reputation of
the speaker, his ethos or credibility, may also be known to the listener before the
start of the speech. Announcements about the speech, the speech of introduction
before a presentation or audience knowledge about earlier speeches, books or
appearances by the speaker all serve to help listeners construct ideas about the
speaker before the talk. These preexisting attitudes about the speaker can
support or interfere with the speaker’s goals depending on the listener.

LISTENER/AUDIENCE
The presence of an audience is essential to the public speaking situation.

Philosophers may debate the nature of “sound” when arguing about whether a
tree falling in the forest makes a sound if no one is there to hear it, but theorists
agree that the communicative act of public speaking requires the presence of a
listener to be meaningful. Listeners bring their own experiences, languages,
expectations, and ways of making meaning into the public-speaking interaction.
The meanings taken away from a public-speaking presentation depend on the
audience member’s work in creating them. The more researchers investigate the
ways people learn, the more it becomes clear that complex biological and social
processes are at work as audience members construct their own meanings in
communication contexts. Public communication is a participatory process; a
speaker cannot make himself or herself understood without the willing

participation of the listener in the process. The complexities of the mental
landscapes of audience members—individually and as groups—is part of what
makes public speaking a creative challenge that is never fully mastered.

MESSAGE
A third complex feature of the public-speaking process is the message

itself. By definition, the message is the meaning received and understood by the
members of the audience. In general, the closer the message received is to the
message intended by the speaker, the more effective the presentation. For this
reason, public-speaking instruction is typically focused on the construction of the
speaker’s message—such as the content, the structure, the word choices, but it
is
also the case that audience members are actively engaged in constructing their
own sense of the message. The messages from which they construct meanings
are intentional and unintentional, verbal and non verbal.As individuals, listeners
have varying degrees of attentiveness; still, the speaker must assume that
audience members are constructing impressions of the speaker’s character,
beliefs, age, class, race, gender, and even sexual orientation even before the
speaker begins to address them orally. Contemporary public speakers are
increasingly aware of this and work to manage these impressions to the best of
their ability.

CHANNEL
The intended and unintended messages projected by speakers come to

listeners through some line of communication that we typically call a channel or
medium. In the public-speaking context, air is the typical carrier of our verbal
cues, and lines of sight carry nonverbal cues. These channels can be
complicated by the presence of something that amplifies the sound, such as a
microphone (as in a presidential state-of-the-union address) or a bull horn (as
when President Bush stood in the rubble of the 9/11 attacks and addressed the
rescue workers). Even poor stage lighting or a podium too large for the speaker
can make it more difficult to “read” the visual cues. In recent decades, public
speeches have become increasingly mediated, such that one speech may be
available through various channels. Today, not only are speech texts, such as
the Gettysburg Address, available to new readers who are separated from the
context by many years, but complete recordings of speeches are available to be
viewed by individuals and groups around the globe. New technologies have also
expanded the kinds of channels available to speakers to share their messages;
whether using PowerPoint and embedding videos in presentations or publishing
presentations via YouTube or blogs, today’s speakers have new challenges and
opportunities
when considering the media through which their messages are created and
shared.

FEEDBACK
Feedback is the element of the communication process that makes it a

transactional experience. Rather than messages running only one way, from
speaker to listener, theorists conceptualize public-speaking interactions as
having a feedback loop. Parallel to the messages speakers communicate,
feedback messages can be verbal and nonverbal, intentional and unintentional.
Successful
public speakers must be able to take in these messages and adapt to them.
Audience members may communicate their enthusiasm or anger, the trouble
they are having hearing or understanding, their agreement or disagreement, their
willingness to give their attention or to ignore, and they may show their
appreciation of the presentation with applause. Responding to feedback by
restating, rephrasing, or elaborating a point; speaking up; slowing down; or even
moving to an interactive moment of the speech to regain audience attention are
all marks of the mature public speaker who is aware of the importance of
audience feedback as a way to gauge whether an audience is continuing to work
with the speaker to create shared meanings.

Within the immediate speaking situation, feedback is simultaneous with
the delivery of the speaker’s message. However, in colloquial use, feedback also
refers to information solicited by public speakers after public-speaking events. In
classrooms, peers and instructors may offer feedback to a speaker about a
presentation, asking questions or commenting on the public-speaking choices
made. Mediated public messages, such as a speech posted on YouTube, will
collect feedback by way of comments posted. Audience researchers can use
new technologies to measure the feedback responses of listeners. During a
presidential debate, focus groups may press triggers to indicate their level of
agreement or how much they like a candidate at any particular moment in the
debate. Processing such data helps political advisers and speech writers capture
a glimpse of the meaning-making process at work within listeners so that later
efforts to communicate similar messages can be made more successful.

INTERFERENCE
When something prevents our messages from reaching those with whom
we are communicating, interference is the culprit. In the transmission model of
communication, this idea is typically conceived of as literal noise. For example, a
public speaker’s message might not get through to listeners if there was a baby
crying in the room, a bus passing by the rally at the park, or a conversation being
carried on among some members of the audience. This part of the model is
based on the analogy that compares such noise with the kind of static that can
interfere with a phone connection. Certainly such noise can make it hard for a
speaker’s message to be heard, thus, at a very fundamental level, preventing
meanings from being shared with audiences.

As our conceptualization of speech making has shifted from the simplistic
notion of transmitting sound from one person to an audience, so has the
understanding of interference become much more complex. Hearing, listening,
and understanding are different physiological and psychological tasks that we
ask
of audiences, and while public speakers are rightly concerned about being heard,
they are also deeply concerned with being understood. An expanded notion of
interference.
Speaker
Human life cannot be separated from the activities of speaking. Language

is a means of communication between people. Language as a communication
tool in order to fulfill human nature as a social beings that need to interact with
others. In line with the development of science and technology, people are
required to have good language skills. Someone who has the adequate language
skills would be easier o absorb and convey information both orally and in wiring.
It can be concluded that speaking is defined operationally and completely as the
secondary stage student’s ability to express the language orally, coherently,
fluently and appropriated in a given meaningful context to serve both
transactional and interactional purposed using correct pronunciation, grammar,
and vocabulary and adopting the pragmatic and discourse rules of spoken
language. In other words, they are required to show mastery of the following sub-
competencies/skills. (Based on the book ”Practical English Language Teaching
Skills” by Kathleen M. Bailey). Speaking is considered as the most important skill
of the learner, most of the time the proficiency of the skills is which judges the
knowledge of the learner of the second language. People have to many reasons
to improve their skill such as expressing ideas, creating relationship, exchanging
information etc. even though, the development of the skill is not easy task for
anybody, there are many aspects that have to be taken into account in the
learning process, the learner must be active and dynamic practicing and
exchanging patterns that are important in the development of the skill, during the
process the learner must be expose to a natural environment and natural
speeches of the target language that enable them to develop their awareness of
conversational features and strategies, so the task for the teacher is to
incorporate real communication in the classroom promoting interacting and
realistic activities in order to help students gain confidence and feel motivated,
even though despite it’s importance, for many years, teaching speaking
has been undervalued and English language teachers have continued to teach
speaking just as a repetition od drills or memorization of dialogues. Fortunately,
today’s world requires that the goal of teaching speaking should improve
students’ communicative skills, because, only in that ways, students can express
themselves and learn how to follow the social and cultural; rules appropriate in
each communicative circumstance.
Communication
Communication can be defined as the sharing or exchanging of thoughts,
opinions, or information by speech, writing, gestures, listening, etc.
The word “communication” is derived from the word “communis”.

