SPEAKING DIFFICULTY OF FIRST YEAR BSED-ENGLISH STUDENTS

OF RAMON MAGSAYSAY MEMORIAL COLLEGES

A Thesis Proposal
Presented to the Faculty of Teacher Education Program
Bachelor of Secondary Education Major in English
Ramon Magsaysay Memorial Colleges
General Santos City

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor in Secondary Education

ISMAEL, KYZIL C.
NOVEMBER 2020
 Chapter 1
Introduction

Rationale

Speaking English is considered as an important language skill and fundamental

to human communication. Many people around the world use English to communicate

each other. Being able to speak English, people can interact with others without

obstacles.

Although speaking is considered a main language skill that students should

improve, this does not mean it is simple to master. Therefore, students need to be

encouraged to master this skill. According to Jackson et al., (2017), He stated that if

students who have extreme difficulties in public speaking enroll in our courses, they

may skip class on speech days and only do enough to pass the class. Others will

continue to drop classes after the first few, petition the administration to waive the

requirement, or, in the most extreme cases, choose not to complete the requirement

and fail to graduate. Linguistically, students' lack of knowledge about the language

system can cause difficulty speaking. This includes not only speaking ability, but also

listening and pronunciation ability. Teachers and students must use available learning

and material sources, rather than relying solely on textbooks, in order for skills to

develop. Students' speaking difficulties can be attributed to a lack of ideas and self-

confidence. These two first categories lead to the third category, which is the students'

inability to communicate effectively in real-life social situations.

 Linguistically, students' lack of knowledge about the language system can cause

difficulty speaking. This includes not only speaking ability, but also listening and

pronunciation ability. Teachers and students must use available learning and material

sources, rather than relying solely on textbooks, in order for skills to develop. Students'

speaking difficulties can be attributed to a lack of ideas and self-confidence. These two

first categories lead to the third category, which is the students' inability to communicate

effectively in real-life social situations.

This study would recognize the speaking difficulties among first year BSEd

students of Ramon Magsaysay Memorial Colleges. This would also attest if there is

really a significant relationship between the students’ speaking difficulty and their

academic performance. Furthermore, this study will serve as an authentication that the

speaking difficulty of students affects their academic performance in school.

Therefore, the researchers have chosen such a problem for them to be able to

see and determine the speaking difficulties of first year BSEd students. Also, the

researchers want to conduct this study for a deeper understanding regarding the

problem in order to cope with applicable solutions.

RESEARCH OBJECTIVES

The researcher aims to determine the speaking difficulty of first year BSEd

English Students of Ramon Magsaysay Memorial Colleges, enrolled during academic

year 2021.

Specifically, this study seeks to answer the following:

1. What are the common speaking difficulties of the first BSEd English students?

Hypothesis

To guide the study, the hypothesis is formulated:

Ho: Speaking difficulty does not significantly influence the students’ academic

performance.

REVIEW OF RELATED LITERATURE

This chapter represents the related literature and related studies which includes
the foreign and local studies.

Many factors contribute to difficulty in learning, according to in Ur Afisa (2016),

Speaking of which, they are as follows: inhibition, silence, low or uneven participation,

and mother tongue. Furthermore, Raba'ah (2016) in Afisa (2016) stated that many

factors contribute to difficulty speaking English. Some of these factors are related to the

learners themselves, while others are related to the teaching strategies, curriculum, and

environment. Many learners, for example, lack the necessary vocabulary to convey their
meaning, and as a result, they are unable to maintain the interaction. Inadequate

strategic and communication competence can also be a reason for not being able to

keep the interaction going. The teacher and students frequently struggle with speaking

English. Both the teacher and the students frequently struggle with speaking English.

According to the writer's observations, the difficulties that teachers face are the number

of students who speak English and the students' mentality. Difficulties encountered by

the teacher are not easily overcome. To overcome their difficulties, teachers must exert

some effort.

Fear of public speaking can result in poor academic performance, loneliness and

isolation, and even a reduction in life quality (Beidel, Turner, & Dancu as cited in

Bartholomay & Houlihan, 2016). When compared to the ratings of objective observers,

language learners who suffer from public speaking anxiety perceive their own

performance to be worse (Cheng, Niles & Craske, 2017).

According to Kralova et al., (2017), As a result, more anxious language learners

are more likely to make mistakes when producing in the target language. In terms of

social behavior, language anxiety can cause students to participate minimally and fail to

initiate conversations, avoidance behavior (Kralova et al., 2017), absenteeism, and

unwillingness to participate. Participation or even withdrawal behavior by arriving late to

class purpose.

