CHAPTER V

RESULTS AND DISCUSSIONS

This study was conducted to determine the relationship between personality

traits in conducting oral presentation and the speaking proficiency of the students and

also to find out whether there is a relationship between the two variables.

In table 1, socio-demographic profile of the respondents are presented. In this

study, there were 40 respondents wherein 36 of them were females and the remaining

4 were males.

Table 1. Socio-demographic Profile of the Respondents

Profile of the Count Percentage

Respondents

Sex
Female 34 85%
Male 6 15%
Age
18 1 3%
19 7 18%
20 14 35%
21 11 28%
22 1 3%
23 1 3%
26 2 5%
29 3 8%
Average age 21.15 21.15
Total n 40 40

The column labeled as “count” are the numbers of respondents who participated

in this study. The column labeled as “percentage” shows the percent of the respondents’

socio-demographic profile. In this study, 85% of the respondents were females and 15%

males. Most dominant age count was 14(35%), followed by 11(28%), then 7(18%),
 18

3(8%), 2(5%), 1(3%), 1(3%) and lastly 1(3%). The average age of the respondents were

21.15.

Personality Traits of the Respondents in conducting Oral Presentation

Table 2 presents the personality traits of the respondents. In determining the

personality traits of the respondents towards conducting oral presentation, the FLCAS

or Foreign Language Classroom Anxiety Scale, a five-point Likert Scale was used by

the researcher with the scales from 1-5, wherein 5 for strongly agree, 4 for agree, 3 for

neither agree or disagree, 2 for disagree, and 1 for strongly disagree. To summarize

the scores of the respondents, the summary of FLCAS scores for the individual

respondents were also used. The scale range from extremely high to extremely low. The

least number personality trait of the respondents that scaled extremely low was 3%. For

the highest number personality trait of the respondents that scaled moderate was 55%.

Table 2. Descriptive statistics on the personality traits of the respondents

Personality Trait Count Percentage

Extremely low 1 3%
Low 10 25%
Moderate 22 55%
High 4 10%
Extremely high 3 8%
Average 2.95 2.95
Total n 40 40
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Table 3. Descriptive statistics on the speaking proficiency of the respondents

Speaking Proficiency Count Percentage

Expert user - -
Very good user - -
Good user 5 13%
Competent user 24 60%
Modest user 11 28%
Limted user - -
Extremely limited user - -
Intermittent user - -
Non-user - -
Did not attempt the test - -
Average 5.85 5.85
Total n 40 40

Table 3 presents the speaking proficiency of the respondents. The respondents

were scored with the use of IELTS speaking proficiency test band descriptors with a

rate skill level of expert user, very good user, good user, competent user, modest user,

limited user, extremely limited user, intermittent user, non-user and did not attempt the

test. All of the respondents only fall on the three categorizations which are the good

user, competent user and limited user. The respondents who get the least number in the

speaking proficiency skill level of good user and the modest user is 13% and 28% while

most of the respondents showed the highest number scores in the speaking proficiency

level which is the competent user that comprises 60% of the population.
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Table 4. Relationship between the personality traits and speaking proficiency of

the respondents.

Appendix 1. Correlation test

Description_CA BAND SCORE

T

Pearson Correlation 1 .268

Description_CAT Sig. (2-tailed) .094

N 40 40
Pearson Correlation .268 1

BAND SCORE Sig. (2-tailed) .094

N 40 40

* Correlation is significant at the 0.10 level (2-tailed).

Table 4 shows that statistically at α=0.10, the null hypothesis should be rejected

and that there is significant relationship between the respondent’s personality traits in

conducting oral presentation and their speaking proficiency (see Appendix 1). Also, the

direction of the relationship is positive which means that these variables tend to increase

together. Moreover, the magnitude or strength of their association is approximately

weak since correlation is equal to 0.268. The findings imply that it is important for the

students to deal more in conducting oral presentations to conquer their fears and to train

themselves on how to present well and to make themselves proficient enough in front

or in facing of an audience.
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CHAPTER VI
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The main objective of this study is to assess the personality traits of the

respondents in conducting oral presentation and their speaking proficiency and identify

the relationship between their personality traits in conducting oral presentation and their

speaking proficiency. This chapter provides the summary, conclusions and

recommendation based on the findings of the study.

