1

Chapter I

THE PROBLEM AND ITS SETTINGS

Introduction

Speaking anxiety is defined as a state of uneasiness and apprehension of

fear caused by the anticipation of something threatening and anxiety disorders

are among the most common mental disorders encountered by public speakers.

People who feel anxiety while speaking in public generally tend to avoid

situations where they have to perform, but when they encounter such situations,

they suffer intense distress and anxiety (Melton, 2012).

Several anxiety-reduction methods have been attempted in the public

speaking classroom. These range from the typical model speech and videotaping

of speeches to the use of interpersonal exercises designed to create a more

comfortable learning environment for the anxious speaker (Neer, 2011).

Most people are not born public speakers; they are trained to become

one. When they find themselves in situations where they become the focus of

attention as they have to address an audience, they experience emotions like

fear and anxiety, leading to nausea and excessive sweating. Most of them try to

avoid situations where they have to perform or speak in public, but when

avoidable, such situations are endured by distress. According to Lucas

(2011),“Many people who converse easily in all kinds of everyday situations

become frightened at the idea of standing up before a group to make a speech”.

 2

Such people need to realize that they are not the only ones who may be going

through these emotions; in fact, almost every speaker feels the same. It is

important that people consciously realize the fact that there are more nervous

speakers in the world that those who are not.

With the facts presented, the researchers feel the importance to determine

the speaking anxiety of the first year education students of Ramon Magsaysay

Memorial Colleges and it will be the basis of proposed intervention program.

Good public speaking skills are important in every area of your life. In

short, being a good speaker can enhance your reputation, boost your self-

confidence, and open up countless opportunities.

Now a days, the Department of Education (DepEd) needs and demands

for a good educator to work with the public schools and give quality education to

students. Hence, to compete with others, the third year student under of RMMC-

MI have to decrease this kind of anxiety and increase the level of their confident

to succeed in their line of chosen course. Also, the researcher wants to explore

the intervention programs as guide to become a future educator. Thus, the

following research question will be looked into.

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Statement of the Problem

This study aims to determine the speaking anxiety of the third year

education students in Ramon Magsaysay Memorial Colleges-MI and will be the

basis of an intervention plan.

Specifically, it will seek answers to the following questions:

1. What are the causes of speaking anxiety of the third year students in

Ramon Magsaysay Memorial College-MI in terms of:

1.1 Communication Apprehension;

1.2 Fear of Negative Evaluation; and

1.3 Low of Self-Confidence?

2. Based on the findings, what intervention program can be proposed?

Significance of the Study

The results of the study could be a source of information to the School

Administrator, Faculty and Staff, Students and Future Researcher on determining

the speaking anxiety of the third year education students and will serve as basis

for intervention programs.

To the School Administrators. It an avenue for them to identify what are

the speaking anxiety of Education students. Also, they can plan activities to

improve the speaking ability of the whole students. They will implement programs

and send their instructor to seminars for higher level of teaching pedagogy

focusing on speaking anxieties.

 4

To the Teachers. It may provide them an idea on what programs and

plans they can implement. They can create competitions related and can

enhance the speaking abilities of the students. It will give also an idea on what

teaching aspects should be improved to lessen the speaking anxiety of the

students.

To the Students. It may help them in the assessment on their abilities in

speaking. Also, it can suggest how to avoid and encounter speaking anxieties.

To the Researchers. It will give them enlightenment that speaking anxiety

should be conquered and by these they will come up with an intervention

program signed by the college program director and teachers. It will encourage

them that speaking anxieties are just part of learning and should be enhanced

through proper training.

To the Future Researchers. The result of the study may be made a basis

and reference for related study in formulating necessary actions to improve the

anxieties of the students in speaking. It will give them ideas on their related

research focusing speaking anxiety. Also, it will give them an avenue to improve

their speaking anxiety.

 5

Scope and Delimitation of the study

This study will be delimited on the causes speaking anxiety among the

third year education students of RMMC-MI.

One type of questionnaire will be made by the researchers emphasizing

the speaking anxieties of the third year students and make an intervention

program.

The study will be conducted during the month of July to October 2019.

The respondents of the study are the third year students of Ramon Magsaysay

Memorial College-MI who are currently enrolled in the school year 2019-2020.
 6

Conceptual Framework

Figure 1 shows the students’ speaking anxiety and through the use of

instruments it will be determine what are the speaking anxieties of the student.