According to Shin & Newman (2018), Fear can be reduced by repeatedly

exposing oneself to it in a safe environment. This also applies to public speaking anxiety

(Cheng, Niles & Craske, 2017). That is, frequent practice can help to reduce the fear of

public speaking.
 There have been some studies that have looked into the speaking difficulties that

EFL learners face. For example, one study (Dil, 2019) investigated Turkish EFL

learners' communication barriers in English language classrooms and found that anxiety

and unwillingness to communicate were common.

The English-speaking process is regarded as one of the most difficult challenges

for EFL students. Anxiety and unwillingness are caused by the fear of being negatively

evaluated when making mistakes, especially in front of their friends. This study also

revealed that students who perceive their English as poor feel more anxious and are

less willing to communicate in English classes than students who perceive their English

as very good, good, or OK.

Speaking involves two or more people communicating in two directions; it is one

of the language skills used in everyday life for communication. Because English is such

a powerful medium for international communication, English learners consider speaking

to be the most important language skill to master (Crystal, cited in Akkakoson, 2016).

Speaking in a foreign language, on the other hand, may be influenced by psychological

factors such as anxiety and self-confidence. English learners must master the

components of speaking skills.

According to Sundari (2017), Anxiety is a disadvantage that causes students to

be unable to communicate effectively in English; they may know what they want to say

but are unable to express it due to anxiety. As a result, the researcher has decided to

conduct the study to investigate the factors that make most students nervous when

asked to speak English. Finally, the issue should be identified and researched in order

to create the best lesson for anyone who wants to be a good speaker, particularly in
English. Many researchers observed the phenomenon in action in the speaking

classroom. As a result, English teachers in some Indonesian schools have encouraged

or forced English to become their target language in order to increase the ability and

competency in English communication.

As Musliadi (2016) suggests, many students can learn to speak for a long time,

but they are still unable to practice speaking in real-life situations. It is possible to

discuss a variety of factors that obstruct communication. External and internal factors,

as well as cultural and social environments, as well as individual differences, all play an

important role in foreign language learning, particularly for speaking skills.

According to (in Soomro and Farooq, 2018), The perspectives of students on

speaking have a direct impact on the process. The chart's fourth and fifth layers draw

our attention to this point. In other words, as the final stage of linguistic competence,

foreign language use is linked to students' motivation and attitudes. Also, He stated that

attitudes cause motivation, which is a combination of effort and desire to achieve the

learning goal, and positive attitudes toward learning the language In other words,

positive attitudes resulting from high motivation contribute significantly to improved

speaking skills. Concurrently, anxiety as a result of low motivation and negative

attitudes toward language have a negative impact on the process. Horwitz considers

students to be because of anxiety, I am unable to improve my public speaking skills.

Overall, students' attitudes toward language and anxiety in the learning environment are

significant issues to consider when learning a language. With this in mind, it is not a

stretch to say that students' attitudes and anxiety have a significant impact on their

speaking performance. In light of these arguments, the purpose of this study is to

investigate the relationship between students' attitudes toward English and the anxiety

that affects their speaking performance.

Language anxiety not only impairs the language learning process, but it also

causes issues with self-confidence and self-esteem, interferes with an individual’s ability

to concentrate, and therefore hinders proficiency in the target language. It was also

found that learners who are more critical of themselves tend to develop more

communication apprehension, which subsequently increases language anxiety. This is

a challenge for not only the learners, but also the teachers. It is important to note that

the language teachers are often nonnative speakers who may experience language

anxiety themselves (Kralova, Skorvagova, Tirpakova & Markechova, 2017).

Similarly, fear of public speaking is regarded as a prevalent anxiety disorder

(Bartholomay & Houlihan, 2016). This could be due to the fact that public speaking

necessitates the use of one's voice. It is associated with the sensitivity to punishment

and is observed and judged by others (Panayiotou et al., 2017).

Online learning is appealing because it demonstrates people and organizations'

commitment to improving education and exchanging knowledge and skills on a larger

scale. The online learning trend continues to grow, fueled primarily by technological

advancements and increased demand for enrollment in higher education institutions. E-

learning improves educational outcomes, but it also has social benefits, as evidenced

by its use during the COVID-19 pandemic. Since the COVID-19 pandemic, distance

learning has become the new cornerstone of education. Physical classes have been

halted in educational institutions around the world, hastening the development of online

learning environments to prevent further disruptions to the learning process. The shift to
online learning may result in the development of a more modern, more efficient

education system and a successful method of educating students. This pandemic has

highlighted the importance of transferring information across borders, companies, and

all segments of society. With this abrupt change, Online learning will continue to grow

away from the traditional classroom in the post–COVID-19 world and have an impact on

the global education sector as a whole.

