Chapter 1

INTRODUCTION

Public speaking is one of the crucial skill in nowadays era, an effective public speaking

skill will help an individual to advance in certain circumstances such as academic and

professionalism. Especially for the students, in all levels, they always encourage to improve

their public speaking skills inside the classroom. Because by doing a lot of presentations they

also practicing their public speaking skills. For students, the importance of good presentation

skills not just benefits them inside the classroom but also will caried away when they are

graduated since many occupations now demand a very good communication skill both oral

and spoken, and one of them is presentation skill.

Public speaking is a fundamental skill that plays a crucial role in various aspects of

life, including education, career development, and personal growth. It involves the ability to

effectively communicate ideas, information, and emotions to an audience in a clear,

confident, and persuasive manner.In educational settings, public speaking is often a

requirement for students, whether it’s delivering presentations, participating in debates, or

giving speeches. It helps students develop critical skills such as research, organization,

articulation, and self-expression. Public speaking also enhances students’ confidjence, self-

esteem, and ability to engage and connect with others.

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 In the professional world, public speaking is highly valued and sought after.

Whether it’s delivering a business presentation, pitching an idea, or leading a team, effective

public speaking skills can significantly impact one’s career success. It enables individuals to

effectively convey their expertise, influence others, and build strong professional

relationships.Beyond education and career, public speaking has a broader impact on

personal growth and societal engagement. It empowers individuals to voice their opinions,

advocate for causes they believe in, and inspire positive change. Public speaking can also

contribute to community development, as effective communication is essential for

collaboration, leaderkship, and addressing social issues.

Research on the impact of public speaking aims to explore and understand the

various benefits and challenges associated with this skill. It examines factors such as

communication apprehension, audience engagement, persuasive techniques, and the use of

visual aids. Additionally, studies may investigate the influence of public speaking on

academic performance, career advancement, interpersonal relationships, and overall well-

being.By gaining insights into the impact of public speaking, researchers can develop

strategies, interventions, and educational programs to enhance individuals’ public speaking

skills and maximize the positive outcomes associated with effective communications

2
Significance of the study

This study will undertake to know the impact of public speaking in senior high school,

homo section of BARUGO NATIONAL HIGH SCHOOL S.Y. 2023-2024;

The students:

Through this study the students, as the respondents of the research will be the

primary benefactor as the impact of public speaking to the students and to their academic

performance.

Parents:

Through this study the parents will be benefit also.They parents, will be the second

beneficiary after the students. Because by this study they will aware the impacts of public

speaking towards the studies of their children. And by this the parents can teach and

discipline their children in how to manage the impacts of public speaking to have a good

academic performance.

Teachers:

Also, the teachers will benefit in this study. They, teachers, will be the next to be

benefit after the parents. Because through this study or research they will be more informed

about the impacts of public speaking to the studies or academic performance of their

students, add by this they will be persuade to collaborate with the parents lesser the bad

impacts of public speaking to the academic performance of the students.

3
Research Question

This study aims to determine the impact of public health speaking in senior high

school, homo section of BARUGO NATIONAL HIGH SCHOOL. Furthermore, it seeks to answer

the following research questions:

1. Does participating give you more confidence or help you come your fear?

2. How does public speaking affect one individual?

3. What does one individual feel in doing public speaking?

Scope and Delimitation

This study is only focused on senior high school, homo section in BARUGO NATIONAL

HIGH SCHOOL with the aim of getting information about the effect of speaking in front of

classmates for example recitation, report and others speaking in front of classmates also

want to gather information based on their experiences, whether they feel afraid or lack of

self confidence in public speaking

Homo section from grade 11 emerald and 12 poseidon are the participant of this study.

Because there section is known to have honored and participative students in doing public

speaking.

4
Statement of the problem

Public speaking is the art of conveying information to an audience through oral

presentation.A lot of people feel very anxious about public speaking, typically because

they’re worried about being judged because it’s a high pressure situation. Nobody wants to

fall on their face or to fluff their lines. And so people often feel a bit worried about that.The

most striking problems majority of the students faced were: feel nervous, lack of vocabulary,

the inability of using grammatical patterns, pronunciation of words, fear of making mistakes,

overuse of mother tongue, and lack of confidence.

Definition of Terms

Speaking:

The act or skill of giving a speech at a public.

Recitation

Recitation is the act of repeating something from memory, such as a poem, passage, or

piece of information.

Reporting

Reporting involves presenting information, often in a structured format, about an event,

topic, or research findings.

- *Impact:* It contributes to clarity in conveying information, fosters accountability, and

provides a means for sharing knowledge

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Research Framework

THEORETICAL FRAMEWORK

Speaking is the most important language skill. Speaking is also called as oral

communication which is used more by people in their social communities. Thought

speaking, people can express their ideas, though and feeling to other people. To create a

successful communication or interaction. Listener should pay attention and listen carefully in

order understand what speaking intend to say. To master speaking skills in English is priority

for many foreign language leaners.