The output is the making of intervention programs. Identifying speaking anxiety of

the students is one of the best ways to improve the speaking ability of the

students. Intervention programs will help especially for teachers that can plan on

the activities and steps to be done.

Causes of Speaking Anxiety

among first year students

1.1 Communication Apprehension

1.2 Fear of Negative Evaluation

1.3 Low of Self-Confidence

Basis for intervention program

Figure 1. Conceptual Framework

 7

Theoretical Framework

Traditionally, there were three components of foreign language anxiety

identified by (Horwitz, Horwitz, and Cope, 2001). Horwitz et al. argued that there

were three related performance anxieties: the first one was called communication

apprehension; the second was students' fear of negative evaluation; while the

third was low of self-confidence. These three authors defined communication

apprehension as ''a type of shyness characterized by fear of or anxiety about

communicating with people''. As a matter of fact, communication apprehension

played a major role in foreign language anxiety. Individuals who have this feeling

of communication apprehension usually do not communicate freely in the target

language especially in front of their peers due to their limited knowledge (Al

Ansari, 2015).

The second component of FLA, according to Horwitz et al. (1986), was the

students' fear of negative evaluation. Those students always have a fear of losing

face in front of their teacher or their peers. For this reason, they do not usually

participate in class discussions as they ''do not consider language errors as a

natural part of the learning process, but as a threat to their image '' (Al Ansari,

2015).

Fear of negative evaluation and social anxiety represent a part of

neuroticism, the basic dimension of personality which represents the degree of

reactivity to potentially threatening stimuli with frequent feelings of stress

(Smederevac, Mitrović, and Čolović, 2010).

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Definition of Terms

For clarity and better understanding, terms used are hereby defined

operationally in relation to the problem of the study:

Speaking anxiety. It refers to the feeling of fear and nervousness of the

students in speaking. Also, it refers to the students fear in delivering his/her

speech during oral presentations.

Intervention program. It refers to program proposed by the researcher to

suggest in fighting stage and oral presentation anxiety. Also a proposed program

that will be made based on the results of the study.

Third year education students. It refers to the students enrolled in

RMMC-MI in the year of 2019-2020 that will be used as the respondent of the

study.

RMMC-MI. It refers to the locale of the study which can be located at

Koronadal City.
 9

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies that bears

significance to this present study.

Related Literature

Speaking Anxiety of the students

Anxiety has been found the alarming factor causing debilitating effects on

foreign language learning process. Moreover, researchers describe anxiety as

one of the most prevalent phenomena which obstructs the language learning

outcomes as “anxiety may affect the quality of an individual’s communication or

willingness to communicate,” (Young, 2011).

According to Leary (2013) utilized different terms to refer to

communication apprehension (CA). It has been perceived as reticence, shyness

or social anxiety. Anxiety occurs when a person wishes to make a particular

impression on the audience but he or she lacks self-confidence on his or her own

capabilities. In fact the person might be lacking L2 lexicon, poor pronunciation

skills or grammar.

In addition, McCroskey (2015) revealed that there is a direct link between lack of

confidence in one’s skills and reluctance to be involved in interaction with other

people as it will directly exposes a person to be evaluated by other people. Thus,

anxious learners will underestimate their own abilities although they possess
 10

sufficient knowledge they may be unable to speak well because of their own

belief that they are incapable of handling it. This anxiety will cause failure to

communicate which in turn will create greater level of anxiety. Moreover,

McCroskey (2015) has noted that even a person who is generally successful and

has a reputable position in a given group is affected by CA as he or she fears

performing very badly and spoiling his or her public image.

According to Aydin (2016) the degree of CA as a source of anxiety is

based on EFL learners’ levels of proficiency. That is to say, CA may be a main

source of anxiety for EFL low proficiency learners while it is not a main source of

anxiety for high proficiency learners. Moreover, learners who are affected by CA

will feel more comfortable if they are in a larger group as a larger number of

learners involved in an interaction make it possible for anxious learners stay

unnoticed at the back of the classroom. Besides, such learners have the

inclination to evade interaction and if they are required to give a speech they will

opt for short answers using lots of gestures and their speech normally has lots of

false starts and hesitation (Philips, 2009). To lessen EFL students’ CA, the focus

should be on promoting students’ level of willingness to communicate (Akdemir,

2016b). Also, Akdemir (2016a) referred that listening is an important component

in the communication that should be taken into consideration in measuring

students’ willingness to communicate in order to alleviate their CA. Therefore, to

deeply diagnose the EFL/ESL students’ level of CA, he created his new scale

called (WTL) in which he focused on listening as a part of communication.

