Chapter 1

The Problem and Its Background

According to the Ministry of Education in Oman (1996), basic education aims to make

the learner gain necessary skills for life by developing his/her communication skills, self-

learning, and ability to use critical thinking to deal with science and modern technology (Al

Abri, 2008). Obviously, it is necessary to develop communication skills. Learners of English in

Oman often do not have opportunities to speak English outside the classroom, and for many of

them, the course book is the only place where they meet English (Al Zedjali, 2009). Although

speaking is considered a main language skill that students should improve, it has been widely

noticed that they face many difficulties in speaking English.

The Dynamic World of Public Speaking Training in the Philippines. Before diving

into the public speaking training in the Philippines, it’s vital to explore the history of public

speaking through the ages first. By definition, public speaking is the act of communicating or

rhetorically expressing a message towards a physically present audience. The power of

eloquently and passionately executed displays of public speaking have shaped the course of

many individual’s lives and communities as a whole—the sparks that ignite action. Public

speaking is an art that has a wide range of cross-cultural influences throughout history. Today,

programs have been founded for the sole purpose of public speaking training in the Philippines

and all around the world.

 According to LA Tolentino, The Difficulties Encountered by Students in Baras-Baras

High School when it comes to Public Speaking are lack of confidence or self-confidence, self-

inflicted, an unfamiliar sitsuation, visual acuity or anxiety and physical affect, fear of the

outcome and perspective alone.

This study is conducted because we want to know the reason why students encountered

this difficulties in public speaking. The reason why public speaking is important because it

increases your self-confidence, and it will improve your communication skill; your confidence

and ability to read and understand people. By standing up in front of people and delivering a talk

you can attract like-minded people around you.

Statement of the Problem

This present study was concerned with The Difficulties Encountered by Students of Baras-

Baras High School when it comes to Public Speaking

Specifically, to answer the following question:

1. What are the difficulties encountered by the students of Baras-Baras High School when it

comes in Public Speaking?

2. Why are they having these difficulties?

3. How do these difficulties affect the student performance?

4. What are the disadvantages of having public difficulties?

5. How should students overcome these difficulties?

Significance of the Study

"The Difficulties Encountered by Students in Baras-Baras High School when it comes to

Public Speaking"

The result of this study will have a great value in helping the school,students,principal

and future researchers.

School. This study will be very beneficial for the school, specially for the students for this study

may give them knowledge on how to deal students when it comes to Public Speaking.

Administrator. This study may help them to know those students who joined and participating

public speaking.

Teachers. This study may help them knowledge on how to deal with the students who are

joining and participating public speaking and help them on how to give considerations and

incentives to the one who joining.

Students. This would be very helpful for the students especially when they are encountered

difficulties when it comes to public speaking.

Community. It would help them to be more aware on what is happening in public speaking and

it benefit.

Parents. The result of this study will benefit the parents, especially those parents of the student

who encountered and joined public speaking. It could also help them to have an ideas on how to

deal and help their children whenever their difficulties encountered would be affected from

joining and participating public speaking.

Future Researchers. It would be very beneficial for them because they can get informations that

are connected to their new study.

Scope and Delimitation

This study "The Difficulties Encountered by Students in Baras Baras High School when

it comes to Public Speaking" is concerned with the factors, difficulties of students in Public

Speaking and the possible solutions about this certain issue. This study is only limited to Public

Speaking.

Primarily, the researchers will deal particularlly with the student of Baras-Baras High School

who are encountered the difficulties of Public Speaking when it comes inside or outside the

school.

Definition of Terms

Difficulties. Technically, it means the quality of something that makes it hard to do.

Operationally, for them to know how hard to handle these difficulties

Encountered. Technically, to have or experience (problems, difficulties, etc.)

Operationally, for them to know if they are experiencing this difficulties.

Student. Technically, it is a person who attends a school, college, or university.

Operationally, for them to know if they are experiencing this difficulties

Public Speaking. Technically, it means the act or skill of speaking to a usually large group of

people.

Operationally, it means to know how good the students into it.

 Chapter 2

Review of Related Literature and Studies

This chapter present a studies and literature that concerns to the study "The Difficulties

Encountered by Students of Baras-Baras High School when it comes In Public Speaking"

Related Foreign Literature

According to Doan Linh Chi (2011) This study deals with Guidance for Learners'

Improvement of Speaking Skills. Practice is considered an important part of language learning.