Communis is a latin word, which means a common. The common component in
all kinds of interactions and communication is understanding. Without
understanding, there would be no transfer of information or knowledge and the
communication becomes directionless. Communication plays an important role
ins haring ideas, opinions, thoughts and clarifying doubts. Component in all kinds
of interactions and communication is understanding. Communication is the
process of transferring information, meaning and understanding from sender to
receiver and vice versa. And carrying out that process convincingly, meaningfully
and proficiently is an absolute essential for a manager to exercise leadership
efficiently. Communication is defined as the “process of passing information in
oral or written form and understanding from one person to another in oral or
written form. It means transmitting and sharing of ideas, opinions, facts, figures
and information in a manner that is perceived and understood by the receiver of
the communication. It basically an interaction between two or more people.
Local
Morgan (2008) list few things that hold great importance during speech or
presentation (a) intent to be open with your audience. (b) intent to connect with
audience (c) intent to be passionate about your topic and (d) intent to listen to
your audience. These are few tips that help speaker connect with audience to
become motivating speakers. The audience too, in turn will be interested on the
speech and will help speakers to be comfortable while speakin
Oral Communication Skills
This study employed descriptive and inferential methods to determine,

characterize and analyze the oral communication skills in English of Grade 11
HUMSS (Humanities and Social Sciences) students. The students' level of

performance along the said skills is measured using two indicators, i.e. "listening
skills" and "speaking skills." The students were profiled regarding their socio-
demographics and learner-related characteristics to constitute an independent
set of variables that were statistically correlated to their performance in oral
communication skills. Data were retrieved using researcher-developed
instruments that are theory-informed and subjected to content validation by field
experts. As to the students' performance in the listening skills test as a
component- indicator of oral communication skills, the majority of them registered
“good” performance level. As to their performance in the speaking skills test as
the other component-indicator of oral communication skills, the majority of them
registered within the bracket of “good” performance level. On the statistical
computations that determined whether or not the students’ sociodemographic
variables are significantly different from their levels of performance along the two
indicators of oral communication skills, the findings indicate that none of the
variables differentiated the students' level of performance along listening skills.
Although, "mother's educational attainment" was found to be a differentiating
variable in the students' level of performance along speaking skills. On the
statistical computations that determined any significance of the relationship
between the students’ academic and language-learning variables and their level
of performance along the two indicators of oral communication skills, “academic
performance in English subject" was found to be associated with the level of
performance in listening skills. Likewise, "academic performance in English
subject” and “exposure to mass media types” were found to be significantly
related to speaking skills. Based on the research findings, several
recommendations were offered to improve instructional efficiency and strategies
that can enhance students' performance in English oral communications skills,
which involve the initiative and cooperation among the concerned English
language teachers, the School management, the students, their parents and
instructional material designers. Recommendations were also addressed to
future researchers to continue their scholarly investigation of the phenomenon of
oral communication skills and the pursuit to establish conditions related to such
qualifications as a basis to improve pedagogy and in formulating intervention
strategies
RELATED STUDIES
FOREIGN
Pujara (2017) stated that speaking in front of a group of people can be

very intrinsically rewarding; it is important because it helps to spread knowledge
in a quick, efficient manner, it is also the more effective way of communicating.
Brendan (2013) stated on his article, Public Speaking that the ability to speak
confidently and convincingly in public is an asset to anyone who wants to take an
active role in classroom, workplace, and community.
Art of Public Speaking
The Art of Public Speaking by Stephen E. Lucas. This university of

Wisconsin-Maison professor and author has created a simple to read book that
covers many different areaS of public speaking. It has 10 editions and has sold
over 10 million copies, making it one of the most expansive and intricate public
speaking books available. There are many reasons this book has been such a
wild success on the text books market. For example Lucas understands that
many students find textbooks boring or difficult to understand. As a result, he
writes in a simple to understand manner that helps draw readers into “The Art of
Public Speaking” more easily. A light sense of humor makes the book more
enjoyable to read than the average textbook.
Another major advantage of the book is its wide range. It doesn’t simply
focus on one aspect of the art of public speaking. Instead, the book covers a
wide range of basic public speaking information, including proper posture,
gesturing and articulation methods. Visual aids help give students a solid
understanding of how to present themselves while speaking. “The Art of Public
Speaking” also includes basic speech writing tips to make your speech more
effective. It also gives practice and presentation tips. These methods are useful
for beginning. also delves deeply into complex public speaking theories. This is
where “The Art of Public Speaking” truly shines. It breaks these complex theories
down into easy to understand ideas. Lucas discusses classical theories as well
as more up-to-date ideas. The most useful aspect of this theoretical section is the
“practical applications” areas. These discuss ways in which these theories are
applied to the real world.
Lucas liberally sprinkles “The Art of Public Speaking” with real world
examples of public speaking. These examples serve as useful guides for future
public speakers. They take the practical application of the theories into a realm
that
students can experience and understand more easily then vague theoretical
discussions. Lucas also included the “Integrated Teaching Package” with
instructional copies of the book. These teacher’s editions were written by Lucas
and give tips on how to teach the material to student. It gives activity suggestions
as well as online supplemental material that teachers can use to help expand the
student’s understanding of “The Art of Public Speaking.”
The 10th edition of “The Art of Public Speaking” also includes a digital
expansion of the book at the McGraw-Hill Connect Lucas and Connect Lucas
Plus site. This site gives students access to each book chapter, including videos
of real world public speaking samples. There is also a research library and study
aides, such as flash cards, self directed quizzes and interactive samples.
Local
The matter of learner’s attitude is acknowledged as one of the most
important factors that impact on learning language. Hence, this study aimed to
determine the attitude of students toward speaking in English as it employed
descriptive correlational method to describe their profile and their attitude. It also
ascertained the relationship between the students’ attitude towards speaking in
English and their profile variables and the difference of their attitude when
grouped by strand and by sex. The data were collected from Grade 12 Senior
High School Academic Track students with the use of the English Speaking
Attitude Questionnaire (ESAQ). Results show that both HUMSS and ABM strand
students have positive attitude towards speaking in English and that speaking in
English is important to them in general. Interestingly, however, these students
admitted that they do not speak English well, are worried about making mistakes
when they speak English and are afraid of being laughed at when they make
mistakes in speaking. The students also believe that they need to learn speaking
in English because they might need it in their future job and that practicing it will
make them better speakers of English. The study found no significant difference
in the attitude of the students towards speaking in English when grouped
according to strand and sex. The implication of these results redounds to the
emphasis on the importance of classroom motivation to improve students’
attitude towards speaking in English.
English as the global language has undoubtedly dignified its standing in
global communication essentially targeting both oral and written skills. In the
Philippines however, as observed by the researcher, speaking in English seems
to be very difficult most especially to students in the secondary level. There are
various factors that affect the learning of speaking in English, one of which is
attitude. Attitude is determined by the individual's beliefs about outcomes or
attributes of performing the behaviors (behavioral beliefs), weighted by
evaluations of those outcomes or attributes. The concern on the learners’
attitudes towards the target language was emphasized by Gardner (1985). He
stated that the learners’ attitudes towards learning another language play a key
role in enhancing and motivating them to learn that language. Kara (2009) as
cited by Abidin (2012) stated that attitudes towards learning besides opinions and
beliefs have an obvious influence on students’ behaviors and consequently on
their performance. It is argued that those students who possess positive beliefs
about language learning have a tendency to increase more positive attitudes
towards language learning. Attitude is considered as an essential factor
influencing language performance and received considerable attention from both
first and second and language researchers. There are many reasons why
student's attitude toward language learning is important. Attitude is one of the
factors that influence foreign language learning because how much effort
students put into language learning depends partly on attitude (Gardner,
Lanlonde and Moorcroft, 1985). Thus, it can be inferred that learners with
positive attitude towards speaking English will be more involved in speaking
activities and may try to make use of more strategies that help them deal with
their difficulties in the course of conversation; and learners with negative
Attitude will be less willing to participate in speaking activities. Conversely,