Education that employs one or more technologies to deliver instruction to

students who are geographically separated from the instructor and to facilitate regular

and substantive interaction between students and the instructor, either synchronously or

asynchronously. Internet; one-way and two-way transmissions via open broadcasts,

closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless

communication devices; audio conferencing; and video cassette are examples of

instructional technologies. DVDs and CDROMS, if the cassette, DVDs, and CD-ROMS

are used in conjunction with the technologies listed above in a course.

There are two types of online learning: synchronous and asynchronous.

Synchronous technology enables "live" interaction between the instructor and students

(e.g., audio conferencing, videoconferencing, web chats, etc.), whereas asynchronous

technology involves significant time delays between instruction and its receipt (e.g.,

Email, earlier video recording, discussion forums etc.)

Online instructional methods have long been recognized as an effective tool for

learning; however, online learning can be difficult for students due to the lack of

nonverbal communication. Other factors, such as interactions between students and

professors, accessibility of materials, and time management, can all have an impact on

the opinions of online education participants.

A representative set of face-to-face courses should be compared to a similar set

of online courses in order to assess students' performance in an online course. This

strategy was used in a study that used a dataset of hundreds of courses taught at 23

community colleges in Virginia; the authors discovered that students performed worse in

online courses in terms of both course persistence and end-of-course grades.

According to Allen & Seaman (2017), Numerous studies have been conducted

based on these additions to teaching and learning, in which researchers compare

traditional forms of learning with online learning for student outcomes. It is worth noting

that these studies appear to have difficulty reaching accurate conclusions. While the

demand for online learning remains high. He added that higher education professionals

must find new ways to create an environment that promotes efficient learning while

taking student needs into account inclinations.

Furthermore, with the shift to online education, new disciplines will emerge, be

added, and curricula modified, in order to provide a workforce capable of meeting

society's ever-increasing technological needs. Furthermore, through their respective

distance education courses, students gain invaluable practical skills such as problem

solving, quick information analysis, and conclusion formation; additionally, overall

creativity and innovation are stimulated (Simonson et al.,2019). More importantly, by

participating in group learning sessions, students learn how to collaborate and develop

habits that will prepare them for the collaborative workplace of the future. In recent
history, the evolution of online learning has mirrored changes in technology and society,

and it is likely to continue to do so in the foreseeable future (Rice et al., 2020).

Previously, we investigated the implications of students' character traits and

learning styles separately; we also investigated students' satisfaction with service

quality (Idrizi & Filiposka, 2018). This study provides students with a one-of-a-kind

environment in which they can attend courses entirely online, select materials, and are

not influenced or obligated to participate until the end, resulting in a better learning

environment for them.

According to Talebian et al. (2014), face-to-face education is more effective. It is

dependent on the time and place. Enrollment in online courses has been increasing

rapidly in recent years (Seaman et al., 2018) as a result of an expanded environment

that allows individual users to retain control over time, speed, location, and interactions

with teachers and other participants.

According to Kara et al. (2019), there are still factors that make it difficult for

students to participate in distance education effectively. The equivalency theory, as

discussed by Simonson et al. (2019), assists instructors in providing learners with

materials that are equivalent to, rather than identical to, materials distributed in

traditional classrooms. They discovered that students in online classes had slightly

higher average final grades than students in traditional classes. According to Clark

(2020), in the near future, the use of portable devices will expand learning through the

use of virtual and augmented reality, providing a more robust studying environment.
 However, there are some contradictory findings, with some research reports

indicating that academic achievement is higher in traditional classrooms (Page et al.,

2017). Other studies have found no statistically significant difference in student

performance between online and traditional classes (e.g., Davies & West, 2018). The

results of a variety of methodological limitations must be evaluated with special care.

Students who choose online classes voluntarily may have different characteristics and

goals than students who choose traditional, in-person classes. Students who choose

online classes, for example, may be older, have children, and work full-time (Ilgaz &

Gulbahar, 2017). During the COVID-19 pandemic, educational organizations faced

significant challenges in their methods of planning, execution, and evaluation as they

transitioned all courses online. On a more minor note, the global pandemic has revealed

opportunities for the country to modernize its educational system and shift its focus to

new technology.