Students are always encouraged to practice as much and as often as possible. However, some

students do not know how to practice well and feel disappointed as practice does not always help

them make much progress in their studies. Thus, as teachers, we should give them guidance on

effective practice. This paper reports what and how guidance for practice should be provided for

effective improvement of students’ speaking skills. Encouraging preliminary results show that a

set of appropriate activities practice speaking and good management of group work can enhance

students’ speaking skills and increase their autonomy.

According to Magdalena Aleksandrzak (2011) The article deals with the problems of

teaching and learning speaking, in particular those which are most relevant in the context of

developing oral skills at the advanced level of foreign language proficiency. The complex nature

of spoken discourse must be taken into account and reflected at each stage of the learning

process. Thus, the article examines the difficulties connected with choosing the appropriate

framework and approach and discusses the typical patterns of interaction in the foreign language

classroom. It also examines forms of control and evaluation and suggests some speaking
activities which seem most suitable for advanced language learners in the light of the above

theoretical considerations.

According to Zhang and Mi (2010) International education in Australia has expanded

rapidly in recent years, with identifying a number of issues that our international students face in

their study experience. With consistently growing numbers of international students coming to

Australia for their education, tertiary education has become one of Australia’s largest industries.

According to Nakatani (2010) It isworthy to mention that researchers recognise that

learners can improve their speaking ability bydeveloping learning strategies that enable them to

become independent learners.

According to Samira Al Hosni (2014) speaking is the active use of language to express

meaning, andfor young learners, the spoken language is the medium through which a new

language is encountered, understood, practiced, and learnt. Rather than oral skills being simply

one aspect of learning language, the spoken form in the young learner’s classroom acts as the

prime source of language learning. However,speaking problems can be major challenges to

effective foreign language learning and communication

Related Foreign Study

Pesce (2011) This study said that it is urgent that teacher creates a friendly and open

classroom environment. By doing this, shy students are hoped to feel fine of making mistakes in

their learning. This way, students will not worry of their imperfect pronunciation and grammar.

As a result, they dare to speak in their speaking class.

 Baldwin (2011) said that speaking in front of people is one of the more common phobias

that students encounter and feeling of shyness makes their mind go blank or that they will forget

what to say. This study is also supported by the result of this research in which most students fail

to perform the speaking performance at their best. As they say, their inability to show their

ability in speaking is also influenced much by their feeling of shyness. In other words, it can be

said that shyness plays an important role in speaking performance done by the students.8

He and Chen (2010) state the main cause of students’ confidence is their low ability in

speaking English. In this study, many students think that their English is bad and feel that they

cannot speak English well. With regard to possible solution to overcome the students’ lack of

confidence, teachers can do activities like promoting students’ awareness of the importance of

English, enhancing students’ interest in English, and developing their self-confidence.

Ye Htwe (2007) said that the strategy to build students’ confidence is maximizing

students’ exposure to English is a good way English, teachers can provide regular opportunities

to practice proper pronunciation and intonation, and to converse freely. By doing this, students

will experience a greater sense of ability to speak English. Therefore teacher should create a

comfortable atmosphere in which learners are encouraged to talk in English and are praised for

talking.

Aftat (2008) said that to encourage students’ motivation, teachers should provide

constant encouragement and support as well ask questions that reveal the basis of a students’

problems. Doing this becomes very important because encouragement also gives students a

feeling of secure and welcome in their learning.

Synthesis

According to Doan Linh Chi (2011) This study deals with Guidance for Learners' Improvement

of Speaking Skills. Practice is considered an important part of language learning. According to

Magdalena Aleksandrzak (2011) The article deals with the problems of teaching and learning

speaking, in particular those which are most relevant in the context of developing oral skills at

the advanced level of foreign language proficiency. Baldwin (2011) said that speaking in front

of people is one of the more common phobias that students encounter and feeling of shyness

makes their mind go blank or that they will forget what to say. Ye Htwe (2007) said that the

strategy to build students’ confidence is maximizing students’ exposure to English is a good

way English, teachers can provide regular opportunities to practice proper pronunciation and

intonation, and to converse freely. According to Nakatani (2010) It is worthy to mention that

researchers recognise that learners can improve their speaking ability by developing learning

strategies that enable them to become independent learners. Pesce (2011) said that it is urgent

that teacher creates a friendly and open classroom environment. By doing this, shy students are

hoped to feel fine of making mistakes in their learning. This way, students will not worry of their

imperfect pronunciation and grammar. As a result, they dare to speak in their speaking class.

