Group 1

Members:

Bardenas, Paulo Paglinawan, Krystal Mae

Oriel, Patricia S. Trasporte, Honey Grace

Pablo, Robbie Ann Villegas, Selim Mae P.

TITLE: EVALUATION OF THE ORAL COMMUNICATION ANXIETY

LEVEL IN SPEAKING IN ENGLISH ON THE GRADE 11 HUMSS STUDENTS
IN LAGUNA UNIVERSITY.

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

This study is all about how a Grade 11-HUMSS students in LU student who suffers
from oral communication anxiety in speaking in English. We all know that English is known to
be the world’s universal language. It is an international and official language yet some people are
not confident enough to speak in English due to the grammatical errors or some might even have
the mindset where they feel afraid of being judge, and that is what we called the, Communication
Anxiety. Communication, it is about how an individual convey their messages, thoughts and
ideas to one another and anxiety is the fear or nervousness about what might happen. So, when
an individual has communication anxiety, it can greatly affect the learners’ foreign language
learning process. Oral communication anxiety makes the learner feel afraid of making mistakes
in speaking English, and leads them to hesitate whether they are going to communicate or not.
By knowing the source and level of the oral communication anxiety, these HUMSS Students can
handle their fear on speaking English.

BACKGROUND OF THE STUDY

The Oral Communication Apprehension has long been a phenomenal subject among the
western communication researchers. However, in spite of being an extensive topic among the
Western academics, the case is usually ignored in the Philippine setting (De Villar, 2011).
It is important that this scarcity be addressed as English has been part of the country’s
cultivation of fundamental aspects, especially those concerning of international relations. The
stakeholders of the British Council said that the Philippines need to improve its competency in
terms of English language as it is a vital skill in workforce that affects the country’s economic
integrations. This particular recommendation similarly influences the Philippine’s capability to
withstand changes in its promotion of tourism (Cabigon, 2015).
Del Villar (2007) identified verbal fluency (or lack thereof) as the 6 th factor in underlying
structure of the 36 attributions of beginning oral communication students. This factor was seen
as a chief cause of anxiety. An explanation given was that the level of proficiency in English
varied depending on where the student finish high school and the quality of training they
received during their growing up years. Some homes spoke English as the first language while
the majority did not. The fact that not all of the student received a proper training in learning
English or even speaking English as their first language at home many are found nervous when
they are speaking and feels embarrassed about mispronunciation.

Del Villar (2006), there is still a lack of research date on Filipinos considering oral
communication anxiety’s overwhelming impact on speakers and in a study done by the
University of the Philippines, Diliman College of Mass Communication (2006) revealed that
Filipino respondents were much more comfortable speaking Filipino than English.

And in different study gender is proven to be one factor of having an oral communication
anxiety in speaking in English. According to Crombie et. all (2003) Proved that sex was an
important indicator of student’s performance in the classroom because of unequal treatment and
even prejudice against females.

STATEMENT OF THE PROBLEM

In order to improve communication skills in speaking English, there are many factors that
could help the student such as building good relationships with the classmates, teachers
encouraging the students by keeping them practice more and more without self-shaming.

But as of now, a lot of Grade-11 HUMSS students are having communication anxiety in
speaking English. Some students say that they are afraid to be judged and the students are also
stuttering when their teachers ask them to answer in English.

If this continues to happen, students will be criticized because of their age and is still not
able to speak English well and there will also have instances wherein the future, students with
communication anxiety might fail in interviews for job.

RESEARCH OBJECTIVES

Evaluation of the Oral Communication Anxiety Level in speaking in English among

Grade 11 HUMSS Students in Laguna University.

1. To determine the level of oral communication anxiety in speaking in English of the grade
11 HUMSS students.
2. To determine the difference of oral communication anxiety level in speaking English of
the grade 11 HUMSS students base on their section.
3. To identify the difference of the oral communication anxiety level in speaking English of
the grade 11 HUMSS students base on their sex.
SCOPES AND LIMITATIONS
This study was conducted in Laguna University – out of 193 Grade 11 HUMSS students,
120 were used as a sample in this survey.
This study covers only the Grade 11 HUMSS students of Laguna University as they are
perfect sample for the survey and very accessible to the researchers.

SIGNIFICANCE OF THE STUDY

The outcome of this study might give enhancement to the Grade 11 HUMSS student with
oral communication anxiety in speaking in English. Not only will it help the students but also the
teachers who have the difficulty to adjust to their students. Given this study made by the Group 1
in HUMSS 12C of Laguna University, this study might also help to give more information’s for
the next researcher who are about to conduct a research about oral communication anxiety in
speaking in English.

REFERENCES:
Crombie, G. Pyke, S. Silverthor, N. and Piccinin, S. (2003). Students Perception of their
Classroom Participation and Instructor as a Function of Gender and Context. The journal of
Higher education. Page 51 of 76

Cabigon, M. (2015). State of English in the Philippines: Should we be concerened?

https://www.britishcouncil.ph/teach/state-english-philippines-should-we-be-concerned-2

Communication Research Department, University of the Philippines, Diliman College of Mass

Communication. (2006). Sa’ankamaskomportable? A study on how comfortable Filipinos
communicate.

Del Villar, C. P. (2010). Beginning Filipino students’ attributions about oral Communication
anxiety. Retrieved September 23, 2019 from http://www.academicjournals.org/jmcs

Del Villar, C. P. (2007). New communication & students’ attribution about public speaking
anxiety. University of the Philippines System Professional Chair Award for General
Education. Retrieved September 23, 2019.