negative beliefs may lead to class anxiety, low cognitive achievement, and
negative attitudes (Victori & Lockhart, 1995). Moreover, gender has been an
important perspective under second language learning investigations;
highlighting females to execute more interests, positive behaviors and
performances, in comparison to the males (Keller, 1983; Aacken, 1999; Dornyei
& Shoaib, 2005). These gender differences are due to students’ unlike levels of
motivation, attitudes and anxiety towards language learning, further influenced by
their learning characteristics and styles, lesson content and teaching strategies,
social environment and supportive mechanisms, family influences and peer
pressures, cognition levels, and so forth (Williams, Burden & Lanvers, 2002).
Thus, investigating affective aspects have become vitally important, especially
under the gender perspective in order to enhance students’ interests and
outcomes in second language learning. Furthermore, in the study concluded by
Cabansag (2013) titled “The Attitudinal Propensity of Students towards strategies
in English Language Learning” it was found out that positive attitude towards
English may
lead to awareness of the importance of English and learn it as a compulsory

subject. Attitude concept is considered as an essential component in language
learning. So, a positive attitude should be the umbrella of the language learning.
It is so important to study learner’s personalities. For that reason, the effective
perspective, especially attitude, should be considered in language research.
Senior High School students are expected to have better English language
proficiency, especially their oral communication ability. However, as an ESL
teacher that implements “Speak in English” policy inside the classroom, it was
observed that most students find it hard to keep up
with the class rule, thus the researcher is bounded in discovering the attitude of
the students towards speaking in English. This study looks into the concept of
attitude as one of the major affective factors for success in speaking the English
language amongst students. More specifically, it investigates senior high school
students’ attitudes towards speaking in English, taking into consideration their
profile variables such as gender and strand.
Creative Oral Communication for Filipino Students
This book intends to present a practical technique of develop the

communication skills of students. It also helpful to teachers handling speech and
oral communication subjects as it offers a more comprehensive combination of
topics relevant to the present and future communication needs of students.
It divided into two parts; Part I- Communication; Principles and practices

which tackles the basics of communication as well as other essential factors that
contribute to a successful communication process. Topics are carefully chosen
with samples and useful unit exercises that serve as excellent opportunities for
practice an further discussions in the class. Part II – Speaking in public takes up
the fundamentals of communication in public whether in a small gathering as in a
meeting or in large group as in a conference. It does not only offer tips on how to
become an effective speaker but also contains compiled exemplar speeches for
students to refer to as a models of their future tasks. The last part provides a very
helpful collection of declamation and oratorical pieces and speeches from
prominent personalities worldwide.
Furthermore, the discussions are extensive and aligned to appropriate

situations that every individual will likely encounter in life whether as a student or
as a future professional. The readers are exposed to activities that prepare them
for the demands in communication for whatever possible communicative task
required of them.
This book then can best be utilized as a textbook for speech and oral
communication and as a very significant resource book for the teacher handling
the subject. It will benefit the teacher as it covers most, if not all topics in this
area of learning. Lessons included here were considered from the syllabi of
different
colleges and universities all over the country hence a response to the need of its
clientele. This was written with the teachers as well as the learners in mind. It is
therefore hoped that this piece of work shall contribute in developing
communicatively competent speakers among our college students, equipped and
confident to face any communicative task today and in their future endeavors as
they deal with people in this multitasking and multicultural environments

Synthesis
In public speaking a person have long desired to understand more

about5 language and to help them achieve their goals. Also the effective way to
be confident to do public speaking in front of a group of people. And the
importance on how your audience will be interested in your topic.

CHAPTER III
METHODOLOGY
In this chapter presents the study’s methods and procedures, wherein the
research design, sources of data (Locale of study and Population Sampling),
instrumentation and data collection and tools for analysis will be tackled.
Research Design
descriptive design (2019, Combes) aims to accurately and systematically
describe a population, situation or phenomenon. It can answer what, where,
when and how questions but not why.
A descriptive research design can use a wide variety of research
methods to investigate one or more variables.
The researcher used descriptive design in describing and expounding the
relationship between the demographic profile of the respondents and the factors
that affecting their attitudes towards public speaking.
Sources of Data
Locale of the Study
The study would be conducted in The St. John's Cathedral School (Spanish:
Escuela de la Cathedral de San Juan; also referred to as "St. John's" or simply "SJ") is a
Catholic private school teaching run by the Archdiocese of Lingayen-Dagupan in the
Philippines. It is the one of the oldest Catholic School in Dagupan, tracing its roots to
1957 when the school was founded. It remained a Catholic institution through various
generations, offering primary and secondary education
Population Sampling
The Surveys respondents of the Study were selected at Grade 12
students in St. John Cathedral school. However, the researchers choose the
whole section of class.
Table 1; Distribution of Students Respondents
GRADE 12 STUDENTS NO. OF RESPONDENTS