According to Rhizomatic learning (Cronje, 2018) takes the premise that

knowledge is robust, nonlinear, and unpredictable and applies it to the learning process.

From a theoretical standpoint, it is discovered that online learning is interdisciplinary in

nature and is in constant flux. As a result, rather than adhering to a single theoretical

framework, we can use a variety of theoretical approaches to broaden our perspectives

and improve our educational environment. In this regard, we were inspired by a diversity

theory in many ways (Bozkurt, 2019; Geng et al., 2019). There has never been a

greater need for a coordinated, inclusive, and mutual global approach to best practices

for online education. This article examines various indicators in online and traditional

learning. Whereas Wu and Cheng (2019) conclude that gender has no significance in
online classes, other studies conclude that success in online classes is more individual,

with results demonstrating that students' average performance varies depending on the

specific combination of course modalities and demographic variables (e.g., Glazier et

al., 2020).

Other indicators, such as personality traits, have been found to be positively

related to student engagement (Zhang et al., 2020), while learning styles are unlikely to

be related to student performance (Mirza & Khurshid, 2020). In an era of global

uncertainty, there is a collective need for mutual assets and knowledge to ensure that

our students' education is successful in the face of COVID-19. Nonetheless, more

research is needed to fully understand why these differences exist and whether they are

the result of course design, curriculum content, faculty involvement, or other factors that

must be considered.

According to Köseoglu (2016), Overall, research on personality and education

has found that personality can play an important role in learning and academic success.

It is also worth noting that the outcomes for traditional and online learning are

comparable.

According to Nakayama et al., (2017), they assume that the set of teaching

styles in an online course is distributed differently than in a face-to-face course. Online

learning systems usually have fewer auditory or verbal sections than traditional face-to-

face lessons. They have a superior ability to read and write portions of a task. Students

with visual learning styles and read/write learning styles may outperform their

counterparts in face-to-face courses in online courses.

 McBain et al. (2016) examined student experiences and concluded that online

presentations were a valid, engaging, and effective method of student learning. Their

study, however, did not compare student experiences to traditional face-to-face

presentations. Hoban (2016) makes a compelling case for students to create digital-

media explanations, claiming that learning is enhanced when students revisit concepts

through different modes of communication. Another factor is the widespread adoption of

blended-learning models, which combine online and in-person learning, giving students

more flexibility in terms of when and where they learn, as well as the ability to work at

their own pace. With the pandemic situation in Indonesia, online learning

implementation gained more attention. The drastic shift in government policy caused all

formal institutions to transition to full-online courses after years of relying on the

common, face-to-face classroom routine.

Online learning is entirely dependent on technological devices and the internet,

instructors and students with poor internet connections may be denied access to online

learning. The reliance of online learning on technological equipment, as well as the

provision of that equipment, posed a significant challenge for institutions, faculty, and

learners. D. Yates (personal communication, March 17, 2020) stated, in response to a

question posted on ResearchGate by John R. Yamamoto-Wilson, a retired professor

from Sophia University, on the effects of Covid-19 and online learning on instructors and

teaching, that students with outdated technological devices may find it difficult to meet

some technical requirements of online learning, citing an example of a student who

wanted to take mid semester.

 Online learning has grown to be a significant component of the world's

educational material supply (Alzamil, 2021). It is a learning system in which teachers

provide materials and students interact on the web using various technological devices

or applications via the internet (Susilowati, 2020). According to Putri et al., (2021),

online learning is the use of an internet network with access, connectivity, and flexibility

to bring up new ideas Because they allow student-teacher interaction even when they

are not in the same location, online platforms effectively promote independent learning

and inquiry-based learning (Cakrawati, 2017). According to Hadi and Athallah (2021),

the provision of online material can be interactive, allowing learners to interact as a

learning medium through technologies. Online learning has been shown to increase

students' tension and anxiety during the learning process (Rizqiya et al., 2021). It can

be seen in the failure of many universities to implement an online learning system

(Fitriani et al., 2020).multiple learning interactions.

