Scoring Procedure

Grammar No. of No. of Very Frequentl Occasionally Rarely Never

literacy students Items Frequently y
test
70 7

Pronunciatio No. of No. of Very Frequently Occasionally Rarely Never

n literacy test students Items Frequentl
y
70 8

Vocabular No. of No. of Very Frequentl Occasionally Rarely Never

y literacy students Items Frequently y
test
70 9

The questionnaire had a scoring scale of twenty-four (24) items that measured the level of
Factors Contributing to A Lack of Confidence in Speaking English in terms of Grammar,
Pronunciation and Vocabulary.

Score Mean Ranges Description Interpretation

5 4.20-5.00 Very Frequently Very High Confidence
4 3.40-4.19 Frequently High Confidence
3 2.60-3.39 Occasionally Moderate Confidence
2 1.80-2.59 Rarely Low Confidence
1 1.00-1.79 Never Very Low Confidence

Validity and Reliability of Research Instrument

The adapted and modified questionnaire was reviewed and corrected by the research advisor
and given to the respondents for completion

Statistical Treatment

The results provided by the respondents outlined their socio-demographic profile. For instances, sex
and age. This also applies to the student’s Grammar, Vocabulary and Pronunciation proficiency level.

Age Frequency Percentage

15-20 40 57.14 %
21-25 26 37.14 %
26-30 2 2.86 %
 31-35 0
36 above 2 2.86 %
Total 70 100 %
Table # Students Age Matrix

Sex Frequency Percentage

Female 50 71.43 %
Male 20 28.57 %
Total 70 100 %
Table # Students Sex Matrix
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATIPN OF DATA

This chapter presents the findings, analysis and interpretations of tabulated data relative to the
questions present. These data would be presented and discussed in table and graphs as follow

Problem 1. How are the respondents characterized according to:

1.1. Age
1.2. Sex

Table 1: Frequency Counts and Percentage distribution of respondents according to profile.

Age Frequency Percentage

15-20 40 57.14 %
21-25 26 37.14 %
26-30 2 2.86 %
31-35 0 0%
36 above 2 2.86 %
Sex
Female 50 71.43 %
Male 20 28.57 %
Table 1 shows students’ frequency and percentage distribution according to profile.

Table 1 revealed that the highest number of respondents belonged to the age range of 15-20 with
57.14%, equaling 40 respondents out of 70. Furthermore, the second highest number of respondents
belonged to the are rage of 21-25 with 37.14% equal to 26 out of 70 respondents. The age range of 26-
30 only has 2 respondents out of 70, with 2.86%. The age range of 31-35 has 0 respondents and age
range of 36 above has only 2 respondents with 2.86 % of the total population. This mean that 57.14%
of the BSEd 2nd year students are graduated of the K-12 curriculum. The majority of college graduates
in the days before K-12 were between the ages of 15 and 17. In order to give kids the skills they need,
regardless of whether they choose to attend college or find employment after graduation, K-12 added
two years to the high school curriculum.

Moreover, the data presents that 71.43% of the population was female, with 50 respondents, while
28.57% were male with 20 respondents. This manifested that there the dominant gender of the BSEd
2nd year college students were female. Acker (2015) highlights the fact that women outnumbered men
in the teaching profession for a number of reasons, including the need for teachers in light of shifting
demographics, the accessibility of education, meritocracy, job opportunities generally and the capacity
to manage work and family responsibilities. Mahtab (2016) emphasized further that education is very
often acknowledge as a means of accessing greater opportunities and economic security.
Problem 2: What is the level of exploring factors contributing to a lack of confidence in
speaking English in terms of;
2.1. Grammar
2.2 Pronunciation
2.3 Vocabulary