St. John Paul III (HUMSS) 25
St. John Chrysostom (GAS) 25
TOTAL 50
Instrumentation and Data Collection
The following are the primary data collection tools used in this study:
A. A questionnaire that was created with the goal of gathering information.

based on the factors affecting the attitude of G11 HUMSS students on public
speaking.
B. The researchers used the Google form approach to ask respondents about
their ideas on the topic, but they ensured that the quality of the questions was
the same, such as ensuring that their name and opinions were only used in the
Study.
Data Analysis
To execute promptly the analysis of the data to be gathered, the following
statistical tools are used;
Problem No. 1
In problem 1, which is the demographic profile in reference to the age, sex

and grade level of the respondents, the researchers used frequency and
percentage method as their statistical tool to answer the questions raise.
The frequency was determined using the following formula;
% = f x 100 Where:
n % = percentage of the respondents
f = frequency of the respondents
n = total number of respondents
Problem No. 2
In problem 2, the factors affecting their attitudes towards public speaking of

the respondents was interpreted using the Average Mean.
The Average Mean was determined using the following formula:
n = ∑f x Where:
∑x n = Average Mean
f = measurement or value of the
subject
x = number of measurement
Weighted Mean Likert Scale Descriptive Verbal

Equivalence Interpretation
5 4.1 – 5.00 Always true That means the
action of
respondents is
always true
4 3.1 – 4.00 Usually true That means the

action of
respondents is
usually true
3 2.1 – 3.00 Neutral That means the

action of
respondents is
neutral
2 1.1 – 2.00 Rarely true That means the

action of
respondents is
rarely true
1 0.1 – 1.1 Never true That means the

action of
respondents is
never true
Interpretation guidelines were formulated by the researchers became the

basis that explains the average stated below:
The overall average indicates how factors affecting their attitudes when it
comes on public speaking. The average for each subscale, shows in which
factors of public speaking is always true. A low score in any of these areas
indicates that there is still a need to improve the skills of students in public
speaking.
Ethical Consideration
This study and it’s researchers take into account the participants; decision
to keep their personal information private and not make it public . It also takes
into account the participant’s health, safety and well-being as this study will be
conducted using an online survey website called ‘Google form” which is required
to ensure that the participant is not exposed to COVID-19 and its variants. And
also henceforth we the research assuring the confidentiality of the respondents
we made it.
Optional survey questionnaire to put the respondents name likewise
questionnaire will be properly managed.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered with the corresponding statistical
analysis done and interpretation. This highlights the findings of the study by
answering the specific questions formulated in the questionnaire.
To achieve the main goal of the study, the answers from the
questionnaires of the Senior High School students are considered relevant data.
The following tables present the results from the conducted survey in St. John’s
Cathedral School Senior High School Students.
Demographic Profile of the Respondent

This discusses the pertinent data on the profile of the respondents. The
following table presents the demographic profile of respondent in terms of age
and section.
Age
Table 2 shows the demographic profile of respondents in terms of age.
The table displays the frequency counts of age 17-18 years old and 18 above
years old in the St. John’s Cathedral School with their corresponding percentage.
Findings shows that the majority of the respondents are 18 above years of age
with a frequency of twenty-nine (29) and percentage of 58%. This is directly
followed by a frequency of twenty-one (21) by the age bracket of 12-14 with 42%
as it’s percentage.
TABLE 2. Demographic Profile of respondents as to Age.

Age Frequency Percentage
17-18 21 42%
18 above 29 58%
TOTAL 50 100%
Section
Table 3 shows the demographic profile of respondents as to sex. The
table displays the frequency counts St. Paul III and St. Paul Chrysostom in St.
John’s Cathedral School with their corresponding percentage. Majority of the
respondents are St. Paul Chrysostom having the frequency of thirty- one (31)
and a percentage of 62%. This is closely followed by the St. Paul III with nineteen
(19) as the frequency and 38% as the percentage.
TABLE 3. Demographic Profile of Respondent as to Section

Section Frequency Percentage
St. Paul III 19 38%

St. Chrysostom 31 62%
TOTAL 50 100%
Factors affecting the attitudes on Public Speaking

The following tables illustrate the respondents’ frequency of awareness on
the different sub problems on Public Speaking together with their mean and
average weighted mean
Factors of Social Environment

Table 5 shows the Frequency on Factor of Social Environment and
findings revealed that the statement number 5 which if for the respondents to “In
crowded places makes me feel faint when speaking" respectively considering it’s
average mean of 3.46 and its descriptive equivalence of ‘Usually True”. The less
frequency on the factor of Social Environment by the respondents according to
the findings is statement number 4 which is, “Does giving a speech in front of a
large group of people make you happy?” considering its Average Mean of 2.7
and having the only descriptive equivalence of “Neutral”. In general, the findings
reveal that the respondents are Usually True with the Average weighted mean of
3.1.
TABLE 4. Frequency of factor of Social Environment

Factor of Social Environment
Social Environment Average Descriptive

mean Equivalent
1. Public speaking aided in the development of my 3.32 Usually
capacity to be more friendly True
2. It is very easy to speak in places that are 2.68 Neutral

overcrowded
3. Public speaking improves my communication. 3.4 Usually
True
4. Does giving a speech in front of a large group of 2.7 Neutral
people make you happy?
5. In crowded places makes me feel faint when 3.46 Usually
speaking True
AVERAGE WEIGHTED MEAN 3.11 Usually
True
Factor of Being the center of attention

The table 6, findings revealed that the statement number 3 which is, “I can
feel my heart pounding when I am going to called on” considering its average
mean of 3.46 and its descriptive equivalence of “Usually True”. The statement
that has the lowest is statement number 1 which is, “I have confidence to speak
freely in the class without fear of making mistake and criticism” considering its
Average Mean of 2.6 and having descriptive equivalence “Usually True”.
In general, the findings revealed that the descriptive equivalence is
Usually True with the Average Weighted Mean of 3.12.
TABLE 5. Frequency of Being the center of attention

Factor of Being the center of attention
Being the center of attention Average Descriptiv

Mean e
equivalent
1. I have confidence to speak freely in the 2.6 Neutral
class without fear of making mistake and
criticism
2. I enjoy the experience of speaking 3.14 Usually
True
3. I can feel my heart pounding when I am 3.46 Usually
going to called on True
4. I feel doubts whether audience understand 3.3 Usually
what I want to say True
5. I’m afraid of critical reaction of audience 3.12 Usually
True
True
Factor of Fear of Failure