According to S Bali and M C Liu (2018), Online education has definitely made its

way into higher education, with new programs being added on a regular basis. The

blended synchronous learning mode (a "blend" of online and traditional approaches) is

also gaining traction in higher education, though its effects on students' and instructors'

experiences have yet to be fully investigated. With the rapid expansion of the

transnational education market, an increasing number of universities are joining the

ranks of transnational education providers or expanding their transnational education

offerings, such as distance learning or blended learning, including in Indonesia, such as

Indonesia Open University. Online learning has traditionally been perceived as less

interactive than face-to-face learning. It is primarily due to a lack of social presence,

social interaction, and student satisfaction. Online learning, on the other hand, has been

promoted as being more cost effective and convenient than traditional educational

environments, as well as providing opportunities for more learners to further their

education. Social presence is one of the most important aspects of online learning. The

degree of salience between two communicators using a communication medium due to

differing perceptions of the medium of its online learning can be defined as social

presence. The degree to which a person is perceived as "real" in mediated

communication, which contributes to the social climate in the classroom experience, can

also be interpreted as social presence. In this regard, Garrison, Anderson, and Archer

[8] contended that social presence refers to the Community of Inquiry framework,

specifically the students' ability to project themselves socially and emotionally as "real

people" in an online learning community.

Online learning can be effective in digitally advanced countries (Basilaia &

Kvavadze (2020), but it is ineffective in Pakistan. However, in Pakistan, much of the

learning and teaching, as well as the administrative activities of academic institutions,

are done by hand (Salam, Jianqiu, Pathan, & Lei, 2017). Lack of access to fast,

affordable, and dependable internet connections impedes online learning, particularly

for those living in Pakistan's rural and marginalized communities. Students who use

smartphones to access the internet are unable to benefit from online learning because a

significant amount of online content is not accessible via smartphone.

According to Zhong (2020), The unexpected shift to online learning has become a

metric of organizational agility (Wu, 2020), with several implications.

Academic institutions that were primarily concerned with transferring educational

content to the digital world and not with Particular emphasis is placed on online teaching

and delivery methods. Nonetheless, it served as a reminder of the scarcity of resources

in academic institutions as well as the social marginalization of students due to

insufficient access to and availability of the internet and a lack of cutting-edge

technology had an impact on organizational responsiveness and students' ability to

participate in digital learning. Another significant issue is a lack of proper interaction with

instructors.

Online learning is a source of concern. Concerns about any online course content are

usually discussed with the relevant course instructor via e-mail, which necessitates a

response time (Zhong, 2020). Students who are tactile learners will not be interested in

virtual classes. Another significant absence in online learning is traditional classroom

socialization. Students only communicate with their peers digitally and never in person

see fellow students in person, so real-time sharing of ideas, knowledge, and information

is limited in the digital learning world.

According to Toquero (2020), The current situation is unique; rather than normal

digital learning situations, as some may argue, it is more accurately crisis learning

(Pace, Pettit, & Barker, 2020). There is a greater need for academic institutions to

improve their curriculum, and the use of new instructional methods and strategies

should be prioritized.

According to Shin et al., (2018), Students who are self-assured and intrinsically

motivated benefit in the long run goal attainment, as well as perseverance and

performance. Intrinsic student motivation is associated with higher levels of learning

goals, engagement and achievement, voluntary persistence in educational tasks,

conceptual understanding, giftedness, psychological well-being, and academic success,

as well as a lower risk of students dropping out and less anxiety during homework

(Froiland & Worrell, 2016). It also leads to the achievement of long-term goals as well

as confidence, perseverance and performance (Shin et al., 2018). Cognitive

engagement; striving for true understanding; undertaking challenging aspects of a task;

skill application; positive outcomes of learning; achievement; perception of competence;

self-efficacy; actively participating in class; and lower anxiety, depression, stress, and

frustration are additional benefits of intrinsic motivation.

Despite the fact that asynchronous tools are widely thought to promote oral skills

and assist learners, particularly beginners, in preparing for face-to-face communication,

there have been few studies focusing on their affordances in relation to FLA and, more

specifically, speaking anxiety. In support of this, Tecedor and Campos-Dintrans

(Reference Tecedor and Campos-Dintrans2019: 117) cite two publishing houses:

"Pearson Education advertised in its platform: 'Oral Recording Activities enable students

to increase oral proficiency without leaving the online environment.' Vista Higher

Learning stated similarly: 'Language production can be intimidating for new students,

but this first step helps build confidence and better prepare students for face-to-face

communication,' says the instructor.

According to Madini (2017), it was also discovered that the more anxious low-

achievers who want to perform well in the target language are, the worse their speaking

performance is. Those who are more enthusiastic and have a positive attitude toward

speaking in foreign languages tend to perform better. Furthermore, the causes of

English speaking anxiety have been thoroughly investigated. According to these

studies, the following factors increase foreign language speaking anxiety: having to

perform speaking in class or on an exam; making mistakes, being mocked, and thus

having the fear of negative evaluation; problems with grammar, vocabulary, and

pronunciation; and not being allowed to use L1 in class or speaking with native

speakers. Asynchronous learning appears to be a reasonable solution for developing

speaking skills when these factors are eliminated, and there are numerous studies that

touch on the relationship between asynchronous learning and foreign language

speaking anxiety and/or performance.