Table 2.1 Respondents’ Perceptions on the level of exploring factors contributing to a lack of
confidence in speaking English in terms of grammar
Grammar Mean Standard Description Interpretatio
Deviation n
I used a variety of structures adequate for my 2.23 2.13 Rarely Low
level. Confidence
I used correct tenses? 2.56 2.30 Rarely Low
Confidence
I used the present perfect correctly 2.71 2.36 Rarely Low
Confidence
I used a verb after a preposition in the -ing form 1.92 1.64 Rarely Low
Confidence
I followed the subject – verb agreement 2.87 2.52 Occasionally Moderate
Confidence
I ensure that each sentence has a subject and a 2.83 2.50 Rarely Low
verb Confidence
I checked the nouns to see if they are countable 2.54 2.40 Rarely Low
or uncountable and used the correct article (a/ Confidence
an/ the/no article.
I made sure “another” and “other” are used 2.88 2.50 Rarely Low
correctly. Confidence
Average: 2.56 2.29 Rarely Low
Confidence

Table 2.1 tells the computed descriptive statistics of the respondents’ perception on the level of
exploring factors contributing to a lack of confidence in speaking English in terms of grammar is
characterized as "rarely" based on the mean score of 2.56 and standard deviation of 2.29. This
indicates a low level of confidence in grammar among the respondents. The specific items related to
grammar, such as using a variety of structures adequate for their level, using correct tenses, and
ensuring each sentence has a subject and a verb, were also rated as "rarely" with low confidence.
Overall, the data suggests that the respondents struggle with grammar and lack confidence in this
aspect of English speaking.

Grammar helps one understand the English language by helping them understand the way
words work together as a system. Understanding grammar can be one of the essential skills learned as
an English language student. Grammar is a vital part of any language. It’s essential to allow learners to
express their thoughts adequately and form and communicate precise ideas. Grammar is not just about
spelling or punctuation. It is an integral part of a language because it allows them to construct
sentences and write coherently. (21k School,2022)
Table 2.2 Respondents’ perception on the level of exploring factors contributing to a lack of
confidence in speaking English in terms of Vocabulary
Vocabulary Mean Standard Description Interpretatio
Deviation n
I repeated the words consistently. 2.44 2.07 Rarely Low
Confidence
I used vocabulary adequate for my level. 2.61 2.32 Occasionally Moderate
Confidence
I used newly learned vocabulary. 2.64 2.36 Occasionally Moderate
Confidence
I used vocabulary specific to the topic of the 2.14 2.07 Rarely Low
question. Confidence
I repeatedly modified adjectives with “very”. 2.74 2.52 Occasionally Moderate
Confidence
I spelled the words correctly and capitalized 2.3 2.29 Rarely Low
appropriately. Confidence
I used logical connecting words. 2.3 1.90 Rarely Low
Confidence
Average: 2.45 2.22 Rarely Low
Confidence
Table 2.2 the data above shows the descriptive statistics of the respondents’ perception on the
level of exploring factors contributing to a lack of confidence in speaking English in terms of vocabulary
is characterized as "rarely" based on the mean score of 2.45 and standard deviation of 2.22. This
indicates a low level of confidence in vocabulary among the respondents. The specific items related to
vocabulary, such as using vocabulary adequate for their level, using newly learned vocabulary, and
using vocabulary specific to the topic of the question, were also rated as "rarely" with low confidence.
Overall, the data suggests that the respondents struggle with vocabulary and lack confidence in this
aspect of English speaking.

Vocabulary is clearly important for language learning as it underpins all other language skills,
can be a stepping stone to high level language use and can help the student to achieve fluency faster.
However, this isn’t the whole story. There are numerous other factors which influence language ability
which we’ll be addressing in further blogs. With this in mind, it’s important for the ESL teacher and
student to dedicate a significant amount of time to developing this core language skill. (Weblingua
Ltd,2022).