 11

The learning effect is closely related to L2 acquirers’ personality

factors. Self-confidence is the most significant personality factors. In this case,

increased success is reported among those who possess strong self-confidence

and positive personal image (Du, 2009). Being adventurous, courage to converse

in a foreign language and gaining more are evident among those who possess

enough self-confidence. On the other hand, those who lack self-confidence will

lose out on practicing their target language as they would be afraid of making

mistakes and feeling humiliated (Leong and Ahmadi, 2017).

Organizational literature has examined the role of self confidence in supporting

leadership ability in formal management roles. It has been found that good

managers tend to have leadership ability as a consequence of strong self

efficacy(Beeftink, Van Eerde, Rutte, and Bertrand, 2012; Schyns and Sczesny,

2010.

A language learner who considers him or her-self inadequate and limited

in the target language will negatively affect the person’s self-confidence.

Conversely, oral performance has a positive relationship with self-confidence

(Zhang, 2011). In addition, handling of target language task may be approached

by those who are highly anxious leaders in a different manner (Fallah, 2014). A

study has shown that there is a negative relationship between oral performance

and anxiety among Korean learners, and a positive relationship between oral

performance and self-confidence (Park and Lee, 2005).

 12

The fear of negative evaluation (FNE) is considered to be a hallmark of

social society. Cognitive theories posit that this fear may result from biased

information processing, particularly when participating a fearful event (Clark and

McManus 2012)

Furthermore, based on Liu (2006) students experience different levels

of speaking anxiety according to their academic level. This is to say that English

beginners level students experience higher level of speaking anxiety than English

advanced level students do. Consequently, students experience speaking

anxiety due to their low proficiency in English and/or their fear of learning foreign

language.

Moreover, Gregerse and Horwitz (2002) found that perfectionism might play a

key role in the emergence of anxiety. In their study, they concluded that there is a

difference between anxious and non-anxious perception with respect to the goal

of the oral task. The anxious learners tried to avoid mistakes and the non-

anxious continued to talk even if they made mistakes. Here, it can be argued that

the anxiety that emerges because of perfectionism is an example of trait anxiety.

Students who are usually highly anxious about language learning often are

hesitant to take risks.

Also, it is believed that anxiety has been a painful experience for some

learners in the process of learning foreign languages. Previously it was believed

that language anxiety appears as a result of other types of anxiety such as test

anxiety, trait anxiety or oral communication anxiety (Scovel, 2001).

 13

In addition, Dalkilic (2001) attributed conspicuousness as one of the

leading causes of foreign language speaking classroom anxiety. The term

conspicuousness as the preference of most of the learners not to be the focus of

attention when they feel themselves less proficient at speaking. The feeling of

conspicuousness is heightened when the learners are anxious of making error.

Moreover, for anxiety concerning English speaking, in their research,

Yaikhong-Usah (2004) affirmed that the communication anxiety of the Basic

Signal Officers in the English classroom at the Signal School was caused by the

inadequate chance for students to contribute in classroom communication, lack

of confidence when communicating English in the classroom, and also by

affective factors like interpersonal evaluation, classroom activities and methods,

as well as self-esteem.

In relation to the above, anxiety is generally known as “an emotion

basedon the appraisal of threat, an appraisal which entails symbolic, anticipatory,

and uncertain elements. These characteristics, broadly conceived, mean that

anxiety results when cognitive systems no longer enable a person to relate

meaningfully to the world about him”. When anxiety strikes, the anxious person

might not be able to think properly or cannot make much sense of what he or she

is doing or saying at that particular time, hence resulting in the person not

behaving in the way he or she should behave. If this situation takes place, it

could cause an embarrassment to the anxious person (Lazarus, 2002).

In addition, issues concerning anxiety in language learning have been

widely discussed for more than fifty years and still the definition was the same
 14

that Anxiety is defined as the subjective feeling of tension, apprehension,

nervousness, and worry associated with an arousal of the autonomic nervous

system (Spielberger, 2003).

According to Na (2007) states that FL anxiety makes students become

discouraged and they lose confidence in their potential to learn the foreign

language (FL). Hence, they avoid participating in classroom language activities

and it leads to giving up learning foreign language.

However, according to Spolsky (2009), “the learner’s metacognitive

awareness of his/her inability to speak fluently and understand the full message

given in the FL may lead him/her to despair, hesitation, rejection of any

communication activity.”