Languistics factors such as inadequate vocabulary, lack of understanding of

grammatical pattern, and incorrect pronunciation become students obstacle to speak in

English class have been proved by several studies concerning this issue. A study carried out

by Erickson (2009) about students obstacle in practicing speaking English is their limitation in

vocabulary and grammar. Students, as he reports, were not able to express their ideas easily

due to limitation in the two aspects (vocabulary and grammar).

Chastain (975) says also that speaking is productive skills, since it procedure ideas,

message or suggestion. Based on the theories of Erickson and Chastain, the authors define

that vocabulary and grammar are necessary it teaching speaking. Speaking is the way people

convey or express ideas, information, feelings orally. Thought speaking, people can

6
communicate and interact to another. Moreover in speaking both speakers and listener have

to understand what they are talking abo one ut to avoid misunderstandings.

Bygate (2001:16) explain that speaking physically situated face to face interaction

usually speakers can see each other and so can refer to the physical context and use a

number of physical a signals to indicate, for instance attention to the interaction, their

intention on contribute and their attitude towards what is being said.

Based on Bygate theory, the writer defines that it’s interaction is aimed to express

the ideas or opinion, feelings, belief, or information orally. So that speaking is an interaction

in face to face in physical situation.

Widownson (1994) says that speaking is the active production skill and use of oral

production. It is the capability of someone to communicate orally with others in all of four

keys language skills. In speaking, the ability to create the sentence is highly needed because

oral communication takes place when someone make sentence to perform a validity of

different act of an essential nature. Through speaking activity, student can communicate

each other. They can understand what the other is talking about . They will know the aim of

speaking. In brief, speaking is a skill and also as the media of communication to express

human being through as well as a form of social behavior.

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 According to Cohen (1994:266) states that there are some important components is

speaking skill. 1. Fluency; smooth flow of speech with the use of rhetorical devices to mark

discourse pattern. 2. Grammar; control of complex and simple construction. 3. Pragmatic

competence; use of conversation devices to get the message across and to compensate for

gaps. 4. Pronunciations; degree of influence of native language phonological features. 5.

Sociolinguistic competence; use of appropriate social registers, cultural references, and

idioms 6. Vocabulary; breadth of vocabulary and knowledge of vocabulary in field of interest

or expertise. By knowing those aspects above the students will be able to practice their

speaking ability in real communication and situation.

Based on the Widowson and Cohen theories above, it can be concluded that there

are some components which should be known by the students in speaking skill. The

components are vocabulary, grammar,pronunciation, and fluency. The students should have

knowledge about those components in order to able to speak foreign language. So, they will

be able to perform their speaking ability better.

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 Chapter 2

Review of Related Literature

Introduction

This chapter covers that review of related Literature and studies chosen by the

researchers that are particularly beneficial throughout the studies. This chapter examined

and reviewed the following areas:

 Effects to the student that always reciting in classroom

 Students participating in classroom

 Students benefits of always participating in classroom

Related Literature

Local:

Communicating clearly and eloquently in public is one of the most crucial and

essential competences for higher, educated professionals ( Murillo – Zamora and Montanero

,2018;van Ginkel, Gluskers, Biemans, & Mulder, 2018). Effective English public speaking (EPS)

is a typically way of strategic communication for delivering messages in a clear, consistent,

and convincing way (Lucas 2019).Therefore, it is fairly demanding for learners to acquire the

related skills and further improve their performance in EPS. Speaking is also considered the

most stressful and anxiety provoking skill for foreign language learners (kralovaca &

Tirpakora, 2019). Learner’s foreign language anxiety (FLA) and intensely manifected in

situation s where they they need to speak or delivery presentations in public ( Liang &

Kelsen, 2018).

9
Effects to the student that always reciting in classroom

Consistent recitation in the classroom can enhance your understanding of the

material, boost confidence, and improve retention. It fosters active engagement and

participation, contributing to a more dynamic learning experience. However, excessive

recitation may lead to monotony or disrupt the flow of the class. Finding a balance is key for

effective learning.

Students participating in classroom

Reciting in the classroom involves actively participating by verbally responding to

questions or contributing thoughts during discussions. This practice helps reinforce learning,

improves communication skills, and fosters a more engaging educational environment. It

allows both students and teachers to assess comprehension and facilitates a collaborative

learning experience.

Students benefits of always participating in classroom

Regular recitation in the classroom offers several benefits, including:

1. **Enhanced Understanding:** Actively engaging with the material through

recitation aids in better comprehension and retention of information.

2. **Increased Confidence:** Regular participation builds confidence in expressing

thoughts and ideas, contributing to overall self-assurance.