The table 7, findings revealed that the statement number 2 which is, “I
avoid doing things or speaking to people for fear of embarrassment” considering
its average mean of 3. 32 and the descriptive equivalence is Usually True. The
least frequency on the factor of Fear of Failure on public speaking by the
respondents according to the findings is statement number 1 which is, “I avoid
having giving speeches” considering its average mean of 2.4 and having the only
descriptive equivalence of “Neutral”.
In general, the findings reveal that the respondents are Usually True with
the Average Weighted Mean of 3.02.
Factor of Fear of Failure
Fear of Failure Average Descriptive

Mean Equivalent
1. I avoid having giving speeches 2.4 Neutral
2. I avoid doing things or speaking to people for 3.32 Usually
fear of embarrassment True
3. Being criticized scare me a lot 3.06 Usually
True
4. I am afraid of doing things when people might be 3.14 Usually
watching True
5. I am afraid of people in authority 3.16 Usually
True
True
TABLE 6. Frequency of Fear of Failure
Factor of Self-esteem
In table 8, findings revealed that the statement number 1 which is, “I take
a positive attitude toward myself” considering its average mean of 3.48 and its
descriptive equivalence of “Usually True”. The statement that has the lowest
average mean of 2.8 and its descriptive equivalent of “Neutral” in the statement
number 3 which is, “I have capability to speak clearly in the midst of many
people”.
In general, the findings reveal that the respondents are “Never True’ with
the average weighted mean of 0.3
Factor of Self-esteem
Self-esteem Average Descriptive

Mean equivalent
1. I take a positive attitude toward myself 3.48 Usually
True
2. I enjoy socializing 3.14 Usually
True
3. I have capability to speak clearly in the midst of 2.8 Neutral
many people
4. I am tired with thoughts that people see my 3.22 Usually
uncertainly True
5. I dislike using my voice and body expressively 2.98 Neutral
while speaking
AVERAGE WEIGHTED MEAN 0.31 Never

True
TABLE 7, Frequency of Self-esteem
Intervention Material
The respondents have a low degree of awareness in terms of public
speaking on their social surroundings, being the focus of attention, fear of failure,
and self-esteem, according to the researchers' research. As a result, the
proposed intervention material for this study would be a letter to the school
administration requesting that more programs be implemented to encourage
students to read in online classes to hone their skills and boost their self-
confidence, so that when they have face-to-face classes, they will no longer be
afraid or shy to speak in front of a large group of people. A letter of request is a
letter in which one person or group of people requests that another person or
group of people grant a specific request or answer to an inquiry or appeal. Brief,
polite, and to-the-point request letters are ideal. It is a letter written when
someone requires specific information, permission, favor, service, or any other
situation that necessitates a respectful and humble request.
This letter is intended to be addressed to the school administration enact

new and successful public speaking programs, particularly programs and policies
aimed towards students who are afraid of dealing with large groups of people.
Students will benefit in this way.
This letter would assist students in overcoming the hurdles they face
while speaking in front of a large group of people by allowing them to open up
about the troubles they are having with public speaking.
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter present s the summary of the study the conclusion inferred
recommendations and the corresponding recommendations advocated
Summary
This chapter presents the summary of factors on public speaking of Grade
12 students in St. John's Cathedral School for the Academic year 2021-2022. It
aims to determine the Factors affecting the attitudes of senior high school
students when it comes on public speaking. Study was executed to find the
degree of student's anxiety as well as the strategies for coping with public
speaking. The 50 participant senior high school students were randomly selected
using the convenience sampling method. We used questionnaires in order to
collect data in this study. The result showed that the factors contributing to public
speaking. According to our research. Among senior high school students, the
majority of respondents have more anxiety, low self esteem and predicting
making mistake without even trying when it comes to public speaking.
Students get anxious if they are not well prepared for speaking in public.
For strategies of coping with anxiety, senior high school students selected their
interested topics when they are supposed to deliver public speeches.
Additionally, students regulate their gestures and project their voice by speaking
clearly, confidently and appropriately.
The respondents in the study were 50 students, the majority of the
responses are from Grade 12 of St. John Chrysostom, And all respondents are
typically 18 years of age or older.
The descriptive method was used in this study. Survey questionnaire
made by the researchers was utilized to support and further verify the
information gathered. Data tabulated and analyzed using statistical tools for the
treatment of responses and data analysis. Frequency counts on percentage were
used to determine the demographic profile of the respondents as to their sex and
age. Average mean and average weighted mean were used the factors affecting
the attitude of Senior high students towards public speaking.
Findings
The following are salient findings of the Respondents
l. Demographic Profile of the Respondents
1.1 As to Age, majority of the respondents are 18 above years of

age with a frequency of twenty-nine (29) and percentage of 58%. This is directly
followed by a frequency of twenty-one (21) by the age bracket of 12-14 with 42%
as it’s percentage.
1.2 As to section, Majority of the respondents are St. Paul
Chrysostom having the frequency of thirty- one (31) and a percentage of 62%.
This is closely followed by the St. Paul III with nineteen (19) as the frequency and
38% as the percentage.
II, Factors affecting the attitudes on Public Speaking
2.1 As to the Factor of Social Environment, findings revealed that

statement number 5, which if for the respondents to “In crowded places makes
me feel faint when speaking" respectively considering it’s average mean of 3.46
and its descriptive equivalence of ‘Usually True”. The statement number 1 which
is “Public speaking aided in the development of my capacity to be more friendly”
which is the second highest frequency with the average mean of 3.32 its
descriptive equivalence of “Usually True”. While the lowest frequency have the
average mean of 2.7 its descriptive equivalence of ‘Neutral” which is the
statement number 4 “Does giving a speech in front of a large group of people
make you happy?”. In general, the findings suggest that the respondents are
usually true that crowded places makes them feel like fainting when speaking.
2.2 As to the Factor of Being the center of attention, the study
presents the factor of bring the center of attention. The statement number 3
which is ““I can feel my heart pounding when I am going to called on” considering
its
average mean of 3.46 and its descriptive equivalence of “Usually True”. While
the statement number 2 which is, “ I enjoy the experience of speaking”
considering its average mean of 3.14 and its equivalence descriptive of ‘’Usually
True”. And the statement that has the lowest is statement number 1 which is, “I
have confidence to speak freely in the class without fear of making mistake and
criticism” considering its Average Mean of 2.6 and having descriptive
equivalence “Usually True”. In general, the findings suggest that the respondents
are usually true on heart palpitations when they get the full attention of listeners
2.3 As to the Factor of Fear of failure, findings revealed that the

statement number 2 which is, “I avoid doing things or speaking to people for fear
of embarrassment” considering its average mean of 3. 32 and the descriptive
equivalence is Usually True. The statement number 4 which is, “I am afraid of
doing things when people might be watching” considering the average mean of
3.14 and its equivalence descriptive of ‘’Usually True” while the least frequency
on the factor of Fear of Failure on public speaking by the respondents according
to the findings is statement number 1 which is, “I avoid having giving speeches”
considering its average mean of 2.4 and having the only descriptive equivalence
of “Neutral”. In general, findings suggested that the respondents are usually true
to escape speech to avoid embarrassment and failure.
2.4 As to the Factor of Self-esteem, the findings of this research