In one of these studies, it was discovered that students who participated in out-of-

class German-speaking activities on a smartphone application improved their speaking

performance (Schenker & Kraemer, 2017). They also concluded that in an

asynchronous computer-mediated oral communication environment, listening to peers'

recordings repeatedly to understand them and using resources to respond have a

strong relationship with a decrease in foreign language anxiety.

In a public speaking course, Campbell (2016) required students to prepare two

individual presentations, a webinar and a face-to-face presentation. The presenter and

the audience were both present at the same time in both modes, but the webinar

reached audiences in multiple locations. In a survey, 13% more students indicated a

preference for the webinar over the face-to-face presentation, and most students

reported feeling more anxious in face-to-face presentations (Campbell 2016). The

synchronicity of the webinar mode, as well as the technical constraints imposed on it,

distinguishes it from typical online presentations.

 Speaking difficulty can be caused by two factors, according to Badrasawi et al.

(2020). There are linguistic and non-linguistic components. In terms of linguistics,

students were usually concerned or anxious when they made grammatical errors, and

they were occasionally concerned about their lecturers' comments. The students were

also concerned when they made grammatical errors during the conversation.

Nurfirdaus and Mohd (2019) proposed identifying common strategies used by

ESL students to deal with speaking anxiety and identifying any significant differences in

the strategies used to reduce speaking anxiety between males and females in a recent

study. The survey results revealed that all respondents chose the same strategy for

dealing with their anxiety, which is allowing classmates to work in small groups to cope

with their anxiety when speaking.

According to Placious (2018), the most important aspect of language learning is

speaking. Speaking anxiety has played an important role in language learning and

Second Language Acquisition due to its large influence on the process of language

learning (SLA). Speaking is what causes the most anxiety among learners.

According to Melough et al., (2016), Speaking anxiety is one of the most

important affective variables influencing foreign language learning, frequently has a

negative impact on students' oral English performance. It has a negative impact on

students' adaptation to the learning environment and their achievement. Many students,

it could be argued, are afraid of speaking in a foreign language. They classified the

causes of speaking anxiety into four categories: personal reasons, classroom teacher

behavior, learner beliefs, and testing and teaching procedures. Speaking anxiety must

be overcome in order to be successful in language learning. The relationship between

public speaking anxiety and achievement has gotten a lot of attention in the literature.

The purpose of this study is to look into how EFL learners' proficiency level, gender, and

time of learning affect their foreign language speaking anxiety. Although there are

numerous studies that investigate general foreign language anxiety, there are relatively

few that investigate specific foreign language anxiety. Anxiety about speaking a foreign

language has been studied. As a result, the primary goal of this study was to investigate

the relationship between foreign language speaking and proficiency, as well as gender,

length of learning experience, and learning onset.

Beidel, Turner & Dancu as cited in Bartholomay & Houlihan (2016), Fear of public

speaking can lead to poor academic performance, loneliness and isolation, and even

lower life quality When compared to the ratings of objective observers, language

learners who have a certain level of public speaking anxiety tend to perceive their own

performance as being worse (Cheng, Niles & Craske, 2017). Furthermore, due to its

prevalent fearful nature, public speaking is frequently used as a stressor that elicits

various physiological responses in many anxiety experiments (Garcia-Leal et al., 2014).

One can imagine how much public speaking is feared; however, such nervous feelings

are very common for almost everyone.

SYNTHESIS

Students who are extremely nervous about public speaking enroll in our courses,

they may skip class on speech days and only do enough to pass the class. Others will

continue to drop classes after the first few, petition the administration to waive the
requirement, or, in the most extreme cases, choose not to complete the requirement

and fail to graduate. Linguistically, students' lack of knowledge about the language

system can cause difficulty speaking. This includes not only speaking ability, but also

listening and pronunciation ability. Teachers and students must use available learning

and material sources, rather than relying solely on textbooks, in order for skills to

develop. Students' speaking difficulties can be attributed to a lack of ideas and self-

confidence. These two first categories lead to the third category, which is the students'

inability to communicate effectively in real-life social situations.