3. **Improved Communication Skills:** Reciting helps develop effective

communication skills, as students learn to articulate their thoughts and opinions

more clearly.

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 4. **Active Learning:** It encourages a dynamic learning process by involving students

actively in discussions, promoting critical thinking and application of knowledge.

5. **Immediate Feedback:** Through recitation, students receive immediate feedback

from peers or the teacher, aiding in the correction of misconceptions and reinforcing

correct understanding.

ABSTRACT

Public speaking in senior high school, specifically in the Homo section, can have a

profound impact on students. It enhances communication skills, fosters self-confidence, and

promotes critical thinking. Additionally, it plays a crucial role in developing leadership

qualities and preparing students for future academic and professional challenges. Public

speaking in the Homo section not only aids in personal growth but also contributes to

creating a supportive and inclusive learning environment.

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 Chapter 3

Research Methodology

Introduction

This chapter present the methods and procedures the researcher used in conducting

the study. It organize under the following sub heading: Research Design, Research

Environment, Research Subject, Research Instrument, Sampling Techniques/Method, Data

Gathering Procedures, Etthical Issues

Research Design

The research design applied on the study was descriptive. Descriptive research

design are suit for this kind of study because it enable the researcher to understand the

existing conditions of it’s variables.

Research Environment

The study is conducted in grade 11 &12 GAS student homo section of Barugo

National High School . And also the study was conducted with letter of consent from the

principal of the school.

Research Subject

The subject of the study conducted in Barugo National High School student are

decided to select one section among four section of grade 11 & 12 GAS Student. Which is

the homo section with a 20 students in grade 11- Emerald & students 20 grade 12- Poseidon

in total of 40 student who participated in the research.

12
Research Instrument

The research instrument used in this study was survey questionnaire wherein it is a

set of question given to the respondent in order to gather the necessary information for the

study. Survey questionnaire also help the researcher to gather a large amount of data

effortlessly.

Sampling Techniques/Method

The Sampling Technique researcher used was Stratified sampling. This type of

probability sampling help the researcher to acquire precise conclusion by ensuring that

every subgroup is properly represented in the sample.

Data gathering procedure

To investigate the impact of public speaking in the senior high school Homo section, a

comprehensive data gathering procedure will be implemented. Initially, clear objectives will

be defined, specifying the aspects of public speaking impact under consideration. A through

literature review will be conducted to identify relevant theories and frameworks. Following

this, specific research questions will be formulated to guide the inquiry. A structured survey

or questionnaire will be designed, with careful attention to clarity and relevance to the

Homo section. Prior to full-scale implementation, the survey will undergo pilot testing on a

small sample to identify and address any issues.

Etthical issues

The researcher keeps the data it collects confidential and make sure the anonimoty

of those who participate in the study conducted, for their security and safety.

13
 Chapter 4

DATA PRESENTATION AND ANALYSIS

Introduction

This chapter contains the presentation, analysis and interpretation of data obtained

in the study.

Questioners were given to the grade 11 & 12, homo section (GAS students). A total of 40

students as respondents. After giving the consent form indicating their willigness to

precipitate in the study. These students completed their questioners.

Presentation of Demographic Data

Table 1: Presentation of Demographic Data

Sex Frequency Percentage %

Female 20 50%

Male 20 50%

Total 40 100%

Table 2: Show the frequency distribution in terms of Age.

Distribution of Respondents in terms of Age

Age bracket Frequency Percentage %

16-17 27 67.5%

18-19 13 32.5%

14
Analysis of Research Questions

1.)Do you feel nervous while speaking in front?

Yes sometimes
No others
2.) What are the good effects of always reciting in class?
Having sales confidence
hiAdds knowledge
Others
3.) Did it help a lot for you as a student?
Yes
No
Maybe
4.) What emotion do you feel when called to recite to answer?
Happy Confident
Sad Others
Nervous

5.) Does reciting in class always have a good effect?

Yes Maybe
No Others
6.) Do you study before recitation?
Yes Sometimes
No Others
Never
7.) Do you have confidence in yourself?
Yes Sometimes
No Others
Never

15
8.) Does reciting in class help to increase knowledge?
Yes Maybe
No Others
Never
9.) What are the effects of public speaking as a student?
To have self-confidence

To practice my speaking skill

Others

10.) Did you try to speak in front of the crowd?

Yes Sometimes

Never Always

16
Discussion of Findings

Research Question 1: Do you feel nervous while speaking in front?

Table 1: Shows that 29(72%) of the respondents response Yes that the most of the students

feel nervous while speaking in front, 1(2.5%) No, 10(25%) Sometimes.

Response Frequency Percentage %

Yes 29 72.5%

No 1 2.5%

Never 0 0%

Sometimes 10 25%

Others 0 0%

Research Question 2: What are the good effects of always reciting in class?