Anxiety generally could be identified through “such signs as pacing around

the room, inability to sit in a chair for any length of time, chain smoking and

inability torelax. When a person becomes nervous, the anxiety reactions could

give good or bad effects to the anxious person. If the reactions are obvious, they

can appear in the form of restlessness, tenseness of posture, increased rate of

speech and general distractibility. These reactions may not only occur during

public speaking, but they could also happen in everyday conversations between

people (Gaudry, 2011).

According to Horwitz (2001) mentions that anxiety has been found to

interfere with many types of learning and has been one of the most highly

examined variables in all of psychology and education”. The research in this area

started in the mid-1960s but the results have been fairly inconsistent (Horwitz,
 15

2001). Von Worde (2003) on the other hand states that previous research has

consistently found that anxiety can impede foreign or second language

production and achievement. In the face of these contradictory results, this study

tries to find the answer as to whether anxiety affects second language learning or

not, in the area of speaking particularly.

In addition, according to Cheng (2009) apart from general foreign

language classroom anxiety, many learners are highly anxious with respect to

participation in speaking activities. Indeed, it is often suggested that speaking is

the most “anxiety-provoking aspect in a second language learning situation.

Moreover, an examination of sources of foreign language speaking

anxiety showed a correlation between a) anxiety and fear of negative evaluation,

and b) anxiety and perception of low ability in relation to peers and native

speaker. Teachers should find ways to support students with fear of negative

evaluation, which may involve providing these students with positive

reinforcement, such as positive comments. In relation to learners’ perception of

low ability, teachers should make interventions in the classroom environment and

practices and create a “sense of community in the classroom”, so that students

do not perceive it a competitive, while pair and group work can be incorporated

(Kitano, 2011).

Professionals are expected to regularly keep on improving their

communication skills. Verderber, Sellnow and Verderber (2011) state, “Public

speaking, a sustained formal presentation by a speaker to an audience, is simply

one form of human communication. So learning to be an effective public

 16

speaker will help you to be more effective in other communication settings

as well”. A change in their confidence, speaking style, intonation pattern and

the rest can result in a positive change in their professionalism and

personality. As per the viewpoint of health care professionals, Tacheva (2013)

asserts that “The verbal register, intonation, articulation, pronunciation, tone,

rhythm, dialect define the character of the communicative impact as positive or

negative depending on whether they facilitate or hinder the achievement of

communicative Vol. 4 No. 1 (June 2017) 95Anxiety Level in Students of Public

Speaking purposes”. People can overcome this problem by practicing in small

groups of peers and then moving on to larger audiences. Many people are shy

or afraid of speaking in front of their peers or familiar people and this can be

overcome by practicing in front of unfamiliar audiences. This will increase their

confidence and help them reduce their anxiety level.

Trait anxiety refers to a stable predisposition to become nervous in a wide

range of situations. General predisposition to experience anxiety in a wide range

of situations is seen as a personal characteristic of an individual and is

considered one of the primary traits of human personality. People with a high

level of trait anxiety are generally nervous people; they lack emotional stability.

These individuals are more likely to experience state anxiety elevation in a large

number of situations than low- trait anxiety individuals Therefore, not all

individuals who have high state anxiety have high trait anxiety, but those who

have high trait anxiety are more likely to experience state anxiety (Dornyei,

2005).
 17

Jones (2004) suggests that anxiety becomes facilitating when learners

view language learning as a challenge to overcome hurdles. He perceives this

type of anxiety as something that helps to overcome obstacles in order to get the

job done. Thus, it also enables learners to push themselves further to get their

homework or assignment done. The facilitating effects can also be motivating to

the learners, depending on them attitudes and perceptions (Ohata, 2005a). Thus,

the advantage here is that the learnerswould feel the need to achieve their target

in order to be successful second language learners.

Moreover, Bunrueng (2008) investigated levels of anxiety and factors

affecting anxiety in taking English for Communication course at LoeiRajabhat

University. The findings concerned seven aspects: (1) English for

Communication subject; (2) speaking anxiety; (3) listening anxiety; (4) reading

anxiety; (5) writing anxiety; (6) teaching-learning activity anxiety, and (7) teaching

media and evaluation anxiety. Of these, speaking anxiety was rated at a high

level, whereas the others were rated medium. Specifically, it was found that

students felt most anxious to speak English in an English class without

preparation, did not brave to volunteer to answer questions, felt troubled when

asked by the teacher, worried about the use of grammar, were embarrassed

when they made mistakes, lost confidence in speaking, and were shy when

speaking English with friends. When students’ anxiety levels were compared

based on their majors, the English major students and the Business English

major students were found to have anxiety at a moderate level.