According to Zhang and Mi (2010) International education in Australia has expanded rapidly in

recent years, with identifying a number of issues that our international students face in their

study experience. With consistently growing numbers of international students coming to

Australia for their education, tertiary education has become one of Australia’s largest industries.

He and Chen (2010) state the main cause of students’ confidence is their low ability in speaking

English. In this study, many students think that their English is bad and feel that they cannot

speak English well. With regard to possible solution to overcome the students’ lack of
confidence, teachers can do activities like promoting students’ awareness of the importance of

English, enhancing students’ interest in English, and developing their self-confidence.

According to Samira Al Hosni (2014) Speaking is the active use of language to express

meaning, andfor young learners, the spoken language is the medium through which a new

language is encountered, understood, practiced, and learnt. Rather than oral skills being simply

one aspect of learning language, the spoken form in the young learner’s classroom acts as the

prime source of language learning. However, speaking problems can be major challenges to

effective foreign language learning and communication. Aftat (2008) said that to encourage

students’ motivation, teachers should provide constant encouragement and support as well ask

questions that reveal the basis of a students’ problems. Doing this becomes very important

because encouragement also gives students a feeling of secure and welcome in their learning.

Paradigm of the Study

 Chapter 3

Methods of Study and Sources of Data

This chapter presents the method and procedures of this research which include the

research's methodology: The design and procedures, the sample of respondents and its selection,

the instrument for gathering data and validation.

Research Design

The study "The Difficulties Encountered by Students of Baras-Baras High School when it

comes In Public Speaking" was a qualitative and descriptive.

Qualitative research is a scientific method of observation to gather non-numerical data.[1]

This type of research "refers to the meanings, concepts, definitions, characteristics, metaphors,

symbols, and description of things" and not to their "counts or measures". This research answers

why and how a certain phenomenon may occur rather than how often.

Descriptive research is used to describe characteristics of a population or phenomenon

being studied. It does not answer questions about how/when/why the characteristics occurred.

Rather it addresses the "what" question (what are the characteristics of the population or situation

being studied?).

Research Locale

The researcher will conducted this study/research at Baras-Baras High School, Barangay

Baras-Baras, Tarlac City.

Selection of Participants

The participants will be the(5) students of Baras-Baras High School.

The reason why the researchers will take them as participants because they encountered this

study.

Qualitative Data Analysis

This research will be used process coding. Process coding is analytic process in which

data in both qualitative form or quantitative form the categorize to facilitate analysis.

Research Instrument

The research instrument of this study will be Direct Method, the researchers will be

conducting interviews to their participants.

Validation of Instrument

The validation of this research instrument will be checked by an expert.

 APPENDIX A

SAMPLE INFORMED CONSENT

I (please print name): ___________________________ agree to participate in a personal

interview for the Study “The Difficulties Encountered by Students of Baras-Baras High
School when it comes to Public Speaking.”

I understand that participation in the study is entirely voluntary and that I am free to stop at any
time. I do not have to give a reason for doing this and any information I provided will be
destroyed.

Yes__ No__

I understand that by completing and submitting this form I may be contacted by any of the
research team members: _________________, _______________, ______________ or the
research team's Research Assistant (___________________) to arrange a time and location
(convenient and appropriate for me) to be interviewed.

Yes __ No __

I understand that I do not have to answer any question I do not wish to answer for any reason.

Yes __ No __

I agree that data may be used for pedagogical purposes such as in classes by professors,
workshops, presentations and case studies. All personally identifying information will be
removed or altered and data shall not reveal my identity or the identity of my
institution/organization.

Yes __ No__

I have retained a copy of this Consent Form for my records:

Yes __ No__

Your signature on this form indicates that you have understood to your satisfaction the
information regarding your participation in the research project and agree to participate as a
participant. In no way does this waive your legal rights nor release the investigators or involved
institutions from their legal and professional responsibilities.

Participant’s signature: __________________________________

Date: ________________
Participant’s contact Information:_____________________________________________
If you have any other questions or require more information about the study itself, please contact
Name of principal investigator:

Name of Principal Investigator:

Desiree B. Flores

Jemilyn T. Mallari
 APPENDIX B

LETTER TO THE PARTICIPANT

February 21, 2020

To whom it may concern,

Greetings in the name of the Lord!

As part of the second semester in the Senior High School program, we, the Grade 11
students, are currently finishing our research paper in our subject Practical Research 1. In fact,
we are now in the fourth chapter which is the Presentation and Analysis of Data.

In relation to this, we would like to ask permission from your good office to allow me to
conduct interview and administer questionnaire with you starting on February 24, 2020 until
February 26, 2020 rest assured that all data that will be collected will be dealt with outmost
confidentiality.