discloses that the statement number 1 which is, “I take a positive attitude toward
myself” considering its average mean of 3.48 and its descriptive equivalence of
“Usually True”. The statement number 4 which is, “I am tired of thoughts that
people see my uncertainly” considering its average mean of 3.22 and its
equivalence descriptive of ‘Usually True”. While the statement that has the
lowest average mean of 2.8 and its descriptive equivalent of “Neutral” in the
statement number 3 which is, “I have capability to speak clearly in the midst of
many people”. In general, the findings suggested that the respondents are never
true of having self confidence.
Conclusion
The following conclusions are taken from the study's findings:
1. The majority of responses are from St. John Chrysostom, and those with a
higher level of awareness are between the ages of 18 and above.
2. When it comes to attitudes of senior high school students about public
speaking, the majority of respondents had a rarely level of knowledge, especially
when it comes to the four sub categories, namely: Social Environment, Being the
Center of Attention, Fear of Failure, and Self-esteem.
3. In terms of their age and grade level, the students have enough knowledge
and information concerning their attitudes about public speaking.
4. It is advised that they use a strategic intervention material to put their
knowledge about their attitudes about public speaking into practice.
Recommendations
First and foremost, we must not allow others to undermine our self-
esteem. We must not allow other people's opinions to detract from our ability to
speak in front of others, and we must not be sidetracked by what others are
saying. As human beings, we should be responsible for enforcing the rights we
are entitled to. Try to read books as a recommendation so that we may learn
more and avoid having problems reading in front of a large group.
Second, we can have students read to each other in front of the class to
get them used to and develop their reading skills so that they can be corrected if
they mispronounce something. Furthermore, no one will doubt his/her worth if we
are enthusiastic and willing to support one another.
Bibliography
A. Book
Deaton, M. (2019) The best Public speaking (2nd ed.) Notaed Press.
B. Unpublish Materials
Spijick, B.V. (2011). Overcoming fear of public speaking. Retrieved from
http//coachcampus.com/coach-portfolios/research-papers/
Joana-reis-an-approach-for-coaches/
Tacheva, V. (2013).Communication-the master key to the patient’s heart.
JAHR, 4(7), 601-620
Verderber, R. F. Verderber , K. S. & Sellnow, D. D. (2011). The challenge
of effective speaking . Boston: Cengage Learning.
Weissman, J. (2012, February). When presenting, remember to pause.
Retrieved from https://hbr.org/2012/02/when-presenting
Akin, C., & Kunzman, G. G. (2012).A group desensitization approach to
Public speaking anxiety. Canadian Journal of Counseling and
Phychotherapy, 8(2), 106-111.

Burgess, K. (2013, October 30). Speaking in public is worse than death
For most. The Times Retrieved from http://www.thetimes.co.uk/
Tto/science/article3908129.eee
C. Journals/ Magazines
Abella, R., Cutamora, J., (2019) Approach to Public speaking skills
Development in an educational organization: a grounded theory. European
Journal of education studies 6(3)232-264
McNatt, B. (2019) Enhancing Public speaking confidence, skills, and
performance: An experiment of service learning. The International Journal of
Management Education 17(3)276-285
APPENDIX A
Letter Request to Conduct the Study
________________________________________________________________
______
Rev. Msgr. Manuel S. Bravo Jr.
School Director
St. John’s Cathedral School
Dear Sir:
Pax Christi!
As part of our academic endeavor in the course, Practical Research I in

St. John’s Cathedral School, Dagupan City, Pangasinan, we are now working on
our thesis entitled "FACTORS AFFECTING THE ATTITUDES OF SENIOR HIGH SCHOOL
STUDENTS TOWARDS PUBLIC SPEAKING IN ST. JOHN CATHEDRAL SCHOOL"
In line with this, may we humbly ask your permission for us to float
questionnaires among the Grade 12 students in St. John’s Cathedral School.
Rest assured that the data gathered will remain confidential and for academic
purposes only. We are hoping that this request will merit your favorable approval.
Thank you very much for your unwavering support. May God bless you
and the SJCS a thousand fold!
In Jesus the Good Shepherd,

Princess Vanity O. Lalimo Jhizel E. Bacoloy
Shaina Mae B. Requioma Eric John R. Caluza
Myles Anthony B. Ellazar John Marlo G. Lamsen
Christian Gray T. Yarisantos

Researchers
Noted by:
Ms. Christine D. Barrozo Mrs. Rufina E.
Prado
Research Teacher Highschool Principal
APPENDIX B
SURVEY - QUESTIONNAIRE FOR GRADE 12 STUDENTS OF SJCS
Dear Respondents,
The researchers are currently in the process of completing their study ,

“FACTORS AFFECTING THE ATTITUDES OF SENIOR HIGH SCHOOL
SCHOOL ” The purpose of this study is to encourage students to become better
acquainted with the public speaking process, making them more confident and
less apprehensive.
With regard to this, may we humbly request you to honestly and completely
accomplish this survey - questionnaire. This will be a great help as we, the
researchers embark on this study. All your answers will be strictly
confidential.
Any questions will be entertained and answered by the researcher(s)
present.
Thank you very much for your time and support!
In Jesus the Good Shepherd,
Researchers:
Princess Vanity O. Lalimo Jhizel E. Bacoloy
Shaina Mae B. Requioma Eric John R. Caluza
Myles Anthony B. Ellazar John Marlo G. Lamsen
Christian Gray T. Yarisantos
Part I: All about YOU
First name;
Last name;
Age: 17-18 18 above
Section:
:
St, John Paul III
St. John Chrysostom
Part II: Awareness test
Rate the following on a scale of 1-5 expressing how much you agree and
disagree to the following statements below. Where;
Scale Verbal Interpretation
5 Always true Highest level of action
4 Usually true High level of action

3 Neutral Middle level of action
2 Rarely true Low level of action
1 Never true Poor level of action
A. Social Environment
1 2 3 4 5
Public speaking aided in the development of my
capacity to be more friendly
It is very easy to speak in places that are overcrowded
Public speaking improves my communication.
Does giving a speech in front of a large group of people

make you happy?
In crowded places makes me feel faint when speaking.
B. Being the center of attention