Table 2.3 Respondents’ Perception on the level of exploring factors contributing to a lack of confidence in
speaking English in terms of pronunciation
Pronunciation Mean Standard Description Interpretatio
Deviation n
I liked studying pronunciation. 3.85 3.43 Frequently High
Confidence
I prefer British or American pronunciation. 3.5 3.13 Occasionally Moderate
Confidence
Proper pronunciation is important to me. 4.0 3.60 Frequently High
Confidence
I have no problems in linking different sounds. 3.47 3.10 Frequently High
Confidence
I know some good web sites to practice my 3.24 2.90 Occasionally Moderate
 pronunciation. Confidence
I have some areas on my pronunciation are 3.68 3.25 Frequently High
working at the moment. Confidence
I am happy with my pronunciation. 3.4 3 Occasionally Moderate
Confidence
I have biggest communication problem because 3.25 2.95 Occasionally Moderate
of my pronunciation. Confidence
I am confident enough to pronounce words in 3.44 3.06 Frequently High
front of other people. Confidence
Average: 3.54 3.16 Frequently High
Confidence
The data above shows the descriptive statistics of the respondents’ perception on the level of exploring
factors contributing to a lack of confidence in speaking English in terms of pronunciation is
characterized as "frequently" based on the mean score of 3.54 and standard deviation of 3.16. This
indicates a moderate level of confidence in pronunciation among the respondents. The specific items
related to pronunciation, such as liking studying pronunciation, preferring British or American
pronunciation, and considering proper pronunciation important, were rated as "frequently" with high
confidence. Overall, the data suggests that the respondents have a relatively higher level of confidence
in pronunciation compared to grammar and vocabulary.

The proper use of English pronunciation inclines to highlight and add value to an individual
speaking English. Consider the following: in a situation where a student’s grammar and vocabulary is
exceptionally good, he or she may be able to write good English. But, if that same student lacks a
fundamental knowledge of pronunciation despite having an excellent knowledge of grammar, etc. his or
her communication in English will be severely impeded. He or she will be able to write in English, but
will not be able to construct a meaningful sentence when speaking and thus fails at communicating a
message. At the very least, students studying English as a second language, should give all the
aspects of English an equal importance. At best, however, those who wish to excel at the English
language will always have to give the knowledge of pronunciation a higher priority. They should also
endeavour to learn this aspect of the English language more thoroughly if they wish to be recognised
as effective communicators. Students who prefer self-learning should visit sites such as tv-english.club,
which offers a myriad of programs to help students learn proper pronunciation. Programs such as “Art
of Conversation” and “Speak Up” are excellent resources for those looking to improve their English
pronunciation. (English Club TV Ltd, 2023)

Table 2.4 Summary Table

Area of Concern Mean SD Description
Grammar 2.56 2.29 Rarely
Vocabulary 2.45 2.22 Rarely
Pronunciation 3.54 3.16 Frequently
AVERAGE 2.85 2.56 Occasionally

Table 2.4 shows the summary of the descriptive statistics on the perceptions of the respondents
regarding grammar, vocabulary, and pronunciation is provided. The table includes the mean scores,
standard deviations, and descriptions for each area of concern. The mean scores indicate the average
level of confidence in each aspect, while the standard deviations show the variability of responses. The
descriptions categorize the level of confidence as "frequently," "occasionally," or "rarely." The average
column provides an overall summary of the respondents' confidence levels across all three areas.
 Research has consistently highlighted the importance of vocabulary, grammar, and
pronunciation in language learning. (Károly,2016) emphasizes the central role of vocabulary in
successful language acquisition, as it is essential for communication and understanding. Hunston
(1997) further underscores the connection between grammar and vocabulary, suggesting that focusing
on word patterns can enhance language learning. (Bybee,2017) extends this by proposing a usage-
based view of grammar, where the frequency of language constructions influences their cognitive
representation. (Levis (2019) highlights the growing significance of pronunciation, particularly in the
context of speech recognition and intelligibility, and the potential of computer technology in teaching
and researching pronunciation. These studies collectively underscore the importance of a holistic
approach to language learning, where vocabulary, grammar, and pronunciation are all given due
attention.

Problem 3 What is the level of the respondent’s lack of self-confidence in speaking English?