Thank you in advance and May God bless you and your family!

Sincerely yours,

DESIREE B. FLORES
JEMILYN T. MALLARI
Researchers

Noted by:
STEPHEN TRACY E. TABAMO
Research Teacher
 APPENDIX C

LETTER TO THE PRINCIPAL

February 21, 2020

EMILLAINE D. CORTEZ
Baras-Baras High School
Head Teacher III

Ma’am,
Greetings in the name of the Lord!

As part of the second semester in the Senior High School program, we, the Grade 11, are
currently finishing our research paper in our subject Practical Research 1. In fact, we are now in
fourth chapter which is the Presentation and Analysis of Data.

In relation to this, we would like to ask permission from your good office to allow us to
conduct and administer questionnaires among selected student leaders starting on February 24,
2020 until February 26, 2020 that all data will be collected will be dealt with outmost
confidentiality.

Thank you in advance and May God bless you and your family!

Sincerely yours,

(SGD) (SGD)
DESIREE B. FLORES JEMILYN T. MALLARI

Noted by:
(SGD)
MR. STEPHEN TRACY E. TABAMO
Research Teacher

Approved by:
(SGD)
EMILLAINE D. CORTEZ
Head Teacher III
 APPENDIX D

SAMPLE QUESTIONNAIRE

“The Difficulties Encountered by Students of Baras-Baras High School when it comes to Public
Speaking”

Name (Optional): Date:

SOP1. What are the difficulties encountered by the students of Baras-Baras High School
when it comes in Public Speaking?

1.1 Anu-ano ang mga pagsubok na naranasan mo sa pampublikong pananalita?

1.2 Magbahagi ka nang isang karanasan na hindi mo malilimutan noong

nagpampumblikong pagsasalita ka?

1.3 Sa anong paraan ka nahihirapan sa pampublikong pagsasalita?

1.4 Anu-ano ang pangunahing problema sa iyong pamanalita?

1.5 Anu-ano ang mga takot mo pagdating sa pananalita?

SOP2. Why are they having these difficulties?

2.1 Sa tingin mo bakit mo kailangang maranasan ang mga paghihirap na ito?

2.2 Sinu-sino ang mga dahilan bakit ka nahihirapan sa pampublikong pananalita?

2.3 Anu-ano ang mga dahilan bakit ka nahihirapan sa pambulikong pananalita?

2.4 Kailan ka nagsimulang makaranas ng paghihirap sa pagsasalita?

2.5 Anu-ano ang mga balakid na iyong nakaharap sa pagsasalita?

SOP3. . How do these difficulties affect the student performance?

3.1 Nagkaroon ba ng epekto sa iyong performance ang mga paghihirap mo? Bakit?

3.2 Anu-ano ang mga epekto nito sa iyong kaibigan kung hindi ka marunong sa
pampublikong pananalita?

3.3 Anu-ano ang maaaring maging epekto nito sa iyong pag-aaral?

 3.4 Makakaapekto ba ang mga paghihirap mo sa pampublikong pananalita sa iyong quiz
o assignment? Bakit?

3.5 Anu-ano ang mga epekto ng pampublikong pananalita sa iyong sarili?

SOP4. What are the disadvantages of having public speaking difficulties?

4.1 Para sa iyo ano-ano ang mga maling maidudulot ng pagkakaroon ng pampublikong
pagsasalita?

4.2 Sa paanong paraan ba nagkakaroon ng maling dulot ang pampublikong pagsasalita?

4.3 Nahihirapan kaba sa mga maling dulot nito?

4.4 Anu-ano ang mga bagay na nakakapagpadagdag pa ng hirap sa iyo sa pampublikong

pagsasalita?

4.5 Anu-ano ang mga maling nagagawa mo kapag nagreport ka sa harap ng maraming
tao?

SOP5. How should students overcome these difficulties?

5.1 Anu-ano ang mga paraan upang malagpasan ang mga pagsubok sa public speaking?

5.2 Anu-ano ang maaari mong maging estratehiya upamg malagpasan mo ang kahirapan
sa pampublikong pagsasalita?

5.3 Sa tingin mo sino ang mga taong pwede mong lapitan? Bakit sila?

5.4 Makakatulong ba sa iyo kapag humingi ka ng tulong? Sa papaanong paraan?

5.5 Sa papaanong paraan mo mabibigyan ng payo ang mga estudyante para malagpasan
ang mga paghihirap na ito?