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Related Studies

A study conducted by Ahmed et.al (2017) entitled Exploring the Causes of

English Language Speaking Anxiety among Postgraduate Students of University

of Balochistan, Pakistan stated that students at tertiary level experience foreign

language classroom anxiety due to foreign language speaking classroom

activities. Furthermore, the findings of the first research question revealed that

the majority of the postgraduate students of University of Balochistan attribute

most of their foreign language speaking anxiety to inter-language meaning

system.

In addition, Timina (2015) revealed that that the majority of the Taiwanese

university first year students were reluctant to speak English loudly due to the

fear of not getting or misunderstanding the teachers’ queries or tasks. The

findings reported that the students also complained that English language

teachers speak too fast and use many difficult words. These factors are likely to

cause anxiety among foreign language learners.

Moreover, according to Neer (2011), on his study about Classroom

Interventions for Reducing Public Speaking Anxiety, he reveals that the

interventions provide potentially useful information on ways to structure the initial

public speaking assignment to reduce the anxiety level of beginning speakers,

including both low and high CA students. Anxiety is reduced when the instructor

does not grade the first speech and high CA's deliver the speech to only half the

class.
 19

According to Kermaida (2009), on her study about Helping Students

Overcome Foreign Language Speaking Anxiety in the English Classroom:

Theoretical Issues and Practical Recommendations, she find out that The

effectiveness of the interventions was assessed on the basis of a) students’

willingness to participate in speaking tasks, and b) language performance in

speaking activities at the end of the school term. Willingness to engage in

speaking activities is considered important, because unless students have ample

opportunities to practice oral fluency and accuracy skills, they will not develop

these skills. To measure willingness, a classroom diary was kept in which these

students’ willingness to participate in speaking tasks was recorded. Research

findings provided strong evidence that at the end of the school term these

anxious students were significantly more willing to participate in speaking

activities. Apart from being willing to participate, these students did not avoid eye

contact with the teacher, as they did at the beginning of the school term.

Another study given by Alico (2014) on Exploring English Language

Anxiety: The Case of Pre-University Students from Minority Tribes that

participants’ English anxiety, which is composed of four constructs, namely,

communication apprehension, test anxiety, fear of negative evaluation, and

classroom anxiety. Also, Participants also have high anxiety in other indicators

which are under the three dimensions of English language anxiety, namely,

communication apprehension, fear of negative evaluation, and test anxiety.

Hence, their anxiety is holistic and manifests itself even in common and salient
 20

activities in the English classroom that are relevant to assess their skill in using

the language.

Moreover, a study of Lababidi (2015) about Language Anxiety: A Case

Study of the Perceptions and Experiences of Teachers and Students of English

as a Foreign Language in a Higher Education Institution in the United Arab

Emirates reveals that Being able to communicate effectively in English has

emerged as a de facto measure for achieving success in the world of global

economy. The students are a homogenous blend of participants who share a

similar background in terms of culture, traditions, and language. Most of these

students face a tremendous amount of linguistic difficulties upon entry to HEIs.

They are usually not quite equipped to meet with the challenges and demands of

the under graduate studies due to their poor language skills and the fact that all

Undergraduate subjects are taught in English. The disjunction between

pedagogies in secondary schools and HEI set the ground for a number of

challenges that students must overcome in order to secure entry into the major of

their choice. Based on this realization, I set out to investigate Emirati students’

experience of learning English and to examine the phenomenon of language

anxiety severity and scope from different angles taking into account the students’

belief system, the current classroom environment and the role that teachers play

in EFL classrooms.

However, a study of the (2017) on How to Cope with Foreign Language

Speaking Anxiety Effectively: The Case of University Students in China reveals

that a comparatively high level of FLSA among Chinese university students,

 21

which is a very important reason for their less-than-satisfactory EFL learning

achievements. Therefore, it is of significance to investigate strategies that can

help reduce their FLSA. However, most of them have seldom thought about how

to reduce anxiety and many of the teachers are not equipped with awareness or

understanding of FLSA and its coping strategies. A possible reason is that FLSA

has not been much studied or discussed and has not attracted much attention

from EFL teachers and learners alike in China.

