METRO MANILA COLLEGE 1

INQUIRIES, INVESTIGATION AND IMMERSION

THE ANXIETY IN PUBLIC SPEAKING OF 1ST YEAR BACHELOR OF

ELEMENTARY EDUCATION

A Research Paper Presented to

Faculty of College of Education Department

Metro Manila College

In Partial Fulfillment

Of the Requirements for the Subject

GE 5 PURPOSIVE COMMUNICATION

By:

Cabiling , Joellyn G.

June 2023
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APPROVAL SHEET

This thesis entitled THE ANXIETY IN PUBLIC SPEAKING OF 1ST YEAR

BACHELOR OF ELEMENTARY EDUCATION prepared and submitted by
Cabiling, Joellyn G. has been approved and accepted in partial fulfillment
of the requirements for the subject, GE 5 PURPOSIVE
COMMUNICATION.

PANEL OF EXAMINERS

Approved and accepted by the committee on oral examination with a

grade of _______________ on June 2023.

Dr. Evelyn Conception T. Alagao

CHAIRMAN

Ms. Sur Riena Sofia Baviera Ms. Jehanah Mae T. Ilagan

MEMBER MEMBER

Ms. Lyza S. Zorilla

MEMBER
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ACKNOWLEDGMENT

Before anything else, the trials, obstacles and protracted process of this

research are faced by the researchers. To have fully accomplished and

finish this kind of study, this had been possible because of the help

following people.

The school principal, teachers, and staff who allow us to conduct this

research study and for supporting students to their needs to complete

what researchers need.

For the Elementary Teachers that served as the research participants,

thank you for cooperating, and your response to the needs of the

researchers are well gathered as useful data to the researchers.

And the last is our god, who has a strength and guide us, the head of

all knowledge and wisdom. Thank you so much God bless.

INITIALS OF RESEARCHERS

C, J. G.
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DEDICATION

This work is whole heartedly dedicated to the people who serve as an inspiration

for the researchers. We dedicate this humble piece of work to our loving and

supporting families. Cabiling, Joellyn G.

Futhermore to adviser who assisted in developing this research and provided

confidence and motivation for our efforts. Above all, to our Almighty God, who

blessed us and gave us strength, faith in ourselves and guidance in crying out of

this work.

Researcher Name

Cabiling, Joellyn G.
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TABLE OF CONTENTS

Title Page ...........................................................................................

Approval Sheet....................................................................................

Acknowledgment................................................................................

Dedication.........................................................................................

Table of Contents..............................................................................

Abstract………………………………………………………………………………………….

CHAPTER

1 INTRODUCTION

Background of the Study………………………………………………………………

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Review of Related Literature and Studies………………………………………

Statement of the Problem…………………………………………………

Significance of the Study……………………………………………………

Scope and Delimitation…………………………………….....……………

Definition of Terms……………………………………………………………

2 METHODS

Research Design……………………………………………………………….

Choosing the Research setting…………………………………………..

Selection of the Co-researchers……………………………………….

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Research Instruments…………………………………………………………

Sampling Technique……………………………………………………………..

Treatment of Data………………………………………………………………….

Questionnaire………………………………………………………………………..

ABSTRACT

LIVED EXPERIENCES OF ELEMENTARY TEACHERS IN TEACHING

SECONDARY STUDENTS

.Chiu, Krizza Mae C

.Almazan, Shine L

Bachelor of Elementary Education

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Chapter 1

INTRODUCTION

Public speaking is a common activity that many individuals engage in,

whether it be for academic, personal or professional reason. However, for

some people, the thought of speaking in front of audience can be

overwhelming and cause significant anxiety. Public speaking anxiety also

known as glossophobia, is a common problem that affects many

individuals. This condition is characterized by feeling of fear, nervousness

and discomfort when speaking in front of audience.

The fear public speaking can be so strong that it can be significantly

impact an individual’s person and professional life. Public speaking anxiety

can have a significant negative impact on an Individuals life, including

limiting career opportunities, social interactions, and personal growth.

People who suffer from public speaking anxiety may avoid public speaking

events altogether, which can lead to missed opportunities and hinder

personal growth.

