REASONS BEHIND THE STAGE FRIGHT IN SPEAKING ENGLISH

AS PERCEIVED BY SELECTED ABM STUDENTS IN

MRSCI 2018-2019

A Research Paper

Presented to

Ms. Stefane Dazo Balaraza

Mystical Rose School of Caloocan, Inc.

In Partial Fulfillment of the Requirement

For the Subject Practical Research 1

Submitted By:

Semifrania, John Angelo M.

Villarin, Kenneth Ryan I.

Sordan, Mark Jerome S.

Magos, Rhe Ann A.

Raypan, Troye T.

Sederia, April M.

Rapinan, Kym S.

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 APPROVAL SHEET

This research paper titled, REASONS BEHIND THE STAGE FRIGHT IN SPEAKING

ENGLISH AS PERCEIVED BY SELECTED ABM STUDENTS IN MRSCI 2018-2019,

prepared and submitted by Semifrania John Angelo, Villarin Kenneth, Sordan Mark

Jerome, Magos Rhe Ann, Raypan Troye, Sederia April, Rapinan Kym, has been

approved and accepted in partial fulfillment of the requirements for the subject PRACTICAL

RESEARCH 1.

BALARAZA, STEFANE D. LPT

Research paper Adviser

PANEL OF EXAMINER

Approved and accepted by the Committee on Oral Examination with a Grade of ___ on
March __, 2019.

BALARAZA, STEFANE D. LPT

Chairman

ROLANDO M. GREGORE, Ph. D. MARCELINA L. GREGORE, Ph. D.

School president Directress/Principal

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 ACKNOWLEDGEMENT

The researchers whole heartedly express their immense gratefulness and genuine

appreciation to the following persons who contributed and gave their extensive support

in the preparation of this study to make it successful.

The researchers would like to thank Dr. Marcelina L. Gregory,

Directress/Principal for her approval to conduct the research at the Mystical Rose School

of Caloocan Incorporated.

The researchers would like to thank Mr. Rackjune Traje, Mrs. Novette

Gregory and Mr. Mark Gregore the school’s admin, for supporting and approving

their research.

The researchers would like to thank Mr. Joey Manalastas for expanding their

research title and give ideas to build a good statement of the problem.

The researchers would like to thank Ms. Ruth Lerios, panel of examiners and

validator for sharing her ideas and wisdom to improve their study and to validate their

research.

Ms. Stefane D. Balaraza, our subject teacher in Practical Research 1. She

help us to understand the parts that contains the research and for supporting and

guiding us. And also for sharing her ideas in this research, she always checked our

papers if we have a problems or incorrect details to make this accurate.

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 Mr. Kenneth Villarin, for showing us his great leadership skills, for

understanding the members of his group and his encouraging words to give us the

strength to continue the study even at our downfall.

To the researchers, for giving their best in everyday while doing this

research to finish what the research have started and also for all the stress that have

encountered it is all worth it in the end.

To their Families, for their moral support, for letting the researchers go home

late and for understanding the researchers and giving guidance especially when they

need it the most.

Finally, to the Almighty God itself, we thank you lord for giving us the

strength , knowledge and wisdom in order to finish our duty as researchers, for guiding

as on the right path that we should take in order to continue a task that has been given

upon as. Lord, thank you for being there in every step that we take in this journey of

ours.

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 DEDICATION

First and Foremost, the researcher wants to dedicate this research to GOD

ALMIGHTY who gave them strength, knowledge, intelligent and wisdom in order to

finish this research paper. Next, the researcher wants to dedicate this research to their

FAMILY who gave financial support and encouraged them throughout in this study.

Also, the researchers would like to dedicate this study to the MANAGEMENT OF THE

SCHOOL for giving them the authority to conduct this study. And lastly, to their

CLASSMATES and FELLOW STUDENTS for them all the efforts, cooperation and

participation in this research paper.

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 TABLE OF CONTENTS

Title Page………………………………………………………………………………………………………i

Approval Sheet……………………………………………………………………………..………………ii

Acknowledgement……………………………………………………………………………...……….iii

Dedication…………………………………………………………………………………………..……….v

Table of Contents…………………………………………………………………………………….…..vi

Research Abstract………………………………………………………………………………………..x

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

Selection of Co-researchers…………………………………………………………..………….…xii

Statement of the Problem……………………………………………………………………….….xii

Summary of Findings…………………………………………………………………………….…….xiii

Implication…………………………………………………………………………………….…….…….xiii

CHAPTER 1: The Problem and Its Background……………………………………………1

Introduction……………………………………………………………………………………….1

Statement of the Problem……………………………………………………………………4

Assumptions………………………………………………………………………………………5

Scope and Delimitation……………………………………………………………………….5

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 Significance of the Study ………………………….……………………………………….6

Locale of the Study …………………………….…………………………………………….7

Definition of Terms…………………………………………………………………………….7

CHAPTER 2: Review of Related Literatures……………………………………………...8

Literature………………………………………………………………………………………….8

Local………………………………………………………………………………………………..8

Foreign……………………………………………………………………………………………12

Studies…………………………………………………………………………………………….16

Local……………………………………………………………………………………………….16

Foreign…………………………………………………………………………………………….21

Synthesis……………………………………………………………………………….…………23

CHAPTER 3: Methodology and Methods of Research…………………………….…27

Statement of the Problem………………………………………………………………….27

Research Design……………………………………………………………………………….28

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 Selection of Co-researchers………………………………………………………………..29