In addition, a study of Yaikhong, et. al. (2012) entitled A Measure of EFL

Public Speaking Class Anxiety: Scale Development and Preliminary Validation

and Reliabilityreveals that a PSCAS was developed based on critical appraisals

of widely used existing foreign language classroom anxiety scales. The items of

a PSCAS were adopted and adapted with minor wording changes and then were

validated. A PSCAS yielded a respectable preliminary internal consistency at .84

after being piloted with 76 participants and it demonstrated a construct

composition around the speaking component in a public speaking class setting.

Thus, a PSCAS could be a potentially useful measure to help indicate EFL public

speaking anxiety levels in EFL public speaking class.

Therefore, Liu and Jackson (2008) surveyed 547 Year-1 non-English

majors in China and found that: 1) most of them were willing to have

interpersonal talks in English but not in class; 2) over one third of them

demonstrated FLA in their English class; 3) their unwillingness to communicate

(UTC) and their FLA significantly positively correlated with each other; and 4)
 22

their UTC and FLA both negatively correlated with their self-perceived English

proficiency.

In conclusion, anxiety is directly linked to specific situations and it affects

learners irrespective of the time and place. This means that it may be temporary

or permanent in nature. There are different types and levels of anxiety which can

affect a learner’s behavior differently. Thus, further research on the nature and

effect of anxiety will enable some insights into the specific factors which can

determine development of anxiety.

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Chapter III

METHODOLOGY

This chapter discuss on the research design, research instrument, data gathering

procedure and statistical treatment used in the study.

Research Design

This study will use Research and Development design to determine the

causes of speaking anxiety of first year students of Ramon Magsaysay Memorial

College-MI and will be the basis of an intervention program. Research and

Development alludes to the work to conducts for the development, presentation

and enhancement of techniques. It is a progression of insightful exercise to

enhance existing systems or to prompt the advancement of strategies (Sahid,

2019).

Locale of the Study

The study will be conducted at Ramon Magsaysay Memorial Colleges-

Marbel Incorporated located at Purok Waling-Waling, Arellano Street, Brgy. Zone

II ,Koronadal City.
 24

Respondents and Sampling Technique

The respondents of this study were the One Hundred (100) among

One Hundred Fifty-Eight (158) third year education students who are officially

enrolled in Ramon Magsaysay Memorial Colleges- Marbel Inc. in the school year

2019-2020.

Research Instruments

To measure speaking anxiety of the students, researchers-made

questionnaires with 30 items using a Likert scale of Five (5) which means

Always, Four (4) -Often, Three (3)-Sometimes, Two (2)-Seldom and One (1)-

Rarely. The instrument will be checked and validated by the three (3) experts and

professional to ensure its validity and appropriateness.

Data Gathering Procedure

The researchers sought permission to conduct the study. The

researchers will write a formal letter to the School Administrator, and to be

approved to allow the researchers to conduct the study to the target respondents.

The researchers will explain the objective of the study and distribute the

questionnaires that will be answered. The answers of the respondents will be

recorded and tallied. The answers will be the basis of the data and interpreted

with utmost confidentiality.

 25

Distribution of the Questionnaires. The researchers will personally

distribute the questionnaires to the third year students of Ramon Magsaysay

Memorial Colleges Marbel Incorporated upon the principal’s approval.

Retrieval of the Questionnaires. The researchers will personally collect

the survey questionnaires given to the respondents as they are done answering

it.

Collection and Tallying of Data. The retrieved data questionnaires will

be collected, tallied, and statistically treated and will be interpreted based in the

studies objective.

Statistical Treatment

To determine the speaking anxiety of the third year students, weighted

mean and percentage will be used.

 26

APPENDIX A
Survey Questionnaire

Republic of the Philippines

RAMON MAGSAYSAY MEMORIAL COLLEGES-MI
Purok Waling-Waling Arellano St.
City Of Koronadal

QUESTIONNAIRE ON THE SPEAKING ANXIETY OF THE STUDENTS

NAME (Optional): ___________________ Course:______________

The statements below will determine your speaking anxiety. Put a check mark (/)
in the box that corresponds your answer according to the following scale.

SCALE DESCRIPTION
5 Always
4 Often
3 Sometimes
2 Seldom
1 Rarely

Causes of Speaking Anxiety 5 4 3 2 1

Communication Apprehension

1. I have a traumatic experience of being embarrassed from my

teacher before inside the classroom.
 27

2. I can feel my heart pounding when I am going to be called

during recitation.

3. I become anxious when I get stuck in speaking my ideas

spontaneously and fluently.

4. I get frightened when I don’t understand what the teacher is

saying in especially deeperEnglish.

5. I am nervous if I have to speak about unfamiliar topics.

6. I am tense and nervous in participating the group

discussions.