The cause of public speaking anxiety can be multifactorial, including a lack

of self-confidence, past negative experiences, and fear of being judged by

others. Additionally, the pressure to perform well during public speaking

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events, such as presentations and speeches can cause significant stress

and anxiety.

Given the significant negative impacts of public speaking anxiety, it is

essentials to develop effective strategies to manage and overcome this

condition. With proper therapy, support, and practice, individuals can learn

to manage their anxiety and deliver effective speeches and presentation

confidently. In this paper, we will explore the problem of public speaking

anxiety, its causes, and effective strategies to manage and overcome this

condition.

THE PROBLEM AND ITS BACKGROUND

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REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter encloses and discusses the review of related literature

including the description about language anxiety and speaking skill.

Language Anxiety Most people were not born to become public

speakers. Most of them try to avoid the conditions where they have to

speak in public and it becomes a burden in unavoidable conditions (Raja,

2017). Anxiety attacks both indirectly and directly towards students’

performance. Besides, anxiety can reduce students’ class participation and

create overt avoidance of language directly. When the learners are

expected to perform in a second language or foreign language, the feeling

of fear or apprehension occurs (Gardner & MacIntyre, 1993). It is

called Foreign Language Anxiety (FLA). According to Horwitz (1986),

FLA occasionally shows up in speaking and listening activity. Anxiety is the

most common mental disorder founded by public speakers (Kirkwood &

Melton, 2002).

The Levels of Language Anxiety based on Horwitz, Horwitz, and

Cope (1986), they use the Foreign Language Classroom Anxiety Scale

(FLCAS) as an instrument to measure anxiety levels. The FLCAS consist of

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33 statements and each item has 5 grades. The scale ranges from 1 8

(strongly agree) to 5 (strongly disagree). The total score ranged from 33-

165. Each total score has different range, such as: a. A total score of 33-75

presented a low level of speaking anxiety. b. A total score of 76-119

presented a medium level of speaking anxiety. c.

A total score of 120-165 presented a high level of speaking anxiety

The Factors of Language Anxiety. According to Horwitz (1986),

several factors that make learning anxiety occurs. He argues that in the

context of English foreign language, the learners may feel anxious due to

the problem correlated to three dimensions of anxiety. There are

communication apprehension, fear of negative evaluation, and test

anxiety. The description of these components will be explained below:

A. Communication Apprehension. Horwitz et al. (1986) describe

that communication apprehension as a type of shyness characterized by

fear or anxiety about communication with other people. Referring to the

statement mention above, Tanveer (2007:13) argues that communication

apprehension may occur in most daily communication situations or may

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even be part of a general anxiety characteristic that occurs in many parts

of an individuals’ life and learners personality traits such as shyness,

quietness, and reticence are often thought to precipitate communication

apprehension.

B. Fear of Negative Evaluation is an extension of the second

component of foreign language anxiety because it is not limited to test-

taking situations; rather, it may occur in any social, evaluative situation,

such as work interviewing or speaking in foreign 9 language class (Horwitz

et al., 1986: 127). In addition, Tanveer (2007:14) argues that not only

make students fear of the teachers’ evaluation, but also the evaluation of

the student as well towards the performance of test-taking

C. Test Anxiety is a type of performance anxiety that comes from fear of

failure and assessment situations. According to Aydin (2008), test

anxiety is defined as a fear of failure in the tests and unpleasant

experience, either consciously or unconsciously by learners in many

situations. Furthermore, According to Boonkit (2010), other prevalent

factors that trigger students’ anxiety include lack of confidence, lack of

vocabulary, fear of making mistakes, being mocked by friends, shyness,

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and lack of preparation. The one who leads the consideration could be a

lack of vocabulary and it is difficult for the student to express themselves

in English (Smith 2001, cited in Juhana, 2010: 35). The lack of

confidence in speaking English will have an impact on learners’ speaking

ability to communicate and the comprehension of the language (Han,

2010).

According to Aftat (2008, in Junaha 2010), fear of making mistakes

has something to do with the issue of negative evaluation and correction.