1 2 3 4 5
I have confidence to speak freely in the class without
fear of making mistake and criticism.
I enjoy the experience of speaking
I can feel my heart pounding when I am going to called
on.
I feel doubts whether audience understand what I want
to say
I’m afraid of critical reaction of audience
C. Fear of failure
1 2 3 4
5
I avoid having giving speeches
I avoid doing things or speaking to people for fear of

embarrassment
Being criticized scare me a lot
I am afraid of doing things when people might be
watching
I am afraid of people in authority
D. Self esteem
1 2 3 4 5
I take a positive attitude toward myself
I enjoy socializing
I have capability to speak clearly in the midst of many

people
I am tired with thoughts that people see my uncertainly
I dislike using my voice and body expressively while
speaking
APPENDIX C
Republic Act 11249 the Speech Language Pathology Act,
Article 1
TITLE AND DEFINITION OF TERMS
Section 1. Short Title. - This Act shall be known as the "Speech Language
Pathology Act".
Section 2. Declaration of Policy. - The State recognizes the important role of

speech language pathologists in nation building and promotes the sustained
development of a corps of speech language pathologists whose competence
have been determined by honest and credible licensure examinations, and
whose standards of professional practice and services are world-class,
internationally recognized, and globally competitive through regulatory measures,
programs, and activities that foster their continuing professional growth.
Section 3. Definition of Terms. - As used in this Act:
(a) Communication disorder refers to the impairment in the ability to: (1) receive
and/or process symbol systems; (2) represent concepts in systems; or (3)
transmit and use symbol systems. The impairment may be observed in the
disorders of hearing, language, and speech processes.
(b) Diagnosis refers to the act of identifying a human communication or

swallowing abnormality or disorder by analyzing the symptoms presented. It may
also include a study of the origin and development of the symptoms.
(c) Evaluation refers to the global appraisal of the significance and implications of
a diagnostic assessment that may include formal and informal procedures.
(d) Language refers to any socially and culturally accepted, structured symbolic
system for interpersonal communication composed of sounds, letters, manual
sign or other symbols arranged in ordered sequences or strings that express
thoughts, intentions, experiences and feelings comprised of orthographic,
phonological, syntactic, semantic or pragmatic components.

(e) Speech refers to the medium of oral communication that employs a linguistic
code (language). Through this medium, one can express thoughts and feelings,
and understand those of others who employ the same code.
(f) Speech language pathologist refers to a person who is registered and licensed
to practice speech language pathology and who holds a valid certificate of
registration and professional identification card issued by the Professional
Regulatory Board of Speech Language Pathology and the Professional
Regulation Commission under the provisions of this Act.
(g) Speech language pathology refers to the allied health profession devoted to
the evaluation, diagnosis, management, and prevention of human
communication and swallowing disorders.
(h) Swallowing disorder refers to difficulties in the management of a solid or liquid

bolus in the oral, pharyngeal, or laryngeal stages of feeding.
REPUBLIC ACT NO. 7743
- AN ACT PROVIDING FOR THE ESTABLISHMENT OF CONGRESSIONAL,

CITY AND MUNICIPAL LIBRARIES AND BARANGAY READING CENTERS
THROUGHOUT THE PHILIPPINES, APPROPRIATING THE NECESSARY
FUNDS THEREFORE AND FOR OTHER PURPOSES
Section 1. Declaration of Policy. - It is hereby declared the national policy to

promote the moral and intellectual well-being of the people: elevate the literacy
level of every Filipino to the end that illiteracy is eradicated by the end of the
century; and recognize the vital role of knowledge and information in nation-
building by establishing public libraries in every congressional district, city and
municipality, and reading centers in every barangay throughout the Philippines.
Sec. 2. Establishment of Public Libraries and Reading Centers. - The National

Library in coordination with the Department of the Interior and Local Government
(DILG) shall undertake the establishment of additional public libraries to serve all
congressional districts cities and municipalities in the Philippines and reading
centers in every barangay except in cities or municipalities where there are
existing public libraries or in barangays where there are existing reading centers:
provided, that the establishment of such libraries and reading centers shall be
based on the development program of the National Library, in coordination with
the development council of each city or municipality and in the case of the
barangay reading centers in coordination with the respective barangay councils:
provided further, that where these public libraries and reading centers already
exist the National Library shall continue to upgrade the facilities thereof.
The National Library shall continue to coordinate and organize seminars,

workshops and other trainings for the professional benefit of librarians.
Sec. 3. Role of the National Library. - The National Library shall provide the
standard set of reference books and other materials such as but not limited to
encyclopedias, dictionaries, maps and globes upon the establishment of the
libraries. The National Library shall continue to supply the public libraries with the
other books, non-book materials, equipment supplies and other appropriate and
relevant reference and reading materials taking into consideration the needs of
the community concerned.
Sec. 4. Site. - The establishment of the public libraries and reading centers shall
be an integral part of the development plan of each local government unit:
provided, that barangays shall provide the site for barangay reading centers.
Sec. 5. Period of Implementation. - The overall national plan of implementation

shall cover initially a period of five (5) years: provided, that those congressional
districts, cities and municipalities with no existing public libraries as well as
barangays situated in remote, isolated and rural areas, shall have priority in the
allocation of resources.
Within one hundred twenty (120) days from the effectivity of this Act, the National
Library in consultation with the DILG, the Department of Public Works and
Highways (DPWH) and the different local government units, shall come out with
the list of priority areas, taking into account the commitment of the local
government units in the establishment and maintenance of public libraries and
barangay reading centers.
Sec. 6. Functions of the Public Libraries and Barangay Reading Centers. - The
public libraries and barangay reading centers shall have the following functions:
a) to make available to the members of the community reading materials of wide

array including reading materials prescribed by the Department of Education
Culture and Sports and national newspapers of general circulation and others;
b) to be used as a venue for audio-visual presentation in the community and

other kinds of exhibitions and activities aimed at increasing the literacy rate by
government agencies, non-governmental organizations or private entities in the
dissemination of information of general interest; and
c) to offer such other related services in the furtherance of this Act.
Sec. 7. Appropriations. - The amount necessary to carry out the provisions of

this Act shall be included in the General Appropriations Act of the year following
its enactment into law and for the next five (5) years; thereafter, the local
government units shall undertake the maintenance of public libraries and reading
centers while the National Library shall continue to provide reading materials and
supplies to the said libraries and reading centers.
Sec. 8. Submission of Reports. - Within ninety (90) days from the approval of this
Act, and at the end of every calendar year thereafter the Director of the National
Library shall submit progress reports to each House of Congress on the
implementation of this Act.
Sec. 9. Rules and Regulations. - Within sixty (60) days from the approval of this
Act, the National Library, in coordination with the DILG and the Philippine
Information Agency (PIA), shall promulgate the implementing rules and
regulations.
SECTION 10. Repealing Clause. - All acts, presidential decrees, executive

orders and issuances inconsistent with this Act are hereby repealed or amended
accordingly.
SECTION 11. Separability Clause. - If any provision of this Act is declared

unconstitutional or inoperative, the other provisions not so declared shall remain
in force and effect.
SECTION 12. Effectivity Clause. - This Act shall take effect fifteen (15) days after
publication in a newspaper of general circulation.
CURRICULUM VITAE
Princess Vanity O. Lalimo
PERSONAL INFO
Permanent Address: #102 Lasip Grande