Sampling Technique…………………………………………………………………………..29

Research Instrumentation……………………………………………………………….…30

Data Collection…………………………………………………………………………………31

Treatment of Data…………………………………………………………………………….31

Validation of Instrument……………………………………………………………………32

CHAPTER 4: Report of Findings and Analysis of Data………………………….……34

Statement of the Problem…………………………………………………………….…….34

Presentation of Co-researchers…………………………………………………………...35

Researchers’ Experiences…………………………………………………………………...39

Researchers’ Reflection/Insights………………………………………………………….40

CHAPTER 5: Summary of Findings, Symbolic Representation, Implication and

Recommendations………………………………………………………………………………………44

Statement of the Problem…………………………………………………………………..44

Summary of Findings………………………………………………………………………….45

Symbolic Representation……………………………………………………………………..45

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 Implication……………………………………………………………………………………….46

Recommendations…………………………………………………………………………..…48

REFERENCES………………………………………………………………………………………………..49

APPENDICES……………………………………………………………………………………….……….52

APPENDIX A: Module: A Guide on How to Overcome Stage Fright….……….53

APPENDIX B: Letter of Principal………………………………………………………….56

APPENDIX C: Consent Form…….…………………………………………………………57

APPENDIX D: Interview Protocol ……………………………………………………….69

APPENDIX E: Validation Letter and Checklist ………………………………………70

APPENDIX F: Curriculum Vitae…………………………………………………………...77

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 RESEARCH ABSTRACT

Stage fright also called performance anxiety is a feeling of nervousness one gets

before a public speech, a recital, a dance performance, or a stage acting. It is the fear

or anxiety aroused in an individual who has to perform in front of an audience or before

a camera. There are four different parts of stage fright: Anticipation is expectation of

negative and unrealistic images of the performance. Avoidance is the desire to avoid

doing the task. Panic and anxiety are the symptoms experienced before the

presentation in front of an audience. Appraisal is the period of time after performance

when the performer looks back on how the activity was done. This research aimed to

determine the effect of stage fright in academic performance of Grade 11 ABM

students. This is essential to those people who are experiencing stage fright in English.

This research will provide information if the stage fright can really affect their academic

performance inside the school premises. The data were obtained from different sources

such as websites and books. Other data were gathered from interviewees consisting

students. Therefore, stage fright is seriously affect the academic performance of Grade

11 ABM Students in Mystical Rose School of Caloocan Inc.

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 RESEARCH DESIGN

The researchers used qualitative and exploratory method. As cited by Ashley

Crossman, (2019) Qualitative research is a type of social science research that

collects and works with non-numerical data and that seeks to interpret meaning from

these data that help us understand social life through the study of targeted populations

or places. People often frame it in opposition to quantitative research, which uses

numerical data to identify large-scale trends and employs statistical operations to

determine causal and correlative relationships between variables.

According to John Dudovskiy Exploratory research, as the name implies,

intends merely to explore the research questions and does not intend to offer final and

conclusive solutions to existing problems.

Conducted in order to determine the nature of the problem, exploratory

research is not intended to provide conclusive evidence, but helps us to have a better

understanding of the problem. When conducting exploratory research, the researchers

ought to be willing to change his/her direction as a result of revelation of new data and

new insights. This type of research is usually conducted to study a problem that has not

been clearly defined yet.

It has been noted that exploratory research is the initial research, which forms

the basis of more conclusive research. It can even help in determining the research

design, sampling methodology and data collection method. Exploratory research tends

to tackle new problems on which little or no previous research has been done.

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Unstructured interviews are the most popular primary data collection method with

exploratory studies.

SELECTION OF CO-RESEARCHERS

According to The SAGE Encyclopedia of Qualitative Research Method (2019) co-

researchers refers to a participatory method of research that situates participants as

joint contributors and investigators to the findings of a research project. The co-

researchers should be Grade 11 ABM Senior High School students in Mystical Rose

School of Caloocan Inc. There are four (4) selected senior high school students

experiencing stage fright that are said to be the participants of this study that came

from different sections under the ABM students.

STATEMENT OF THE PROBLEM

This study is conducted to know the reason behind the stage fright in speaking

English as perceived by selected Grade 11 ABM students in MRSCI A.Y. 2018-2019.

Specially, the researchers seek to answer the following questions:

1. What is the profile of the participants as to:

1.1 Activities they like to do

1.2 Weakness subject

1.3 Favorite subject

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 2. What are the reasons behind the stage fright of the participants in speaking

English?

3. What are the difficulties encountered by the participants in speaking English?

4. How may the findings be utilized in crafting a guide to enhance students

speaking skill?

Summary of Findings

Students experiencing the stage fright of speaking in front despite of their

circumstances. Some student continue to speak even they have a fright according to

them, they try their best to speak in front using English language even they have a lack

of confidence in themselves. Students are hard worker they try to accomplish they try

to work for it. Even though they are not fluent in English and they are not good. They

try their best to show that they can. Students have the ability to fight their fear while

speaking in front to overcome it, even if they have lack of confidence they try their best

to fight the fear.

Implications

The following conclusions are based in the summary:

The more you talk the more mistakes but the more you speak the more you

educate so speak tends to be used for one-sided communications whereas talk implies

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a conversation or discussion between two or more people speak is a little more formal

than talk, and is often used in polite requests. So, we learned in every mistakes that we

commit.

Try and try until you performed it very well, boost your confidence and remove

you consciousness to be a great speaker because this is the one way to practice and

enhance your skills in speaking English grammar.

Speaking in front using English Language are hard to do because there are many

people sometimes judging on what they do. Nowadays people are easily judge with

others especially in speaking in front, sometimes jugdement is the way of someones

success.

Speaking in front using English Language is a good start to remove your nervous

and to enhance your speaking skills. Speaking in front using English Language is the

way to practice your speaking skills and sooner or later your fear will fade.

Having fear to speak in front is natural even some performers experiencing it

because some people are not easily overcome their fear. Each one of us have a fear,

sometimes you need to face it and give your best to overcome it.

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