The students are afraid of being mocked by other students. As a result, the

students decide to stop participating in speaking activity because of the

negative evaluation that they will get. Shyness is another cause of anxiety

that experiences by the students. Based on Gebhard (2000), students

who learn a foreign language will face shyness. It becomes a problem,

especially in speaking class. Furthermore, speaking in front of many people

is one of the common phobias that the student is going through and the

shyness feeling makes the student’s mind empty. 10 These aspects need

to get special attention to help the students do their best in speaking

activity in the classroom. Test anxiety usually occurs when students who

have performed badly in the past, extend negative and unacceptable

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thought during test taking. As a result, the students get distracted during

class and their performance in the classroom becomes bad or weak. Based

on Horwitz et al. (1986), test-anxiety often puts unrealistic demands on

the students and feel that anything less than a perfect test performance is

a failure.

How to Grade the Language Anxiety There are many ways to grade

the language anxiety, such as questionnaire by Foreign Language

Classroom Anxiety Scale (Horwitz, 1986), background questionnaire

(Stephenson & Hewitt, 2006), the quick placement test (Oxfords

University Press & University of Cambridge Local Examinations

Syndicate, 2001), and two open-ended questions for interviews with

selected highly anxious students (Philips, 1992). The description of these

components will be explained below:

A. Foreign Language Classroom Anxiety Scale (Horwitz, 1986)

Horwitz et al. (1986) developed the Foreign Language Classroom

Anxiety Scale (FLCAS) to measure students’ level of English language

speaking anxiety. It is using a questionnaire. According to performance

anxiety theories and clinical experiences with foreign language learners, it

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helps to identify three components of foreign language anxiety. FLCAS is

the most accepted research instrument of foreign language anxiety

research. It is chosen because it is more effective to identify students’

perception of foreign language anxiety. The questionnaire has 33 options.

There is no right or wrong answer to the options in this questionnaire. The

options are: (1) strongly disagree; (2) disagree; (3) not sure; (4) agree;

and (5) strongly agree. The range is from 33 until 165. If the person gets a

higher score, it means the more anxious the individuals have. There are

three elements too, such as communication apprehension, test anxiety,

and fear of negative evaluation.

B. The Quick Placement Test (Oxfords University Press &

University of Cambridge Local Examinations Syndicate, 2001)

The Quick Placement Test (QPT) is a versatile test for English language

proficiency. The test is not only about grammar and vocabulary, but it

allows the students to know the meaning of communication. It is available

in two formats, the paper and pen test, and the computer-based version.

Both of them include test reading, vocabulary, and grammar. The paper

and pen test consists of two answer booklets (QPT Versions 1 and 2). The

two versions are distributed to the students. It helps to reduce cheating.

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The two versions have two parts in an identical format. Part 1 consists of

40 items. Questions 1-5 are reading comprehension multiple-choices,

questions 6-10 are blanks in a cloze passage with multiple-choices items,

questions 11-20 are two cloze reading passages with five multiple-choice

questions, questions 21-40 are blanks in discrete sentences. Part 2 consists

of 20 items. Questions 41-50 are two cloze passages and questions 51-60

are discrete sentences with multiple choices.

C. Two Open-Ended Questions for Interviews with Selected Highly

Anxious Students (Philips, 1992). Two open-ended questions are

asked in a one-to-one interview. It conducts with six highly anxious

students (three of high ability and three of low ability). Based on Phillips

(1992), the students can respond to two questions, such as “please

describe your thoughts during the oral test” and “how did you feel during

the oral test”.

The Strategies to Cope with Anxiety. According to Kondo and

Ying-Ling (2004), there are 5 strategies to reduce students’ anxiety.

Those strategies are; (1) Preparation Strategy; (2) Relaxation Strategy; (3)
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Positive Thinking Strategy; (4) Peer Seeking Strategy; and (5) Resignation

Strategy. Each of categories will be explained as follows:

A. Preparation Strategy refers to try at controlling the upcoming threat

by fixing the learning and study strategies. In this strategy, the students

have to control themselves by improving their learning habits and study

strategies, such as study hard and make a summary of the lectures’

explanation. Preparation strategy is expected to improve students’

subjectively appraisal mastery of the subject matter.

B. Relaxation Strategy refers to reduce somatic anxiety symptoms. It

requires the students to relax their body by doing something, such as take

a deep breath and try to calm down. It claims that the more students

relax, the more students’ anxiety lose.