Date of Birth: 03/31/2005
Place of Birth: Dagupan City
Citizen Ship: Filipino
Civil Status: Single
Religion: Catholic
Age: 17
Contact Number: +63948670516
E-mail Address:. Princevanity11@gmail.com
EDUCATION
Pre-school: Lasip Grande Elementary School (2007-2009)
Elementary: Lasip Grande Elementary School (2009-2017)
High School: St. John’s Cathedral School (2017- 2020)

CURRICULUM VITAE
SHAINA MAE B. REQUIOMA
PERSONAL INFO
Permanent Address: 117 LOMBOY DAGUPAN CITY

Place of Birth: Lomboy Dagupan City
Religion: Roman Catholic
Age: 17
Contact Number: +639922479765
E-mail Address:. shainamaerequioma@gmail.com
EDUCATION
Pre school - Lomboy Elementary School (2007-2009)
Elementary - Lomboy Elementary School (2009 – 2017)
High school - St. John's Cathedral School (2017 – 2020)

CURRICULUM VITAE
Jhizel E. Bocaloy
Personal Info
Permanent Address : Bolaoit Malasiqui Pangasinan

Date of Birth : October 20, 2005
Place of Birth : Pasig City
Citizen Ship : Filipino
Civil Status : Single
Religion : Roman Catholic
Age : 16
Contact Number : +639511790391
E-mail Address. : jhizelbocaloy@gmail.com
EDUCATION
Pre school - Bolaoit Elementary School (2007 – 2009)
Elementary - Bolaoit Elementary School (2009 – 2017)
High school - Lokeb Sur National High School (2017 – 2020)

CURRICULUM VITAE
Myles Anthony B. Ellazar
Personal Info
Permanent Address : #189 Palllas Binmaley

Place of Birth: Binmaley
Age: 17
E-mail Address:. : mylesellazar05@gmail.com
EDUCATION
Pre school : St John’s Cathedral School (2009-2011)
Elementary: St John’s Cathedral School (2011-2017)
High school : St John’s Cathedral School (2017-present)

CURRICULUM VITAE
Eric John Caluza
Personal Info
Permanent Address : Caranglaan District

Age: 17
E-mail Address:. : Eric@gmail.com
EDUCATION
Pre - School : Sison Elementary School(SES) (2009-2011)
Elementary : East Central Elementary School (2011-2017)
High school : St John Cathedral School (2017-2020)

CURRICULUM VITAE
CHRISTIAN GARY T. YARISANTOS
Personal Info
Permanent Address : #375 Mangin Dist. Dagupan city, Pangasinan

Age: 18
E-mail Address:. : christiantandoc22@gmail.com
EDUCATION\
Pre-school: Queens of heaven school
Elementary: Christ the king college cavite foundation,Carrisa Homes

Christian School Inc., St. Augustine school
High school: Pinsao National High school, St. John Cathedral
School, ,Judge Jose De Venecia Senior Technical Vocational Secondary
School
CURRICULUM VITAE
JOHN MARLO G. LAMSEN
Personal Info
Permanent Address : #375 Mangin Dist. Dagupan city, Pangasinan

Age: 18
E-mail Address:. : johnmarlolamsen@gmail.com
EDUCATION
SECONDARY: JUDGE JOSE DE VENENCIA SENIOR

TECHNICAL VOCATIONAL SECONDARY
SCHOOL (2016-2021)
ELEMENTARY MANGIN-TEBENG ELEMENTARY SCHOOL
(2009-2016)

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Archdiocese of Lingayen – Dagupan Catholic 0

School ST. JOHN’S CATHEDRAL SCHOOL

FACTORS AFFECTING THE ATTITUDES OF SENIOR HIGH SCHOOL

PRINCESS VANITY O. LALIMO

Christine D. Barrozo, M. ED.

FACTORS AFFECTING THE ATTITUDES OF SENIOR HIGH SCHOOL

Public speaking has evolved as a form of communication, and it overlaps

Public speaking (Barnard, 2017) is a great way of building personal

Transactional Model of Public Speaking

A monologue is a long speech spoken by one actor in a play or film. A

Theory Speaking Anxiety

Being able to communicate effectively is one of the most important life

Succeeding in your career requires good communication skills. You need

The law also states that a Professional Regulatory Board of Speech

INPUT PROCESS OUTPUT

1, The profile of the

2.1 Social environment

FIGURE 1: The Paradigm of the Study

STATEMENT OF THE PROBLEM

The researcher seeks to discover the answer of these following questions;

1. The profile of the following respondents in terms of;

2.1 Social Environment

3. What output could be proposed to be address the findings in this study?

Students – this research will assist students in developing the confidence

Factors - a circumstance, fact or influence that contributes to a result or outcome

Social Anxiety Disorder - also called social phobia is a mental health

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature. It covers definition

Public speaking is a form of communication that seeks an outcome; public

According to Aristotle, the differences among these goals emerged in

fundamentally coercive nature of these kinds of persuasive speeches, whose aim

FUNDAMENTAL PRINCIPLES: THE DYNAMIC PROCESS OF PUBLIC

Mid-20th-century efforts to visualize the components and processes of

The speaker is perhaps the most obvious part of the public-speaking

The presence of an audience is essential to the public speaking situation.

speaker cannot make himself or herself understood without the willing

A third complex feature of the public-speaking process is the message

The intended and unintended messages projected by speakers come to

Feedback is the element of the communication process that makes it a

Human life cannot be separated from the activities of speaking. Language

The word “communication” is derived from the word “communis”.

Oral Communication Skills

This study employed descriptive and inferential methods to determine,

HUMSS (Humanities and Social Sciences) students. The students' level of

Pujara (2017) stated that speaking in front of a group of people can be

Art of Public Speaking

The Art of Public Speaking by Stephen E. Lucas. This university of

Attitude will be less willing to participate in speaking activities. Conversely,

lead to awareness of the importance of English and learn it as a compulsory

Creative Oral Communication for Filipino Students

This book intends to present a practical technique of develop the

It divided into two parts; Part I- Communication; Principles and practices

Furthermore, the discussions are extensive and aligned to appropriate

In public speaking a person have long desired to understand more

Locale of the Study

Table 1; Distribution of Students Respondents

GRADE 12 STUDENTS NO. OF RESPONDENTS

Instrumentation and Data Collection

A. A questionnaire that was created with the goal of gathering information.

In problem 1, which is the demographic profile in reference to the age, sex

The frequency was determined using the following formula;

In problem 2, the factors affecting their attitudes towards public speaking of