Table 2: Shows that 14(35%) of the respondents response to have self-confidence of always

reciting in class, 11(27.5%) It can adds Knowledge of always reciting in class, 15(37.5%)

Others.

Response Frequency Percentage %

Having Self- Confidence 14 35%

Adds Knowledge 11 27.5%

Others 15 37.5%

17
Research Question 3: Did it help a lot for you as a student?

Table 3: Shows that 37(92.5%) of the respondents answered Yes it help a lot to the students,

0(0%) No, 3(7.5%) say Maybe.

Response Frequency Percentage %

Yes 37 92.5%

No 0 0%

Maybe 3 7.5%

Research Question 4: What emotion do you feel when called to recite to answer?

Table 4: Shows that 4(10%) of the respondents answered Happy, the emotion that the

students feel when called to recite,3(7.5%) say Confident,0(0%) Others.

Response Frequency Percentage %

Happy 4 10%

Sad 0 0%

Nervous 33 82.5%

Confident 3 7.5%

Others 0 0%

18
Research Question 5: Does reciting in class always have a good effect?

Table 5: Shows that 27(67.5%) of the respondents response Yes, There’s a good effect to the

students of always reciting in class, 2(5%) say No, 11(27.5%) say Maybe.

Response Frequency Percentage %

Yes 27 67.5%

No 2 5%

Maybe 11 27.5%

Others 0 0%

Research Question 6: Do you study before recitation?

Table 6: Shows that 27(67.5%) of the respondents response Yes, the respondents do a study

before recitation, 13(32.5%) say No, 0(0%) say Never.

Response Frequency Percentage %

Yes 27 67.5%

No 13 32.5%

Never 0 0%

Research Question 7: Do you have confidence in yourself?

19
Table 7: Shows that 23(57.5%) of the respondents response Yes, the students have a

conference , 16(40%) say No, 1(2.5%) say Never.

Response Frequency Percentage %

Yes 23 57.5%

No 16 40%

Never 1 2.5%

Research Question 9: Does reciting in class help to increase knowledge?

Table 9: Shows that 35(87.5%) of the respondents response Yes, reciting in class it help to

increase knowledge of the students, 5(12.5%) say Maybe.

Response Frequency Percentage %

Yes 35 87.5%

No 0 0%

Never 0 0%

Maybe 5 12.5%

Others 0 0%

Research Question 9: What are the effects of public speaking as a student?

20
Table 9: Shows that 22(55%) of the respondents response to have self-confidence the effect

of public speaking to the students, 18(45%) say to practice students speaking skill .

Response Frequency Percentage %

To have Self-Confidence 22 55%

To practice my speaking skill 18 45%

Others 0 0%

Research Question 10: Did you try to speak in front of the crowd?

Table 10: Shows that 23(57.5%) of the respondents response Yes, the students tried to speak

in front of the crowd, 4(10%) say Never, 13(32.5%) say Sometimes.

Response Frequency Percentage %

Yes 23 57.5%

Never 4 10%

Sometimes 13 32.5%

Always 0 0%

Chapter 5

SUMMARY, CONCLUSIONS,AND RECOMMENDATIONS

21
 This chapter shows the summary of the findings, conclusions and recommendations

of the results obtained in the study.

Summary of Findings

The study established the following findings after classiflying and analyzing the data

gathered from the respondents.

The study conducted is to identify the impact of public speaking in senior high, homo

section. The descriptive research design are used in this study to ensure in understanding

the condition of the sample. The researcher used an stratefied sampling technique in

selecting it’s sample wherein the population is divided into two subpopulation to acquire a

much precise conclusion. Then the researcher select 10 sample in each subpopulation and

get a total sample of 40 respondent in homo section. The instrument used to attain the data

of each respondent was a survey questionnaire, it was personally administered by the

researcher. The data collected were analyzed with the use of frequently table distribution.

Conclusion

Public speaking have impact to the students towards their academic performance. It

enhances communication skills, boosts confidence, promotes critical thinking, and help

students develop the ability to express their ideas effectively.

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Dedication

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 This research work is dedicated to our God almighty, who is the author and finisher

of our faith, by grace and mercies. I also dedicate this research work to our parents who also

helped us through financial support to do this work. And to our leader and to my co-

researchers.

Acknowledgement

I would like to acknowledge and give my warmest thanks to my supervisor Mrs.

Mylene Borinaga, who made this work possible. Her guidance and advice carried me

through the stages of writing my project. I would also like to thank my commitmee members

for letting my defense be an enjoyable moment, and for your brilliant comments and

suggestions, thanks to you.

I would also like to give special thanks to my cosearchers and my family as a whole

for their continuous support and understanding when undertaking my research and writing

my project. Your prayer for me was sustained me this far.

Finally, l would like to thank God, for letting me through all the difficulties. I have

experienced your guidance day by day. I will keep on trusting you for my future.

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