C. Positive Thinking Strategy refers to make students’ minds think that

everything can be alright. The students can do it by calming down the

pressure of the problem that underlie students’ anxiety. This strategy tries

to distract the attention of the stressful situation to a positive situation,

such as imagine themselves to give a good performance.

D. Peer Seeking Strategy refers to distinguish students’ willingness to

seek for other students that have the same problem of understanding the
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class and controlling the anxiety. For example, the students realize that the

other students have the same problem. The anxious students think that

they serve it as the source of emotional regulation by social ratio.

E. Resignation Strategy refers to the students’ unwillingness to reduce

their anxiety by doing anything. The students refuse to face the problem,

such us give up and sleep in the class.

Speaking Skill is important for English Foreign Learners. According to

Kurudayıoglu (2011), speaking is a tool for peoples’ communication on

daily activity. Speech has its role in the success of language learners’

performance both individually and socially. Ellis (2012) points out that it is

necessary for students to develop grammatical competence and structural

competence if they want to achieve speaking achievement. 14 She claims

it as one of the ways to master speaking skills. So, it is concluded that oral

interaction skills and language use contribute greatly to develop speaking

skills.
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Speaking Comprehension Class at University Level Based on

Charles (1992), it divides into four levels. Each of categories will be

explained as follows:

A. Novice The beginner level is revealed by the capacity to impart

negligibly in very unsurprising basic everyday circumstances with

previously learned words and expressions. The novice level speaker faces

the issues of communicating with even those acclimated to work with non-

local speakers.

B. Intermediate It is defined by the ability to inventively integrate the

learned component of dialects. The medium level speaker will start,

negligently manage, and close fundamental group errand. The speaker can

ask and answer the inquiries and can exchange in discrete Sentences and

series of sentences on themes that are either personal or related

principally to his/her prompt condition.

C. Advanced The powered level is described as being able to speak

smoothly and in an unmistakably participatory manner. The speaker can

perform a wide range of open assignments and can represent and describe

possibilities in the present, past, and future, sorting out thought, as

necessary, into the passage - like dialogue. At this stage, the speaker will
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talk about specific and verifiable points of individual excitement and open-

mindedness for most unaccustomed to non-local speakers.

D. Superior The superior level is described by the capacity to take part

adequately in most formal and casual discussions on reasonable, social,

expert, and theoretical issues. Using EFL Students’ Speaking Proficiency

and Anxiety Levels 16 improved conversation, the speaker will explain

specifics, speculate on concrete and unique topics, and reinforce or

safeguard conclusions about problematic issues.

How to Decide Student’s Speaking Skill Based on Skehan (1996),

there are some components to assume that the students have a good

speaking skills. The students should have the ability to perform the

assessment fluently. The students have to improve three main areas, such

as complexity, accuracy, and fluency. They are as follows:

A. Complexity Based on Skehan (1996), complexity is the stage of how

the students elaborate on their language system or interlanguage

structure. It suggests a personal tendency to explore the language by

using more complexity as a sign of better language production. Ellis and

Barkhuizen (2005) state that the elaborate language can be understood in

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two different understanding. First, it serves as the cutting edge in the

growth of the learners’ language but it is not yet fully automatic. Second, it

prepares the students to use linguistic structures with an extended range.

B. Accuracy Based on Skehan (1996), accuracy is the ability of students

to control the level of interlanguage complexity that the students have

currently achieved. The students have to produce the language more

accurately. Harmer (2001) states that accuracy requires the correct use of

vocabulary, grammar, and pronunciation. The students should be

conscious of the use of grammatical structure, vocabulary, and

pronunciation.

C. Fluency Based on Skehan (1996), fluency is the capacity of the

students to activate the interlanguage system to communicate meaning in

real-time. Fluency can be defined as the capacity to express oneself in a

comprehensible and accurate way without too much doubt (Hughes,

2002). There are three types of fluency (Segalowitz, 2010). First, cognitive

fluency is the ability of the speaker to arrange and address the speech.

Second, utterance fluency refers to the speakers’ performance that should

be measurable. Last, perceived fluency shows how fluent the speech by

perceiving the listener

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STATEMENT OF THE PROBLEM

This study aimed to explore the experiences of teachers who is

graduated Bachelor of Elementary Education and end up teaching

secondary students.