Many students can learn to speak for a long time, but they are still unable to

practice speaking in real-life situations. As a result, more anxious language learners are

more likely to make mistakes when producing in the target language. In terms of social

behavior, language anxiety can cause students to participate minimally and fail to

initiate conversations, avoidance behavior, absenteeism, and unwillingness to

participate. It is harder now because we are in online platform. When we say online

learning, it is grown to be a significant component of the world's educational material

supply. It is a learning system in which teachers provide materials and students interact

on the web using various technological devices or applications via the internet. Students

who are self-assured and intrinsically motivated benefit in the long run goal attainment,

as well as perseverance and performance. Intrinsic student motivation is associated

with higher levels of learning goals, engagement and achievement, voluntary

persistence in educational tasks, conceptual understanding, giftedness, psychological

well-being, and academic success, as well as a lower risk of students dropping out and

less anxiety during online learning performance. it was also discovered that those who
are more enthusiastic and have a positive attitude toward speaking skills tend to

perform better.

Theoretical Framework

According to Jackson et al., (2017), He stated that if students who have extreme

difficulties in public speaking enroll in our courses, they may skip class on speech days

and only do enough to pass the class. Others will continue to drop classes after the first

few, petition the administration to waive the requirement, or, in the most extreme cases,

choose not to complete the requirement and fail to graduate. Linguistically, students'

lack of knowledge about the language system can cause difficulty speaking. This

includes not only speaking ability, but also listening and pronunciation ability. Teachers

and students must use available learning and material sources, rather than relying

solely on textbooks, in order for skills to develop. Students' speaking difficulties can be

attributed to a lack of ideas and self-confidence. These two first categories lead to the

third category, which is the students' inability to communicate effectively in real-life

social situations.

Significance of the Study

 This study was conducted to determine the Speaking Difficulty of 1 st year BSEd

students of Ramon Magsaysay Memorial Colleges. The result of the study was

essential to the following beneficiaries;

Teacher. This study would give them insights on why their students react and

behave in that certain manner in school and would give them knowledge on how they

can guide their students to improve their online learning performance.

Students. This study would give them knowledge and would raise their

awareness about speaking difficulty. This would also help them to be aware of the

possible effects of speaking difficulty on their academic performance and would give

them insights on how they can manage it.

Future Researcher. This study would give them background and would provide

them references that will serve as their guidelines to help them get the information and

data needed and related to the study.

Researchers. This would give them knowledge and understanding about the

connection of student’s speaking difficulty to their academic performance.

Scope and Delimitation

This study only focused on the speaking difficulty of first year BSEd students of

Ramon Magsaysay Memorial Colleges. Furthermore, this study made use of fifty (50)

respondents who were assessed in a survey form of data gathering. This study had

particularly taken place in Ramon Magsaysay Memorial Colleges.

Definition of Terms
 For the deeper understanding of the study, the following terms are defined

operationally:

Speaking Difficulty. It was defined as a thing that is hard to accomplish, deal

with, or understand.

CHAPTER II

Methodology

This chapter presents the methods and processes involved upon conducting the

study. It also describes the following: research design, procedures, instruments used,

the respondents of the study, the techniques involved and the statistical analysis data.

Research Design

This study will seek to determine the speaking difficulty of first year BSEd English

students of Ramon Magsaysay Memorial Colleges. This study made use of a

descriptive survey method as a design of the study.

The Descriptive Survey Research is an approach of Descriptive Research

that blends quantitative and qualitative data to provide you with relevant and accurate

information. A time-efficient research method, Descriptive Survey Design engages the

people who are at the center of the research objective. The descriptive survey was used

to determine the speaking difficulty of the students.

Research Locale

The study will be conducted at Ramon Magsaysay Memorial Colleges located at

Roxas Avenue, General Santos City in the second semester of school year 2020-2021.

Ramon Magsaysay Memorial Colleges is a private higher educational institution

in General Santos City. It was established in 1957 as the Mindanao Vocational School

(MVS). It initially offered technical and short-term courses, like the one-year Collegiate

Secretarial Course.

Ramon Magsaysay Memorial Colleges provides a wide variety of undergraduate

programs in the areas of Accountancy, Business, Teacher Education, Information

Technology, Liberal Arts, Criminology, Engineering, Social Work and new courses such

as Real Estate Management, Tourism Management, and Hospitality Management. The

school is being administered by Dr. Kristofer Franz R. Millado.

Population and Sample

The respondents of this study were the fifty (50) first year BSEd English students

of Ramon Magsaysay Memorial Colleges. The students gained more knowledge about

speaking difficulty in school. Additionally, the students were able to understand the

significance of being aware in dealing with speaking difficulty and how it is important to

overcome speaking anxiety.