SUMMARY

The study was conducted to determine whether there is a relationship

between the personality traits in conducting oral presentation and speaking proficiency

among Graduating AB-English Language students of Visayas State University.

In the study, the respondents were composed of 40 Graduating AB-English

Language students at the Visayas State University on the second (2nd) semester SY

2018-2019. There were thirty-four (34) female and six (6) male graduating students.

To put in action the objectives of the study, the researcher used two types of

tests. The first one was to determine the personality traits of the respondents in

conducting oral presentation which was adopted from Morita, 2000; Elliott and Chong,

2004; Wolfe, 2008; Chuang, 2010; and Vitasari, P., et al., 2010, a five-point Likert

Scale questionnaire. Second, the researcher provided a speaking proficiency test to

determine the oral skills of the respondents adopted from IELTS (International English

Language Testing System). The data gathered by the researcher were analyzed with the

use of descriptive statistics and correlation analysis as the statistical tool to analyze the

data gathered.
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FINDINGS:

1. The majority of the Graduating AB-English Language students of Visayas State

University are females and the most dominant age of the respondents are 20.

2. The Graduating AB-English Language students of Visayas State University

showed that their personality traits moderately affects their performance in oral

presentation at the percentage of 55%.

3. The Graduating AB-English Language students of Visayas State University

were competent user reaching the average of 60% in their speaking proficiency.

4. There is a significant relationship between the respondent’s personality traits in

conducting oral presentation and their speaking proficiency.

Conclusions

The results and findings of this study concluded that the relationship between

personality traits in conducting oral presentation and speaking proficiency of the

Graduating AB-English Language students have nothing to do with the respondent’s

age and sex. Though students were exposed to oral presentation, most of them were

lack of self-confidence and motivations that’s why they were afraid in delivering the

topics that were assigned to them. Personality traits in conducting oral presentation has

something to do with the speaking proficiency of the respondents.

Statistically speaking, there is significant relationship between personality traits

in conducting oral presentation and the speaking proficiency of the students. Students

who are affected by their personality traits can improve themselves by motivating

learning to have self-confidence. By doing so, students will be able to view oral

presentation in a positive way by dealing it through facing and conquering their fears

that they have. Thus, through oral presentation, students were trained on how to deal in
 23

delivering the topic effectively and it become an important component in the student’s

lives.

This study suggests that through developing the students’ skill in oral

presentation and their speaking proficiency, they will be able to produce an effective

and more knowledgeable presentation in which the input from the speakers will be

heavier and the listeners’ output will based on what the speakers trying to convey.

Recommendations

Since, the respondents have different personality traits when it comes to oral

presentation in which it would affects their speaking proficiency, this research

recommends that students should engaged more in oral presentations that will serve as

their trainings or preparations in the near future and for their career.

It is also suggested that this study in order to have a strong or valid results, the

future researcher must add numbers of respondent’s to have a better conclusion. .

Moreover, the teachers should encourage their students to engage more in oral

presentation. The teacher must help the students lessen their fears for them to be able

to present it well. Teachers must make the classroom environment stress free and

friendly so that the students will not get nervous and it will boost up their confidence

level.

The researcher also recommend that in future studies, they need to conduct the

study in which the respondents are not college level like students from secondary, and

also students outside the VSU to test if there are different results between the two.

Types of school can also be included to differentiate the way how they present an oral

presentation to prove whether the students that came from a private school is a better

presenter than a students came from a public schools or vice versa.

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Suggestions for Further Research

The following research titles or proposals will serve as an offshoots of this

present study:

1. The Impotance and Role of Oral Presentation In the Life of the Students.

2. Comparative Study On Oral Presentation Between AB-English Language

students and Non-AB-English Students of Visayas State University

3. Factors Affecting Students Presentation And Their Anxieties While Presenting

4. The Use of Oral Presentation In Improving the Speaking Proficiency Among

Students

5. The Effects of Personality traits In the Speaking Proficiency of the Students

6. . Effectiveness of Oral Presentation in improving Communication Skills among

Students