This research sought answers to the following questions:

1. What are the experiences of Elementary teachers handling Secondary

students?

2. What are the insights that can be drawn based on their experience?

3. What are the implications of these insights?

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SIGNIFICANCE OF THE STUDY

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SCOPE AND DELIMITATION OF THE STUDY

The focus of this study is to know the Anxiety in public speaking OF 1 ST year

Bachelor of Elementary Education, the reseachers used qualitative for this study.

The participants of this study are the 1ST year Elementary Education who have a

anxiety during public speaking, this study will conduct a survey to the 10 co-

researchers via face to face interview. Form prepared by the researchers of metro

manila college.

DEFINITION OF TERMS

The following terms were operationally and conceptually defined to help readers

better understand the study.

1. Glossophobia- This is the fear of public speaking which is one of the most

common phobias.

2. Performance Anxiety- This is a type of anxiety that occurs when an

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Individuals is required to perform a task, such as public speaking and is

worried about how they will be perceived by others.

3. Stage fight- This term specifically refers to the anxiety that occurs when

someone is about to perform on a stage in front of audience.

4. Fight or flight of response- This is a natural response of the body

perceived danger or threat, which can cause physical symptoms such as

an increased heart rate, sweating and trembling.

5. Cognitive distortions- These are negative thoughts or beliefs that can

contribute to anxiety in public speaking, such as believing that you will fair

or that the audience will judge you harshly.

6. Relaxation Techniques- These are methods use to reduce anxiety, such as

deep breathing, progressive muscle relaxation, and visualization.

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Chapter 2

RESEARCH DESIGN

The researcher will be using qualitative approach in order to collect

valuable data of the experiences of Elementary Teachers. Qualitative

method is used to understand people’s beliefs, experiences, attitudes,

behavior, and interactions. It generates non-numerical data. The

integration of qualitative research into intervention studies is a research

strategy that is gaining increased attention across disciplines. (PUBMED

CENTRAL, n.d)

CHOOSING THE RESEARCH SETTING

The researchers choose Metro MANILA College because there are 1 st year

Bachelor of Education who currently have a anxiety in public speaking.

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SELECTION OF THE CO-RESEARCHERS

The co-researchers involved in the study were ten (10) students of 1 st year of

Bachelor Elementary Education in Metro Manila College have a anxiety in public

speaking.

RESEARCH INSTRUMENTS

The researcher created a 5 points questionnaire to be used on a one-

on-one interview with the respondents in order to gather the data needed

to support this study.

SAMPLING TECHNIQUE

In this research, the research used the purposive sampling technique;

a form of non-probability sampling in which decisions concerning the

individuals to be included in the study are taken by the researchers, based

upon a variety of criteria and their willingness to participate in the research

(Cayabyab et. Al, 2019)

TREATMENT OF DATA
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The researchers used interview method as research instrument.

Researchers interviewed participants or co-researchers to know and

explore their experience. It is where the researchers meet and question

the participants to gather information regarding the study. Interviews are

best used when the research questions require eliciting information on

people, perceptions, attitudes and meaning. The researchers secured an

approved letter from the Principal’s Office of the Basic Education of Metro

Manila College.

QUESTIONNAIRE

1. What are the strategies you use during teaching secondary?

2. Why do you choose teaching secondary students instead of Elementary?

3. What are the difficulties you encounter during teaching secondary

student?

4. What is the advantage of Elementary teacher in teaching secondary

students?

5. What is the disadvantage of Elementary Teachers in teaching secondary

students?
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REFERENCES

• Exploring the Experience and Practices of Elementary Teachers in the

Aeta Tribal Community: Revealing their Worth towards Excellence in
Education

http://ijeais.org/wp-content/uploads/2022/4/IJAMR220432.pdf

• Self-Study in Elementary and Secondary Teaching

2020, International Handbook of Self-Study of Teaching and Teacher
Education Practices
https://www.academia.edu/88509949/
Self_Study_in_Elementary_and_Secondary_Teaching

• The Pros and Cons of Being an Elementary School Teacher

https://www.indeed.com/career-advice/finding-a-job/pros-cons-of-being-
elementary-teacher

• What Requirements Are Needed to Be an Elementary School Teacher?

https://www.thoughtco.com/elementary-teacher-qualifications-2081505