Sampling is another way to determine, identify, and select the sample population

that is intended to get the possible data (Gay, 2003).

 A stratified random sampling technique was used for selecting the respondents

of the study. All the fifty (50) students from first year BSEd English, as the respondents

of the study, were selected randomly. The said respondents were given a survey-type

questionnaire-checklist to gather quantitative information and data essential to the

study.

GRADE & SECTION TOTAL NUMBER OF NUMBER OF

STUDENTS RESPONDENTS

Research Instrument

This study will make use of a survey-type questionnaire. This questionnaire

checklist consists of questions to gather respondent’s view regarding their speaking

difficulty and as well as on what grounds of their academic performance it may affect.

The questionnaire checklist determined the speaking difficulty of students which

were presented by five (5) choices. The five check boxes were ranked as:

Ratings Description Interpretation

 5 Always Very High

4 Often High

3 Sometimes Moderate

2 Seldom Low

1 Never Very Low

Statistical Tools ( MA’AM, DI KO PO ALAM DITO SINCE ONE VARIABLE NALANG

TITLE KO)

In this study, in SOP 1 and SOP 2, the statistical tool that the researchers used

was the weighted mean because it determined the relatedness of each variable.

❑
∑ ❑ w1 x 1
x= ❑
❑
∑
❑
❑ w1

Where:
❑
∑
❑
❑=¿ the sum

W = the weight

X= the variables
In SOP 3, the researchers used Pearson Product Moment Correlation to identify and

determine the relationship of speaking anxiety and online learning performance of first

year BSEd English students.

❑ ❑ ❑
n (∑ ❑ x−17)−( ∑ ❑ x )( ∑ ❑ y)
r= ❑ ❑ ❑
√¿ ¿ ¿

Where:

r = person r

n = sample

x = first variable

y = second variable

Ethical Considerations

According to Hitesh Bhasin (2020), Ethical consideration is a set of principles and

values that should be followed when dealing with people. Ethical considerations ensure

that no one acts in a way that is detrimental to society or to an individual. It prevents

individuals and organizations from engaging in heinous behavior. Ethical considerations

are critical, especially in research. Your entire research effort may be squandered if you

fail to adhere to any of the ethical considerations. The following are the ethical concerns

that must be addressed while conducting the research study.

The validity of research questions is the first and most fundamental ethical issue

that may arise in research. The purpose of research is to find an answer to a specific

research question. The research conclusion must be consistent with the research

question posed at the outset. Failure to match research questions with research

conclusions will be considered an ethical violation.

References

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Kralova, Z., Skorvagova, E., Tirpakova, A. & Markechova, D. (2017). Reducing student
teachers’ foreign language pronunciation anxiety through psycho-social training.
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Karekla, M., Georgiou, D., Constantinou, E. & Paraskeva-Siamata, M. (2017).
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RESEARCH QUESTIONNAIRE/DEVELOPED MATERIALS

Name: ____________________
Direction: Check (✓) the option that best represents your answer. Evaluate your
speaking difficulty in relation to your online learning performance.
Rating Scale Interpretation
Always (5) Very High
Often (4) High
Sometimes (3) Moderate
Seldom (2) Low
Never (1) Very Low
(5) (4) (3) (2) (1)
Always Often Sometime Seldom Never
s
Speaking Difficulty
1. I think learning to
speak is fun.

2. I stutter whenever I
speak.
3. I am not .
comfortable in
speaking my thoughts
about certain things.
4. I’m afraid of making
errors whenever I
speak.
5. I’m ashamed to
speak my ideas in
class.
6. I’m not confident to
speak.
7. I’m afraid to commit
grammatical errors.
8. I’m afraid to receive
criticism.
9. I don’t like to
express my answer
vocally.
10. I am nervous
about public speaking.
11. I will be worried if
my classmates speak
English better than
me.
12. I feel shy to speak
English with another
friend.
13. Talking to my
lecturer using English
makes me
uncomfortable and
unconfident.
15. Non-availability of
words to express
feelings.
16. I find it difficult to
speak grammatically in
English during a
speaking learning
activity.
17. I have no
motivation to choose
exact words with what
I mean as I am
speaking.
18. If I speak in
English, I find it difficult
to get the meaning of
new vocabulary.
19. If I have difficulties
speaking with my
lecturer and other
friends, I use my
mother tongue
language to help me.
20. I have low or
uneven participation in
grammatical skills
training in and outside
the school.