7. I do not mind thinking aloud, but I feel very uncomfortable when

I have to share my ideas with my classmates.

8. I feel frightened to speak when my teacher is intimidating.

9. I am afraid to talk inside the classroom because of my new

classmates and environment.

10. Engaging in a group discussion with new people makes me

scared and timid.

Fear of Negative Evaluation

1. I get nervous when the teacher asks questions which I haven’t

prepared in advance

2. I am afraid of making mistakes in during classes because my

classmates are judgmental.
 28

3. I am worried about the consequences of failing in speaking in

English in front of whole class.

4. I am afraid that others will look down on me if I make mistakes

in pronunciation when speaking.

5. I am scared of negative comments from my teacher and

classmates.

6. I am scared of rejection.

7. I feel embarrassed to speak because I think I have poor

pronunciation and intonation.

8. I am not proficient in vocabulary structure and speaking fluency

9. I feel afraid to express my opinion in front of my classmate.

10. I feel afraid that the other students will laugh at me when I speak
in the class.

Low of self-Confidence

1. I don’t feel confident to speak in front of classes.

2. I feel very self conscious about speaking English in front of

other students

3. I am not confident with my abilities to speak in front of other

people.
 29

4. I keep on comparing myself to others.

5. I know all the words I need but still I fail to express myself
easily due to nervousness.

6. I remain silent in class because I’m shy to speak in front of

my classmates.

7. I don’t believe in my capabilities in terms of speaking in

public.

8. I am not confident with my voice and body expression in

terms of speaking.

9. I don’t feel motivated with the people surrounding me.

10. I am scared to speak because my classmate will bully me.

 30

APPENDIX B

Request Letter for Registrar

RHEA P. SALAZAR
School Registrar
Ramon Magsaysay Memorial Colleges-Marbel, Inc.
Prk. Waling-Waling, Arellano Street,
Koronadal City, South Cotabato

Dear Maam Salazar,

We, Christine Joy A. Magbanua and Lerma S. Bisagar, currently taking up

Bachelor of Secondary Education Major in English at Ramon Magsaysay
Memorial Colleges-Marbel, Incorporated will be conducting our research study
entitled “Causes of Speaking Anxiety Among First year Students of Ramon
Magsaysay Memorial Colleges-Marbel Incorporated: Basis for Intervention
Program” under the advisory of Albert P. Balongoy, PhD.

In line with this, we would like to ask for acquisition of records for official number
of enrolled third year students of Ramon Magsaysay Memorial Colleges-Marbel,
Incorporated in S.Y. 2019-2020.

The data that will be acquired from your good office will be of huge help in
determining the sampling process and to the procedure of gathering data for our
research.
God bless and more power.

Respectfully yours,

LERMA S. BISAGAR
Researcher

CHRISTINE JOY A. MAGBANUA

Researcher

Noted by:

ALBERT P. BALONGOY, Ph.D

Adviser
 31

APPENDIX C

Letter for Validation

Republic of the Philippines

RAMON MAGSAYSAY MEMORIAL COLLEGES – MI
Purok Waling-Waling Arellano Street, Brgy. Zone II
City of Koronadal

Date: __________________

VICENTE C. GARCES JR., Ed. D.

Sir;

Greetings of Love and Peace!

The undersigned presently conducting a research thesis

“Causes of speaking anxiety among first year students of RMMC-MI: Basis
for Intervention Program.”
With your expertise, we are humbly, asking you to validate the attached self-
made and modified questionnaire, for the study using the attached rating tool.
We are looking forward that this request would merit your positive response.
Thank you very much and more power!!!

Respectfully yours,

CHRISTINE JOY A. MAGBANUA LERMA S. BISAGAR

Researcher Researcher

Noted by:

ALBERT P. BALONGOY, Ph.D

Thesis Adviser
 32

APPENDIX C

Letter for Validation

Republic of the Philippines

RAMON MAGSAYSAY MEMORIAL COLLEGES – MI
Purok Waling-Waling Arellano Street, Brgy. Zone II
City of Koronadal

Date: _______________

CHRISTINE JOY ILLUSTRY, MAEd.

Ma’am;

Greetings of Love and Peace!

The undersigned presently conducting a research thesis

“Causes of speaking anxiety among first year students of RMMC-MI: Basis
for Intervention Program.”
With your expertise, we are humbly, asking you to validate the attached self-
made and modified questionnaire, for the study using the attached rating tool.
We are looking forward that this request would merit your positive response.
Thank you very much and more power!!!

Respectfully yours,

CHRISTINE JOY A. MAGBANUA LERMA S. BISAGAR

Researcher Researcher

Noted by:

ALBERT P. BALONGOY, Ph.D

Thesis Adviser
 33

APPENDIX C

Letter for Validation

Republic of the Philippines

RAMON MAGSAYSAY MEMORIAL COLLEGES – MI
Purok Waling-Waling Arellano Street, Brgy. Zone II
City of Koronadal

Date: _______________

MARK GIL P. LABRADOR MST.

Ma’am;

Greetings of Love and Peace!

The undersigned presently conducting a research thesis

“Causes of speaking anxiety among first year students of RMMC-MI:Basis
for Intervention Program.”
With your expertise, we are humbly, asking you to validate the attached self-
made and modified questionnaire, for the study using the attached rating tool.
We are looking forward that this request would merit your positive response.
Thank you very much and more power!!!

Respectfully yours,

CHRISTINE JOY A. MAGBANUA LERMA S. BISAGAR

Researcher Researcher

Noted by:

ALBERT P. BALONGOY, Ph.D

Thesis Adviser
 34

APPENDIX D

Validation Sheet

Republic of the Philippines

RAMON MAGSAYSAY MEMORIAL COLLEGES–MI
Purok Waling-Waling Arellano St.
City of Koronadal

Proposed title of the thesis: “Causes of Speaking Anxiety among first year
students of RMMC-MI: Basis for Intervention Program.”

Direction: This tool asks for you evaluation of the questionnaire to be used in the
data gathering for the investigation stated above, to establish its validity. You are
requested to give honest assessment using the criteria stated below; please
check (√) only one from the selection.

Scale Description Interpretation

The questionnaire is very
highly valid and can provide
5 Very Highly Valid unbiased data for the
investigation, allowing 0-5%
error.
The questionnaire is highly
valid and can provide
4 Highly Valid unbiased data for the
investigation, allowing 6-
10% error.
The questionnaire is
moderately valid and can
3 Moderately Valid provide unbiased data for
the investigation, allowing
11-15% error.
The questionnaire is less
valid and can provide
2 Less Valid unbiased data for the
investigation, allowing 16-
20% error.
The questionnaire is not
valid and can provide
1 Not Valid At All unbiased data for the
investigation, allowing 21-
25% error.
 35

APPENDIX D

Validation Sheet

Validator’s Questionnaire Assessment

Indicator Rating
5 4 3 2 1
1. The indicators in the questionnaire consistently and
accurately measure each variables of the investigation

2. The questionnaire fits with the variables under

investigation, thus measuring what it intends to measure.

3. The questionnaire has the capability to measure items

or measure items or variables within given time frame.

4. The questionnaire has the ability to distinguish the

characteristic or properties of differing attributes of
subjects under study.
5. The questionnaire has the ability to gather factual data,
eliminating biases and subjectivity.

6. Quick and complete data can be gathered by the

questionnaire within the time frame allowed to obtain data.

7. The questionnaire has no influence on the variables

being measured.
8. The questionnaire is framed and clear, simple, and in
order to avoid risk of errors.
9. The questionnaire is capable of generating data that will
be of value and practical use to the sectors concerned in
the investigation.

Comments and Suggestions:

___________________________________________________________

___________________________________________________________

Signature over Printed Name of the Validator: ___________________

 36

APPENDIX E

List of Expert Validators

Name Qualifications

VICENTE C. GARCES JR. Principal 1

Doctor of Education
Principal in charge T’boli West
Disctrict II

CHRISTINE JOY F. ILLUSTRY Master of Arts in Education-

General Education
TeacherIII

MARK GIL P. LABRADOR Public Secondary Teacher

Master of Science in Teaching-
General Science
Teacher III
 37

APPENDIX F

Summary of Rating of Expert Validators

RATINGS OF THE RESEARCHERS INSTRUMENT

Name of Expert Average Rating Description

Validator

1. Christine Joy F. 4.55 Very Highly Valid

Ilustry, MaEd

2. Vincent T. Garces, 4 Highly Valid

Ed. D

3. Mark Gil P. 5 Very Highly Valid

Labrador, MST

TOTAL 4.52 Very Highly Valid

Legend:

4.50- 5.00 - Very Highly Valid

3.50- 4.49 - Highly Valid

2.50-3.49 - Moderately Valid

1.50- 2.49 - Less Valid

1.0- 1.49 - Not Valid at all

38